WEBVTT 00:00:05.280 --> 00:00:06.731 align:middle line:90% RICHARD LADNER: Start recording. 00:00:10.880 --> 00:00:12.820 align:middle line:90% Hello, I'm Richard Ladner. 00:00:12.820 --> 00:00:17.140 align:middle line:84% I'm the principal investigator for AccessCSforAll, 00:00:17.140 --> 00:00:22.210 align:middle line:84% and we are presenting our first in a series of four webinars. 00:00:22.210 --> 00:00:25.660 align:middle line:84% We call them Accessible Computer Science: Teacher to Teacher. 00:00:25.660 --> 00:00:30.010 align:middle line:84% And this one is blind and visually impaired students. 00:00:30.010 --> 00:00:33.600 align:middle line:84% And at the end of the talk, I'll announced the three more 00:00:33.600 --> 00:00:35.780 align:middle line:90% that are coming up. 00:00:35.780 --> 00:00:40.490 align:middle line:84% And I'm very pleased to introduce our presenter 00:00:40.490 --> 00:00:43.050 align:middle line:90% today, Gina Fugate, from the-- 00:00:43.050 --> 00:00:43.670 align:middle line:90% excuse me. 00:00:43.670 --> 00:00:45.960 align:middle line:84% I want to say University of Maryland, 00:00:45.960 --> 00:00:49.710 align:middle line:84% but it's Maryland School for the Deaf. 00:00:49.710 --> 00:00:52.430 align:middle line:84% I've really got to know her well over the last couple of weeks 00:00:52.430 --> 00:00:57.383 align:middle line:84% as we've been preparing for this presentation or this webinar. 00:00:57.383 --> 00:00:59.300 align:middle line:84% BRIANNA BLASER: Richard, School for the Blind. 00:00:59.300 --> 00:01:00.842 align:middle line:84% RICHARD LADNER: School for the Blind. 00:01:00.842 --> 00:01:02.667 align:middle line:90% Oh my god. 00:01:02.667 --> 00:01:04.250 align:middle line:84% BRIANNA BLASER: It's been a long week. 00:01:04.250 --> 00:01:06.125 align:middle line:84% RICHARD LADNER: I know it's been a long week. 00:01:06.125 --> 00:01:10.250 align:middle line:84% This is like the fifth meeting today for me. 00:01:10.250 --> 00:01:11.420 align:middle line:90% School for the Blind. 00:01:11.420 --> 00:01:14.030 align:middle line:84% So we're doing deaf and hard of hearing next week. 00:01:14.030 --> 00:01:17.980 align:middle line:90% Or in a-- yeah in a month-- 00:01:17.980 --> 00:01:19.370 align:middle line:90% or two weeks. 00:01:19.370 --> 00:01:19.870 align:middle line:90% Thank you. 00:01:22.640 --> 00:01:25.420 align:middle line:90% So I'm going to share my screen. 00:01:25.420 --> 00:01:28.720 align:middle line:84% And Gina's going to help me through 00:01:28.720 --> 00:01:31.182 align:middle line:84% tell me when to advance, so it'll just take a second. 00:01:43.232 --> 00:01:44.520 align:middle line:90% Oopsy-daisy-- let me go back. 00:01:51.200 --> 00:01:52.970 align:middle line:90% GINA FUGATE: So hello, everyone. 00:01:52.970 --> 00:01:54.800 align:middle line:84% Like Richard said, I'm Gina, and I'm 00:01:54.800 --> 00:01:57.800 align:middle line:84% based at the Maryland School for the Blind. 00:01:57.800 --> 00:02:00.950 align:middle line:84% I welcome you here, and I hope this 00:02:00.950 --> 00:02:04.133 align:middle line:84% helps you understand how to make things more accessible not 00:02:04.133 --> 00:02:06.050 align:middle line:84% just for blind and visually impaired students, 00:02:06.050 --> 00:02:09.639 align:middle line:84% but maybe even for others as well. 00:02:09.639 --> 00:02:12.420 align:middle line:90% Next slide, Richard. 00:02:12.420 --> 00:02:14.890 align:middle line:90% So a little background about me. 00:02:14.890 --> 00:02:19.290 align:middle line:84% I like to point out that my Bachelor's is in English 00:02:19.290 --> 00:02:25.290 align:middle line:84% Education, and I never really even imagined myself 00:02:25.290 --> 00:02:28.260 align:middle line:84% teaching initially at a school for the blind, more 00:02:28.260 --> 00:02:32.890 align:middle line:84% or less teaching robotics to students who are blind. 