This Software and Book column features reviews of two books on assistive technology: Stages: SoftwareSsolutions for Special Needs (Pugliese, 1999) and Computer and Web Resources for People with Disabilities: A Guide to Exploring Today's Assistive Technology (The Alliance for Technology Access, 2000). The reviewers, Gilson Capilouto and Teresa Nelson-Graham, provide detailed chapter-by-chapter descriptions. Although both books provide the professional and parent with resources for choosing and using assistive technology, they are inherently different. Stages focuses on a systematic approach to identifying software options for children with disabilities. In contrast, Computer and Web Resources provides a global view for guiding the selection and implementation of computer and assistive devices for children and adults with disabilities. Both books offer the reader a wealth of resources when considering the implementation of assistive technology.

Stages: Software Solutions for Special Needs.
Review by Gilson Capilouto

Madalaine Pugliese's valuable and timely resource, Stages: Software Solutions for Special Needs, is designed to offer professionals a systematic approach to identifying software options for students with disabilities. Pugliese approaches this difficult task by dividing language and cognitive development into five distinguishable stages that serve as the basis for making software selections. Consequently, the book is organized into sections that represent each of the various identified stages.

In the introduction, Pugliese provides a general description of the book and gives the reader an overview of the legislation mandating the use of assistive technology in public education. She also discusses the general layout of the book so that the reader has a good sense of the structure of each upcoming section.

The chapters that follow are organized to provide the reader with consistent information across each of Pugliese's identified stages. She starts by describing the stage, emphasizing what students are doing linguistically and cognitively in the state. Based on those abilities, she suggests a list of important software features needed to facilitate skill development at that level. Then, Pugliese goes a step further by providing the reader with specific software titles that meet the criteria suggested. Also included in each chapter are extension activities that support skill development away from the computer and sample objectives for Individualized Education Plans. Pugliese is not shy about discussing issues often overlooked in software; but that directly impact a student's success with computer-based activities (e.g., computer access methods, training activities and activities aimed at evaluating performance).

Stage One focuses on computer activities related to the development of cause and effect. Stage Two describes language readiness activities that can be introduced and reinforced via the computer. In Stage Three, Pugliese discusses software options for promoting early language development through object identification and classification. Stage Four is devoted to software that builds early concepts and Stage Five focuses on software for advanced concepts including (a) problem solving, (b) math, (c) reading, (d) language arts and (e) communication. Stage Six describes software designed to provide functional learning activities such as (a) job skills, (b) money skills, (c) social skills, (d) homemaking skills, and (e) exploring the community. The final stage, Stage Seven, highlights software devoted to the development of written expression. Pugliese has developed a comparative chart that describes a variety of talking word processors and discusses their respective features across a number of parameters including: (a) speech settings, (b) voice characteristics, and (c) pronunciation capabilities. Pugliese includes information on accessibility options and features such as word prediction and abbreviated expansion.

This user-friendly, comprehensive publication also includes a glossary of terms for the assistive technology novice as well as a list of web sites offering free software and curriculum ideas. Finally, Pugliese lists a complete resource directory for locating all of the software titles she suggests. Stages is an excellent resource and a must for any professional using a computer in their classroom. The applicability of the information reaches beyond students with special needs. Add this one to your bookshelf, you will not be disappointed.
Stages: Software Solutions for Special Needs, available from Assistive Technology, Inc., (88 pages) is packaged in an easy-to-use soft-cover spiral format. Also available is a Sampler CD that introduces the concept of Stages and presents examples of software features that are appropriate for each learning stage. Sampler CDs may be obtained directly from the ATI web site (http://www.assistivetech.com/p-stages.htm).

