Global Positioning Systems

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Global Positioning Systems

• Trekker HumanWare
• system that uses GPS and digital maps to help
  blind persons find their way in urban and rural
  areas
• Braille Note GPS HumanWare
• BrailleNote GPS software uses a cell-phone size
  GPS receiver to relay information from GPS
  satellites.  It calculates where you are and
  plots a route to a destination you choose.
• MUKANA SlashPhone
• cell phone, a wireless headset, a Global
  Positioning System (GPS) module and voice
  recognition software
• StreetTalk GPS Freedom Scientific
• Combined with a GPS receiver and a PAC Mate,
  StreetTalk provides a rich orientation solution
  for the blind and those with low vision

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Personal Digital Assistant

• Maestro
• Manage your appointments and contact list, record
  voice memos, consult and edit documents, read
  books, and soon, manage your emails, listen to
  music, and more, all in the palm of your hand.
• PacMate
• Based on the iPaq Windows CE platform
• BrailleNote
• Proprietary PDA software for daily functionality
• EasyLink
• Windows Mobile operating system, which allows for
  seamless integration with other Microsoft
  applications

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Current and Future Trends

• Standardization between software and hardware
  developers
• Rich Media Format eBooks
• Conversion of audio books to digital CD format
• Accessibility software integrated into operation
  system
• Better accuracy and quicker OCR software
• DVD produced with descriptive video format
• Descriptive Video Format integrated into TVs
• Smaller CCTVs for reading and possible OM
• GPS for OM independent navigation
• Instructional books accessible to all students
• Communication devices accessible to visually
  impaired
• Better voice recognition for data input
• Better tactile production systems

Whats NEW!
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Transitioning Assistive Technology
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Transitioning of AT Equipment

• In 34 CFR 80.3 Uniform Requirement for Grants
  and Cooperative Agreements to State and Local
  Governments of the Code of Federal Regulations
  (CFR), equipment is defined astangible
  personal property having a useful life of more
  than one year and an acquisition cost of 5,000
  or more per unit.
• A district or agency may use there own
  definition of equipment provided that such
  definition would at least include all equipment
  defined above.

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Transitioning AT Uses of Equipment

• 34 CFR 80.3(c)(1) describes the uses of
  equipment and states shall be used by the
  district or agency in the program or project
  for which it was acquired as long as needed,
  whether or not the project of program continues
  to be supported by Federal funds. When no longer
  needed for the original program or project the
  equipment may be used in other activities
  currently support by the Federal agency.

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Transitioning AT Uses of Equipment

• 34 CFR 80.32 (c)(2), The district or
  agency shall make equipment available for use on
  other projects or programs currently or
  previously supported by the Federal Government,
  providing such use will not interfere with the
  work on the projects or programs for which it was
  originally acquired.

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Transitioning AT Uses of Equipment

• Dedicated equipment such as some communication
  devices, some computer access devices, or other
  personal equipment customized specifically for
  the student should be transferred to another
  supporting agency, student or family upon
  graduation since the original program will no
  longer have a use for the equipment.

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Transitioning AT Uses of Equipment

• Other equipment, such as most computers,
  switches that can easily be repositioned, or
  expanded keyboard that can easily be
  reprogrammed, could be used by other students.
  This type of equipment would be transferred at
  the discretion of the school board.

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Transitioning AT Uses of Equipment

• If such equipment is not transferred, however,
  the IEP team must facilitate the acquisition of
  new AT that will allow the students
  uninterrupted access to the type equipment and
  services that meet the students needs for
  successful post-graduation activities.

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Transitioning AT - Disposition

• Equipment no longer needed for the student may
  also be sold at fair market value to another
  agency (34 CFR 80.32(4)(e)).
• However, if the district sells the property,
  proper sales procedures must be established to
  ensure the highest possible return (34 CFR
  80.32(4)(d)(5)).
• Requirements regarding the retention of property
  records for equipment acquire with Federal funds
  are listed in 80.32(d)(1) of the CFR.

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Transitioning AT - Disposition

• Items of equipment with a current per unit fair
  market value of less than 5,000 may be retained,
  sold, or otherwise disposed of with no further
  obligation to the awarding agency.
• I Items of equipment with a current per unit fair
  market value in excess of 5,000 may be retained,
  sold, and the awarding agency shall have the
  right to an amount calculated by multiplying the
  current market value or proceeds from a sale by
  the awarding agencys share of the equipment.

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Transitioning AT - Review

• assistive technology is considered equipment
  as defined in 34 CFR 80.3 upon
  graduation of a technology dependent student, if
  the district no longer needs the equipment for
  the original program and if the equipment is
  purchased with Federal funds or general revenue
  funds, the equipment can be transferred to a
  supporting agency, family, or to the student
  this transfer can be a loan, gift, or sold at
  fair market value

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Transitioning AT -Review

• if the transfer is a loan or gift, an
  agreement must be developed to transfer care,
  maintenance, and upgrade responsibilities to the
  recipient
• if sold, the fair market value should be based
  on a straight line of depreciation considering
  the nature of the equipment, the history of use,
  and other technology developments property
  records should reflect the disposition of the
  equipment in accordance with district procedures
  transfer of equipment is encouraged to assure
  continuing activities to meet post-secondary
  goals

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Transitioning AT -Review

• if the technology equipment is not
  transferred, the transition IEP team must develop
  a transition strategy that will focus on methods
  that will allow the students uninterrupted
  access to the type of equipment and services that
  will meet the students need for successful
  post-graduation activity
• policy development regarding the transfer of
  assistive technology is strongly encouraged to
  support the transition IEP team in developing an
  effective transition process for the graduating
  student.

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National and State Resources

• American Printing House
• National Federation of the Blind
• American Foundation for the Blind
• New Mexico School for the Visually Impaired
• New Mexico Commission for the Blind
• Arizona Center for the Blind and Visually
  Impaired
• Arizona School for the Deaf and Blind
• Foundation for Blind Children
• Recordings for the Blind and Dyslectic
• Related Resources
• (See NMAZState Services File on CD for Links to
  Websites)

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• Lawrence Jeffrey Fitterman, Ed.S., ATP
• Micro-Enabling Resources, Inc.
• Assistive Technology Consultant to the
• 13176 North Dale Mabry Highway, Suite 135
• Tampa, Florida 33618-2406
• Cell Phone [phone]
• Voice Mail 813-837-7830
• FAX [phone] or 813-837-7979

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• Just
• the
• Beginning