00:02:32.890 --> 00:02:34.620 align:middle line:84% So it's really been a journey, and I'm 00:02:34.620 --> 00:02:36.750 align:middle line:84% happy to share that journey with you. 00:02:36.750 --> 00:02:39.780 align:middle line:84% But I also emphasize that because not everybody has that 00:02:39.780 --> 00:02:43.290 align:middle line:84% computer science background-- computer science is a shortage 00:02:43.290 --> 00:02:44.550 align:middle line:90% area-- 00:02:44.550 --> 00:02:46.750 align:middle line:84% so is being a teacher of the visually impaired. 00:02:46.750 --> 00:02:49.990 align:middle line:90% So it is all possible. 00:02:49.990 --> 00:02:52.800 align:middle line:84% And I hope that we help make that seem 00:02:52.800 --> 00:02:56.250 align:middle line:84% more possible and doable for everyone across the board 00:02:56.250 --> 00:02:58.440 align:middle line:90% tonight. 00:02:58.440 --> 00:03:00.270 align:middle line:84% I do have a Master's of Education 00:03:00.270 --> 00:03:02.580 align:middle line:90% in Visual Disabilities. 00:03:02.580 --> 00:03:04.380 align:middle line:84% That's from Vanderbilt University, 00:03:04.380 --> 00:03:07.470 align:middle line:84% and that includes the braille codes. 00:03:07.470 --> 00:03:09.270 align:middle line:84% So that's literary, what you would 00:03:09.270 --> 00:03:12.180 align:middle line:84% think of your typical reading of text, 00:03:12.180 --> 00:03:17.670 align:middle line:84% and then Nemeth code is what is used for mathematics. 00:03:17.670 --> 00:03:20.850 align:middle line:84% I also have an assistive technology certificate. 00:03:20.850 --> 00:03:24.600 align:middle line:84% It's actually pretty old as far as assistive technology goes, 00:03:24.600 --> 00:03:27.720 align:middle line:84% so I'm currently updating my assistive technology 00:03:27.720 --> 00:03:31.950 align:middle line:84% certificate through the University of Massachusetts. 00:03:31.950 --> 00:03:35.130 align:middle line:84% Overall, I have 15 years of teaching experience. 00:03:35.130 --> 00:03:38.730 align:middle line:84% One year is project PAVE that happened 00:03:38.730 --> 00:03:42.000 align:middle line:84% while I was at Vanderbilt, that really got me immersed 00:03:42.000 --> 00:03:44.010 align:middle line:90% in the field in several ways. 00:03:44.010 --> 00:03:47.310 align:middle line:84% I've also served as an itinerant teacher-- 00:03:47.310 --> 00:03:51.000 align:middle line:84% so TVI stands for Teacher of the Visually Impaired, 00:03:51.000 --> 00:03:54.390 align:middle line:84% COMS stands for Certified Orientation Mobility 00:03:54.390 --> 00:03:59.620 align:middle line:84% Specialist, and AT is Assistive Technology. 00:03:59.620 --> 00:04:03.960 align:middle line:84% So an itinerant teacher travels school to school, 00:04:03.960 --> 00:04:06.420 align:middle line:84% often in a designated county, but it could 00:04:06.420 --> 00:04:08.940 align:middle line:90% be a designated territory. 00:04:08.940 --> 00:04:12.060 align:middle line:84% So that's working across all age groups 00:04:12.060 --> 00:04:14.040 align:middle line:84% and working with general ed teachers, 00:04:14.040 --> 00:04:16.680 align:middle line:84% typically in a collaborative manner. 00:04:16.680 --> 00:04:20.070 align:middle line:84% It could involve providing some pull-out instruction 00:04:20.070 --> 00:04:25.020 align:middle line:84% to a student for braille or assistive technology. 00:04:25.020 --> 00:04:28.740 align:middle line:84% I'm really glad that I have that itinerant experience. 