Computer and Web Resources for People with Disabilities: A Guide to Exploring Today's Assistive Technology, 3rd Edition
Review by Teresa Nelson-Graham

Has the information highway passed you by? If you're an educator, a person with a disability or a parent of a child with a disability Computer and Web Resources for People with Disabilities is your guide to maneuvering the information highway and Assistive technology.
The Alliance for Technology Access has published their third, fully revised, edition of Computer and Web Resources for People with Disabilities. Stephen Hawking, in the forward says, "This book offers something no other does: a guide to maneuvering the growing world of computers, both the mainstream and the assistive technology, to find what is right for you (Alliance for Technology Access, 2000, p. ix)." The information contained in this guide is divided into three sections: (a) Search for Solutions, (b) Technology Toolbox, and (c) Helpful Resources and References.

The Search for Solutions is introduced in the first chapter, "A Millennium Vision" by June Isaacson Kailes, a disability policy consultant in Los Angeles. She presents a fanciful sci-fi vision of robo-personal assistants, on-demand TV, and hovercrafts in a world in which technology has leveled the playing field for persons with disabilities and the Americans with Disabilities and the IDEA restoration acts are under serious attack. Some of her visions, however, are not sci-fi by current standards as they are within reach of the existing technology. This view offers progression from fantasy to real-life in Chapter 2, Real People and Their Success Stories.

Chapter 2 introduces real people who present success stories for assistive technology . Here the reader mets Victor, Ben, John, Dusty, Chase, Tammy, Tony, and Tom, all whose stories are part of the history of the American with Disabilities Act and IDEA '97.

Setting Goals isthe theme of Chapter 3 and it emphasizes the importance of having a vision and setting specific goals that are necessary steps when considering assistive technology. Goals are categorized into five areas: (a) education, (b) employment, (c) communication, (d) living more self-sufficiently, and (e) recreation. An individual may have technology­related needs in one or all five of the areas with needs varying by area. Needs also can range from high tech (e.g., a HeadMaster system used surf the Web) to a simple switch used by a young child to play Red Light/ Green Light with his/her class.

In Chapter 4 a Review of the Technology Tools is provided with technology viewed in a dichotomy of conventional technology and assistive technology. Both sections are subsequently divided into input, processing, and output devices. Connections that are used with the various devices are summarized and specific page numbers for devices are provided for easy reference. Software is divided into five types: (a) education and training, (b) business applications, (c) hobbies, games and recreation, (d) graphics, and (e) design. Although not an exhaustive list, categories are provided that could then be used in Internet searches to obtain additional information. The chapter concludes with issues to be considered when investigating input or output devices for persons with a disability.

Current Laws and Legislation are discussed in Chapter 5. This chapter provides an overview of the legislative mandates dealing with disabilities and access. Lists of agencies to contact for publications, the locations of state and federal offices, and Websites of advocacy and protection agencies are provided. The authors urge consumers to remember, "Laws are only as good as we make them. They need to be enforced. If laws are being violated and complaints are not filed with the authorities responsible for enforcement, the violations will continue (Alliance for Technology Access, 2000, pp. 72-73)."

Chapter 6 provides tips on exploring local resources. The Alliance for Technology Access Centers are listed by state. Libraries, computer dealers, parent groups, disability agencies, and public schools and universities are also suggested. The authors warn readers, "There is no one best computer, no one best software title, no single universal access device. There are only tools to be found that work well for you in your circumstances. The decision-making process is analogous to personal automotive decisions: pickup trucks are the most popular vehicle in the nation, but the are not right for everyone (Alliance for Technology Access, 2000, p. 81)."

Building a Circle of Support is the theme of Chapter 7. After identifying the key resources in the community it is important to build a circle of support or a personal support team. Team members may consist of parents, partners, friends, advocates, and professional service providers. Everyone involved should have a good knowledge of (a) the person with the disability, (b) the environment, and (c) available resources.

Once a plan for working with the identified resources has been developed, strategies for funding must then be considered. Chapter 8 suggests first considering the financial needs, including a determination if a grant or loan is warranted. If the goal for technology is educational or vocational, state disability agencies might be a possibility through entitlement programs. Often funding is available as part of Individualized Written Rehabilitation Program (IWRP) for vocational or rehabilitation needs. IDEA '97 provides similar services through the Individualized Education Program (IEP) for school age individuals. The federal government offers tax incentives to employers who provide assistive technology to employees through Americans with Disabilities Act compliance. The chapter concludes with a recommendation that "you document your contacts and progress as you proceed. Your records will be very useful, especially if you are working with more then one potential funder (Alliance for Technology Access, 2000, p. 105)."

