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KEY COMPONENTS TO INSTITUTIONAL SUPPORT FOR AN ASSISTIVE TECHNOLOGY PLAN AT A COMMUNITY COLLEGE

Wanda Harris, Coordinator
P.A.S.S. Program
Oakland Community College
Phone(248)233-2782
Fax (248)233-2781
E-mail: wxpernel@occ.cc.mi.us 

Marcia Kosovec, Coordinator
P.A.S.S. Program
Oakland Community College
Phone(248)246-2451
Fax(248)246-2481
E-mail: mmkosove@occ.cc.mi.us

* BE POSITIVE, PROACTIVE AND ENTHUSIASTIC.

POSITIVISM AND ENTHUSIASM IS CONTIAGIOUS.

• Develop your expertise in the field of Assistive Technology (AT). This includes attending conferences/workshops, become a member of national or local organizations, networking with other professionals (join listserv), research using the internet, books, periodicals, journals, newsletters etc. as well as literature from various AT vendors. There are several organizations such as the Jobs Accommodation Network (JAN) and National Federation of the Blind that will provide free information and literature on specific Assistive Technology needs.
  
• Be proactive and keep key administrators informed of the ongoing changes in the area of Assistive Technology including recent changes occurring in the law. Make recommendations as to how the institution can meet these challenges. Recommend an advisory committee to guide and support the college in providing equal access to information technology. The committee should consist of staff member(s)with expertise in technology, Disability Service Provider(s), faculty member with expertise in this area and a student with a disability. Collaborate with agencies that have expertise in AT.
  
• Identify a forum within the infrastructure of the college that addresses use of information technology to enhance teaching and learning. There is a growing demand for Distance Education to meet the diverse needs of college students. Therefore, many colleges are offering more on-line courses than ever before. Academic disciplines are establishing guidelines and/or training for the development of on-line courses. Within the college, there are committee(s) and other means to allow faculty and/or staff to communicate ways to improve Distance education.

At Oakland Community College, there is a Teaching, Learning, and Technology Roundtable (TLTR) that meet each month to discuss ways to improve information technology in teaching and learning this includes Action Teams that meet to discuss specific interest areas. There is an Assistive Technology Action Team that is chaired by the Disability Service Provider. In addition, there is a faculty governance organization (Academic Senate) that meets regularly. There is a sub-committee of the Academic Senate that specifically addresses information technology issues.

• Active participation in committee(s) or sub-committee(s) established to address information technology in teaching and learning as well as recommend policy changes in regards to instructional and student services. When possible, chair the committee so that you can have a greater impact on the direction of the committee. IF no such committee exists, recommend that the college establish one.
  
• Collaborate with other key student support service areas to gain support in an assistive technology plan to provide equal access to information technology for students with disabilities i.e. Libraries, Learning Centers, Counseling Centers, Media Service, etc.
  
• Maintain a rapport with the Institutional Technical Support Department to keep informed of the college's developments in the area of technology. Also,to gain their support and cooperation in the area of Assistive Technology as well to become more knowledgeable of their operation and specific goals. Once this task is accomplished, it becomes easier to help them gain an appreciation for assistive technology. In addition, establish a rapport with the Webmaster. Meet with the Webmaster to share information in regards to accessible web pages i.e. Bobby and W3C/WAI Web Content Accessibility Guidelines.
  
• Identify employees of the college who use Assistive Technology to perform their job. Solicit their help, when possible in assisting others to better understand the benefits of the Assistive Technology.
  
• Provide an In-service for faculty, staff and administrators on the benefits of Assistive Technology in providing equal access to information for students with disabilities. Demonstrate the use of products. Oakland Community College designates a TLTR session each year on Assistive Technology. Norman Combs is usually one of our presenters for this event.
  
• Developed a quarterly newsletter to disseminate information to faculty, staff and administrators to keep them informed of the developments in the area of accommodations and/or services as well as policy changes as it relates to students with disabilities.
  
• Develop a survey to access institutional needs for providing equal access to information technology for students with disabilities. Compile the data.
  
• Identify local vendors that can provide AT products and technical support in an efficient manner.
  
• Develop an Assistive Technology Plan to present to the Administrator on the most effective approach to making information technology accessible to students with disabilities Use the data from the survey to help identify the need.

Students' need for Assistive Technology will be determined on an individual basis. An intensive intake process that will assess all barriers to academic success including access to information technology needs will determine Specific AT. The student will identify a specific vocational/career goal. Information will be gathered to determine the student's disability: Cognitive i.e. TBI, ADD, etc., Speech/Language, Hearing Impairment, Vision Impairment, Learning, Environmental Control, Seating, Positioning and Mobility, Dexterity/Fine Motor Skills, Psychiatric, etc.

Disability related questions would be asked to ascertain whether the person has issues related to Input, Output or Processing. Based on this information, the Disability Service Provider will recommend specific accommodations and/or services, if needed. This includes Assistive Technology as well as instructional and technical assistance. P.A.S.S. Program (Disability Service Provider) will provide training and instructional support for use of the Assisive Technology. The Institutional Technical Support (ITS) will provide technical support and the Professional Development Training Center (PDTC) will provide training for faculty and staff.

COLLEGEWIDE ASSISTIVE TECHNOLOGY PLAN:

PLAN A: PROVIDE ASSISTIVE TECHNOLOGY COLLEGEWIDE IN THE SUPPORTIVE SERVICE AREAS: LIBRARIES, LEARNING CENTERS, COUNSELING CENTER, TESTING CENTER AND P.A.S.S. PROGRAM.

ASSISTIVE TECHNOLOGY
VOICE OUTPUT:
SCREEN READER (JAWS)
SCREEN MAGNIFICATION (ZOOMTEXT PLUS) WITH A 21" MONITOR
SCREEN READER WITH OCR (KURZWEIL)
BRAILLE PRINTER
CCTV

VOICE INPUT:
VOICE RECOGNITION/ACTIVATION (DRAGON)
HEWITT PACKARD SCANNER

PROCESSING:
KURZWEIL 3000

PLAN B: PROVIDE ASSISTIVE TECHNOLOGY COLLEGEWIDE IN CLASSROOMS USING INSTRUCTIONAL TECHNOLOGY AND MULTIMEDIA AND COMPUTER LABORATORIES.

ASSISTIVE TECHNOLOGY
VOICE OUTPUT
SCREEN READER (JAWS)
SCREEN MAGNIFICATION (ZOOMTEXT)

VOICE INPUT:
VOICE RECOGNITION/ACTIVATION (DRAGON)

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