00:04:28.740 --> 00:04:33.270 align:middle line:84% And then eventually, my Vanderbilt sister Sara Borlie 00:04:33.270 --> 00:04:37.590 align:middle line:84% led me to my journey here at the School for the Blind. 00:04:37.590 --> 00:04:40.140 align:middle line:84% So I left Kentucky and I came to Maryland. 00:04:40.140 --> 00:04:45.210 align:middle line:84% This is my sixth year at Maryland School for the blind. 00:04:45.210 --> 00:04:48.990 align:middle line:84% So that provides a little bit of my story. 00:04:48.990 --> 00:04:52.260 align:middle line:84% But I thought it was really important to provide 00:04:52.260 --> 00:04:56.590 align:middle line:84% a photo of what we do with STEM at the Maryland 00:04:56.590 --> 00:04:57.580 align:middle line:90% School for the Blind. 00:04:57.580 --> 00:05:02.890 align:middle line:84% So the other photo on this slide shows 00:05:02.890 --> 00:05:07.125 align:middle line:84% part of the DOT5UDOGS, which is our school-based FIRST LEGO 00:05:07.125 --> 00:05:08.140 align:middle line:90% League team. 00:05:08.140 --> 00:05:11.860 align:middle line:84% And we're going to play a video that kind of sums up 00:05:11.860 --> 00:05:15.130 align:middle line:84% why I'm here and what I do with my students. 00:05:20.790 --> 00:05:22.730 align:middle line:84% RICHARD LADNER: Can you see the video? 00:05:22.730 --> 00:05:23.438 align:middle line:90% GINA FUGATE: Yes. 00:05:27.153 --> 00:05:28.986 align:middle line:84% RICHARD LADNER: I have to turn the sound on. 00:05:33.360 --> 00:05:35.865 align:middle line:84% Can't seem to turn the sound on for some reason. 00:05:35.865 --> 00:05:37.740 align:middle line:84% GINA FUGATE: Yeah, we seem to have lost that. 00:05:40.500 --> 00:05:43.288 align:middle line:84% RICHARD LADNER: Maybe you could say what's going on. 00:05:43.288 --> 00:05:45.080 align:middle line:84% GINA FUGATE: That might actually be easier. 00:05:45.080 --> 00:05:49.630 align:middle line:84% So you're seeing students working on a FIRST LEGO League 00:05:49.630 --> 00:05:50.150 align:middle line:90% table. 00:05:50.150 --> 00:05:53.710 align:middle line:84% So it has a mat, it has LEGO models, 00:05:53.710 --> 00:05:58.520 align:middle line:84% and the students are working with a LEGO EV3 robot. 00:05:58.520 --> 00:06:01.420 align:middle line:84% They're running the Quorum programming language. 00:06:01.420 --> 00:06:03.550 align:middle line:84% And then it's also showing some shots 00:06:03.550 --> 00:06:07.960 align:middle line:84% of what happens in the classroom, and some 00:06:07.960 --> 00:06:10.180 align:middle line:84% of the different strategies that we use. 00:06:10.180 --> 00:06:13.480 align:middle line:84% So there was some flash cards that 00:06:13.480 --> 00:06:17.980 align:middle line:84% were laminated that also had braille labeling on it. 00:06:17.980 --> 00:06:19.330 align:middle line:90% This is Qualik Ford. 00:06:19.330 --> 00:06:21.520 align:middle line:84% He has since graduated, but he was 00:06:21.520 --> 00:06:25.300 align:middle line:84% talking about the challenges of accessibility, but as 00:06:25.300 --> 00:06:31.090 align:middle line:84% well as the importance of having these experiences. 00:06:31.090 --> 00:06:32.920 align:middle line:84% FIRST LEGO League, something that 00:06:32.920 --> 00:06:35.560 align:middle line:84% is really unique about it is a lot of people 00:06:35.560 --> 00:06:38.950 align:middle line:84% assume that we're competing against other schools 00:06:38.950 --> 00:06:40.180 align:middle line:90% for the blind. 00:06:40.180 --> 00:06:43.980 align:middle line:84% FIRST LEGO League is actually open to everyone. 00:06:43.980 --> 00:06:47.170 align:middle line:84% So we are competing against the sighted peers 00:06:47.170 --> 00:06:49.540 align:middle line:90% in the public schools. 