Equipment is the focus of Chapter 9, with a recommendation for hands-on demonstration and testing. The review of the technology from Chapter 4 is applied to the recommendations here. The authors suggest that a computer be purchased with the most RAM memory and largest hard disk drive affordable, with a caveat that funds be reserved for regular. The chapter suggests that the folowing questions be considered when making equipment decisions:

1. According to your priorities, what hardware must you have to get started?

2. Can you rank these individual items according to their priority?

3. How are you doing in terms of your budget?

4. Do you need to acquire your system in stages and if so, do you have a plan for how that can work?

"Tips on Buying Your Equipment" is the title of Chapter 10. The authors suggest consideration of either a rental or short-term for many products before final purchase. Contacting vendors for a description of services they provide related to initial setup and technical assistance is also suggested.

The need for the technology user to become more expert in both conventional and assistive technologies is outlined in Chapter 11. "The tools of technology are fabulously flexible. The possibilities are limited only by our imaginations. The challenge is to use our powers of creativity to maximize their potential now and in the years ahead, as needs change and as technology transforms the ways in which we connect with our environment and people in it (Alliance for Technology Access, 2000, p. 144)."

Sharing information with others who are just starting the technology journey is also a responsibility on the road to fully utilizing technology. Chapter 12 introduces Phyllis and Chris who demonstrate how technology users can become leaders in the assistive technology field through sharing their experiences and expertise. "One person can accomplish astounding things if she or he has a vision, a desire, and the willingness and perseverance to work toward translating that vision into reality and sharing it with others (p. 148)."

Chapter 13 concludes Section I with additional speculation about the future and the role of technology. "Two trends in technology-integration and miniaturization-are resulting in portable, personalizable, versatile equipment (Alliance for Technology Access, 2000, p. 149)."

Section II, which contains the Technology Toolbox, is easy to read and has side indexes on each page for quick reference. Users begin the section by answering the following questions:

1. How effectively can I see the screen?

2. How effectively can I use the keyboard?

3. How effectively can I interact with information?

Charts, divided into easy-to-read columns, follow each of these questions. The columns are labeled: (a) ability, (b) difficulty, (c) approach, and (d) tool, and are marked with a picture symbol. The software list includes features to remember when exploring and comparing programs. Product descriptions for (a) alternative input, (b) processing aids, (c) alternate output, and (d) specialized products indicate (a) the use of the tool, (b) the potential users, and (c) the features to consider. Cost and a list of vendors are included.

Section III provides a list of resources and references. It is organized into eight sections: (a) Alliance for Technology Access Resource Center, (b) State Tech Act programs, (c) Americans with Disabilities Act, (d) organizations, (e) national conferences, (f) publications, (g) Internet resources, and (h) technology vendors. The Alliance for Technology Access and the State Act programs are arranged in alphabetical order by state. The remainder of the sections are in alphabetical order by title. Side indexes are included for easy reference.

Computer and Web Resources for People with Disabilities is a valuable resource that will be an excellent addition to any library. This is a must read for educators, parents, consumers, or advocates who are interested in providing quality life experiences for persons with disabilities.

More information can be found at http://www.idyllarbor.com/books/B351.HTM or you may contact your state center for Alliance for Technology Access.

References

Alliance for Technology Access, (2000). Computer and Web resources for people with disabilities: A guide to exploring today's assistive technology, 3rd edition, Salt Lake City Utah: Publishers Press.

Pugliese, M. (1999). Stages: Software solutions for special needs. Newton, MA: Assistive Technology, Inc.

If you have ideas or would like to submit a review of a book or software, please contact Cheryl Wissick at cwissick@sc.edu.