00:06:49.540 --> 00:06:52.360 align:middle line:84% This is actually showing a tactile graphic. 00:06:52.360 --> 00:06:56.390 align:middle line:90% That's a LEGO EV3 brick. 00:06:56.390 --> 00:06:58.970 align:middle line:84% That's one of our students talking about his vision, 00:06:58.970 --> 00:07:01.820 align:middle line:84% and that he can't see what's on the screen of that brick. 00:07:06.940 --> 00:07:11.320 align:middle line:84% That is showing a giant tactile graphic 00:07:11.320 --> 00:07:15.080 align:middle line:84% that LEGO had seen us in collaboration. 00:07:15.080 --> 00:07:19.670 align:middle line:84% The still shots when we have the crowds around us, 00:07:19.670 --> 00:07:21.080 align:middle line:90% that was during a tournament. 00:07:21.080 --> 00:07:24.500 align:middle line:90% This is back to Qualik. 00:07:24.500 --> 00:07:26.330 align:middle line:84% And this would also be a good time 00:07:26.330 --> 00:07:29.270 align:middle line:84% to point out that we're releasing the PowerPoint 00:07:29.270 --> 00:07:32.490 align:middle line:90% for tonight, the Google slide. 00:07:32.490 --> 00:07:34.460 align:middle line:84% So it will have the link to this coverage 00:07:34.460 --> 00:07:36.860 align:middle line:90% if you'd like to see it-- 00:07:36.860 --> 00:07:39.700 align:middle line:90% and with the sound. 00:07:39.700 --> 00:07:42.220 align:middle line:84% There had been a shot of a student at a laptop. 00:07:42.220 --> 00:07:44.690 align:middle line:84% They were using a Quorum Studio for programming, 00:07:44.690 --> 00:07:45.613 align:middle line:90% which is accessible. 00:07:45.613 --> 00:07:47.530 align:middle line:84% We'll be talking a little bit more about that. 00:07:50.150 --> 00:07:51.950 align:middle line:84% That's back to the student on the laptop. 00:07:58.080 --> 00:08:01.440 align:middle line:84% And then feeling the parts of a LEGO motor. 00:08:01.440 --> 00:08:04.830 align:middle line:84% Another one of my students who is always 00:08:04.830 --> 00:08:06.810 align:middle line:84% one of the most excited about coding 00:08:06.810 --> 00:08:09.720 align:middle line:84% and comes to every coding opportunity that we've offered, 00:08:09.720 --> 00:08:12.950 align:middle line:90% including on the weekends. 00:08:12.950 --> 00:08:16.010 align:middle line:84% This is a robot that had to launch from that launch area, 00:08:16.010 --> 00:08:21.530 align:middle line:84% go to a designated location, and then come back to home base. 00:08:21.530 --> 00:08:24.290 align:middle line:84% So that was all in preparation for FIRST Lego League. 00:08:24.290 --> 00:08:26.552 align:middle line:84% RICHARD LADNER: Shall I go back to the slides then? 00:08:26.552 --> 00:08:27.260 align:middle line:90% GINA FUGATE: Yes. 00:08:27.260 --> 00:08:29.390 align:middle line:84% I was just going to say, I think you could exit out of this. 00:08:29.390 --> 00:08:30.973 align:middle line:84% RICHARD LADNER: Let me just kill this. 00:08:30.973 --> 00:08:32.390 align:middle line:90% I have no idea why it-- 00:08:34.850 --> 00:08:35.350 align:middle line:90% OK. 00:08:38.534 --> 00:08:40.086 align:middle line:90% There you go. 00:08:40.086 --> 00:08:42.419 align:middle line:84% GINA FUGATE: OK, so we can go to the next slide, please. 00:08:46.242 --> 00:08:47.700 align:middle line:84% So one of the things I like to talk 00:08:47.700 --> 00:08:49.980 align:middle line:84% about is, what do blind or visually impaired 00:08:49.980 --> 00:08:52.080 align:middle line:90% people look like? 00:08:52.080 --> 00:08:55.380 align:middle line:84% In my own journey, it seems like everyone always 00:08:55.380 --> 00:08:57.390 align:middle line:90% talks about Helen Keller. 00:08:57.390 --> 00:09:00.600 align:middle line:84% That is the number one go-to example 00:09:00.600 --> 00:09:04.350 align:middle line:84% that I was given when I first started to experience 00:09:04.350 --> 00:09:06.660 align:middle line:90% visual impairments. 00:09:06.660 --> 00:09:09.540 align:middle line:84% And by all means, I have deep respect for Helen Keller, 00:09:09.540 --> 00:09:13.170 align:middle line:84% but there are a lot of other examples out there. 00:09:13.170 --> 00:09:16.650 align:middle line:84% And let's not forget about Annie Sullivan, who 00:09:16.650 --> 00:09:19.620 align:middle line:90% was visually impaired herself. 00:09:19.620 --> 00:09:22.920 align:middle line:84% Stevie Wonder and Ray Charles-- again, they're great examples, 00:09:22.920 --> 00:09:27.480 align:middle line:84% but they're not necessarily the most-- 00:09:27.480 --> 00:09:30.780 align:middle line:84% the only examples that I would like people to think about. 00:09:30.780 --> 00:09:34.180 align:middle line:84% So what does a blind or visually impaired person look like? 00:09:34.180 --> 00:09:36.340 align:middle line:84% Let's consider that for a moment. 00:09:36.340 --> 00:09:37.280 align:middle line:90% Next slide, please. 00:09:41.580 --> 00:09:43.830 align:middle line:84% RICHARD LADNER: You want me to talk about these people 00:09:43.830 --> 00:09:44.712 align:middle line:90% because I know them? 00:09:44.712 --> 00:09:45.420 align:middle line:90% GINA FUGATE: Yes. 00:09:45.420 --> 00:09:47.790 align:middle line:84% Richard's going to help us out on this. 00:09:47.790 --> 00:09:49.440 align:middle line:84% He knows a lot of them very well, 00:09:49.440 --> 00:09:52.200 align:middle line:84% and I wanted to make sure we got the pronunciations correct. 00:09:52.200 --> 00:09:55.240 align:middle line:84% RICHARD LADNER: And I know you know some, too. 00:09:55.240 --> 00:09:55.740 align:middle line:90% Yeah. 00:09:55.740 --> 00:10:01.710 align:middle line:84% So these are eight blind people or people with low vision 00:10:01.710 --> 00:10:05.580 align:middle line:84% that I know who are all in computer science 00:10:05.580 --> 00:10:08.190 align:middle line:90% or in related fields. 00:10:08.190 --> 00:10:14.160 align:middle line:84% Shiri Azenkot is a professor at Cornell Tech-- 00:10:14.160 --> 00:10:17.350 align:middle line:84% at Cornell Tech in New York City. 00:10:17.350 --> 00:10:19.770 align:middle line:84% She graduated from the University of Washington 00:10:19.770 --> 00:10:20.910 align:middle line:90% and she has low vision. 00:10:20.910 --> 00:10:25.020 align:middle line:84% Stephanie Ludi is a professor at North Texas State University. 00:10:25.020 --> 00:10:26.940 align:middle line:90% She also has low vision. 00:10:26.940 --> 00:10:32.730 align:middle line:84% Sean Mealin is a PhD student at North Carolina State 00:10:32.730 --> 00:10:36.420 align:middle line:84% University, and he's totally blind. 00:10:36.420 --> 00:10:43.260 align:middle line:84% JooYoung Seo is a PhD student at Penn State University, 00:10:43.260 --> 00:10:45.120 align:middle line:90% and he's completely blind. 00:10:45.120 --> 00:10:47.980 align:middle line:84% Sangyun Hahn is another former student of mine. 00:10:47.980 --> 00:10:49.860 align:middle line:90% I love that picture, by the way. 00:10:49.860 --> 00:10:52.590 align:middle line:84% He's touching a tactile graphic, which 00:10:52.590 --> 00:10:54.660 align:middle line:84% is a project we worked on together. 00:10:54.660 --> 00:11:01.100 align:middle line:84% And he's an engineer at Facebook. 00:11:01.100 --> 00:11:03.740 align:middle line:90% Cindy Bennett is totally blind. 00:11:03.740 --> 00:11:06.650 align:middle line:84% She was also a grad student I worked with at the University 00:11:06.650 --> 00:11:07.970 align:middle line:90% of Washington. 00:11:07.970 --> 00:11:10.200 align:middle line:90% And she's now a postdoc. 00:11:10.200 --> 00:11:12.680 align:middle line:84% She got her PhD last year, and she's a postdoc 00:11:12.680 --> 00:11:15.890 align:middle line:90% at Carnegie Mellon University. 00:11:15.890 --> 00:11:19.763 align:middle line:84% Venkatesh Potluri is a current PhD 00:11:19.763 --> 00:11:21.430 align:middle line:84% student at the University of Washington, 00:11:21.430 --> 00:11:23.300 align:middle line:90% and he's completely blind. 00:11:23.300 --> 00:11:25.826 align:middle line:90% And Sina Bahram is a-- 00:11:29.000 --> 00:11:31.123 align:middle line:90% is self-employed, I guess. 00:11:31.123 --> 00:11:32.540 align:middle line:84% He has his own consulting company, 00:11:32.540 --> 00:11:34.490 align:middle line:84% and I think he's like a multimillionaire. 00:11:34.490 --> 00:11:38.177 align:middle line:84% He does incredible consulting in the accessibility area. 00:11:38.177 --> 00:11:39.260 align:middle line:90% And he's completely blind. 00:11:39.260 --> 00:11:42.920 align:middle line:84% He was a former PhD student also at North Carolina State 00:11:42.920 --> 00:11:44.180 align:middle line:90% University. 00:11:44.180 --> 00:11:46.517 align:middle line:84% So I feel like these four kind of-- 00:11:46.517 --> 00:11:48.600 align:middle line:84% you know, I'll call them role models, or whatever, 00:11:48.600 --> 00:11:51.050 align:middle line:84% but they're people that have really done well. 00:11:51.050 --> 00:11:53.930 align:middle line:84% All of them are programmers are developers 00:11:53.930 --> 00:11:55.440 align:middle line:90% of one kind or another. 00:11:55.440 --> 00:12:01.827 align:middle line:84% So this is what can happen to a blind student at a lower level. 00:12:01.827 --> 00:12:02.910 align:middle line:90% GINA FUGATE: Yep, thanks-- 00:12:02.910 --> 00:12:04.897 align:middle line:84% RICHARD LADNER: Back to you, Gina. 00:12:04.897 --> 00:12:06.730 align:middle line:84% GINA FUGATE: And I would just add that there 00:12:06.730 --> 00:12:07.980 align:middle line:90% are many other people. 00:12:07.980 --> 00:12:11.160 align:middle line:84% If you're interested in learning more about that, 00:12:11.160 --> 00:12:13.530 align:middle line:84% we can always give you some more resources. 00:12:13.530 --> 00:12:15.340 align:middle line:84% But we wanted to highlight especially 00:12:15.340 --> 00:12:18.790 align:middle line:90% some of the programmers. 00:12:18.790 --> 00:12:22.230 align:middle line:84% So let's talk about, what do blind people see? 00:12:22.230 --> 00:12:26.190 align:middle line:84% You are considered legally blind if you have at least one 00:12:26.190 --> 00:12:29.400 align:middle line:84% of the two eye conditions when wearing the best 00:12:29.400 --> 00:12:31.440 align:middle line:90% corrective lenses. 00:12:31.440 --> 00:12:37.050 align:middle line:84% So first, visual acuity is 20/200 or worse in the better 00:12:37.050 --> 00:12:39.000 align:middle line:90% eye with corrective lenses-- 00:12:39.000 --> 00:12:42.233 align:middle line:84% and I'll emphasize with correction, 00:12:42.233 --> 00:12:44.400 align:middle line:84% because that's something that people will often say. 00:12:44.400 --> 00:12:46.630 align:middle line:84% I'm legally blind without my glasses. 00:12:46.630 --> 00:12:50.250 align:middle line:84% I'm like, well, it counts for your correction. 00:12:50.250 --> 00:12:54.150 align:middle line:84% The other aspect of it is the field of vision 00:12:54.150 --> 00:12:59.220 align:middle line:84% has to be restricted to 20 degrees in diameter or less 00:12:59.220 --> 00:13:01.110 align:middle line:90% in the better eye. 00:13:01.110 --> 00:13:04.290 align:middle line:84% So it's a combination of these two things 00:13:04.290 --> 00:13:11.450 align:middle line:84% that are considered for most definitions of being legally 00:13:11.450 --> 00:13:11.950 align:middle line:90% blind. 00:13:11.950 --> 00:13:13.860 align:middle line:84% This would apply to Social Security. 00:13:13.860 --> 00:13:17.700 align:middle line:84% This would be looked at for several standards related 00:13:17.700 --> 00:13:22.620 align:middle line:84% to how the person will be referred to in terms 00:13:22.620 --> 00:13:26.842 align:middle line:90% of their visual ability. 00:13:26.842 --> 00:13:28.800 align:middle line:84% RICHARD LADNER: So Gina, just quickly, so blind 00:13:28.800 --> 00:13:31.870 align:middle line:84% does include people with low vision by those definitions? 00:13:31.870 --> 00:13:35.190 align:middle line:84% GINA FUGATE: Blind does include people with low vision. 00:13:35.190 --> 00:13:36.690 align:middle line:84% And there is a spectrum, which will 00:13:36.690 --> 00:13:38.130 align:middle line:90% kind of be clarifying this. 00:13:38.130 --> 00:13:44.040 align:middle line:84% It's one of probably the most confusing aspects to people 00:13:44.040 --> 00:13:47.730 align:middle line:84% who are learning about blindness and low vision, 00:13:47.730 --> 00:13:51.180 align:middle line:84% is to understand the spectrum of people. 00:13:51.180 --> 00:13:52.560 align:middle line:90% RICHARD LADNER: Yeah. 00:13:52.560 --> 00:13:53.060 align:middle line:90% OK. 00:13:56.930 --> 00:13:59.150 align:middle line:84% GINA FUGATE: And to give you some examples 00:13:59.150 --> 00:14:01.160 align:middle line:84% of impaired vision, there's actually 00:14:01.160 --> 00:14:04.220 align:middle line:90% an app called VisionSim. 00:14:04.220 --> 00:14:06.980 align:middle line:90% It's by the Braille Institute. 00:14:06.980 --> 00:14:10.400 align:middle line:90% It is only available on iOS. 00:14:10.400 --> 00:14:12.800 align:middle line:84% But it does give you an opportunity 00:14:12.800 --> 00:14:17.430 align:middle line:84% to simulate what it is like to have a visual impairment. 00:14:17.430 --> 00:14:21.230 align:middle line:84% So I just made some screenshots that 00:14:21.230 --> 00:14:24.290 align:middle line:90% show various visual conditions. 00:14:24.290 --> 00:14:28.970 align:middle line:84% The first image makes things look super cloudy, 00:14:28.970 --> 00:14:32.030 align:middle line:90% almost like a really dense fog. 00:14:32.030 --> 00:14:36.650 align:middle line:84% The second one, everything is really just blurry, 00:14:36.650 --> 00:14:40.760 align:middle line:84% but it's much easier to discern color. 00:14:40.760 --> 00:14:45.320 align:middle line:84% And the third one has like a black area in the center 00:14:45.320 --> 00:14:46.970 align:middle line:90% of the person's vision. 00:14:46.970 --> 00:14:49.010 align:middle line:84% So I would just invite you to think 00:14:49.010 --> 00:14:55.130 align:middle line:84% about what it would be like to experience that if that was 00:14:55.130 --> 00:14:59.720 align:middle line:84% your regular vision when you're traveling in a hallway, when 00:14:59.720 --> 00:15:03.140 align:middle line:84% you're looking for a doorway, when you're attempting 00:15:03.140 --> 00:15:06.710 align:middle line:90% to access text. 00:15:06.710 --> 00:15:11.130 align:middle line:84% It's a good example of the variation 00:15:11.130 --> 00:15:17.160 align:middle line:84% that a person can experience, and how complex the needs can 00:15:17.160 --> 00:15:18.770 align:middle line:90% be. 00:15:18.770 --> 00:15:20.750 align:middle line:84% Also, a reminder that a simulation 00:15:20.750 --> 00:15:24.120 align:middle line:84% is just that-- it's a simulation. 00:15:24.120 --> 00:15:29.180 align:middle line:84% So I use it as a tool to help a person empathize, 00:15:29.180 --> 00:15:31.220 align:middle line:84% but this doesn't necessarily equal 00:15:31.220 --> 00:15:35.870 align:middle line:84% somebody's exact circumstances, by any means. 00:15:35.870 --> 00:15:37.040 align:middle line:90% Next slide, Richard. 00:15:37.040 --> 00:15:37.915 align:middle line:90% RICHARD LADNER: Yeah. 00:15:37.915 --> 00:15:40.580 align:middle line:84% Just before you go on, if somebody is-- 00:15:40.580 --> 00:15:42.680 align:middle line:84% if you call totally blind, they still 00:15:42.680 --> 00:15:45.350 align:middle line:84% might be able to see some light, but they 00:15:45.350 --> 00:15:49.082 align:middle line:84% wouldn't be able to see the features like in this hallway. 00:15:49.082 --> 00:15:49.790 align:middle line:90% GINA FUGATE: Yep. 00:15:54.350 --> 00:15:56.570 align:middle line:84% So this is another sort of simulation, 00:15:56.570 --> 00:15:59.900 align:middle line:84% but to give you something that would be a little more 00:15:59.900 --> 00:16:02.130 align:middle line:90% of a near task. 00:16:02.130 --> 00:16:06.860 align:middle line:84% So this is a-- first a screenshot from a computer 00:16:06.860 --> 00:16:11.240 align:middle line:84% screen, and this is actually part of the Quorum language 00:16:11.240 --> 00:16:12.300 align:middle line:90% website. 00:16:12.300 --> 00:16:15.830 align:middle line:84% So on the left is a clear image, and on the right 00:16:15.830 --> 00:16:17.690 align:middle line:90% is a blurred image. 00:16:17.690 --> 00:16:20.960 align:middle line:84% In this instance, the image on the right 00:16:20.960 --> 00:16:25.580 align:middle line:84% would not allow the person to access anything visually 00:16:25.580 --> 00:16:27.170 align:middle line:90% reading with their eyes. 00:16:27.170 --> 00:16:29.420 align:middle line:84% So this would be an example of where a person might 00:16:29.420 --> 00:16:32.090 align:middle line:90% need a screen reader. 00:16:32.090 --> 00:16:35.640 align:middle line:84% Or perhaps getting closer to the screen might help them, 00:16:35.640 --> 00:16:38.780 align:middle line:84% but of course it would need different tools and resources 00:16:38.780 --> 00:16:42.920 align:middle line:84% in order to access the same information. 00:16:42.920 --> 00:16:45.640 align:middle line:90% Next slide. 00:16:45.640 --> 00:16:48.650 align:middle line:84% And then just to give a couple other instances, 00:16:48.650 --> 00:16:51.100 align:middle line:84% people are always interested in how 00:16:51.100 --> 00:16:55.150 align:middle line:90% to imagine visual impairment. 00:16:55.150 --> 00:17:00.340 align:middle line:84% This first photo on the top left shows two children-- two boys-- 00:17:00.340 --> 00:17:03.640 align:middle line:84% and they're each holding a different ball. 00:17:03.640 --> 00:17:06.670 align:middle line:84% One boy is holding a soccer ball with-- 00:17:06.670 --> 00:17:08.260 align:middle line:90% that is also red and white. 00:17:08.260 --> 00:17:11.170 align:middle line:84% And then the other boy is holding sort of 00:17:11.170 --> 00:17:13.900 align:middle line:84% like a orangish-gold colored ball. 00:17:13.900 --> 00:17:17.410 align:middle line:84% Then there are five other photos, 00:17:17.410 --> 00:17:20.630 align:middle line:84% all with different visual simulations. 00:17:20.630 --> 00:17:24.940 align:middle line:84% So the second photo has sort of like black blobs here and there 00:17:24.940 --> 00:17:31.300 align:middle line:84% that block most of the faces of the boys as well as the balls, 00:17:31.300 --> 00:17:33.610 align:middle line:84% but little pieces can still be seen, 00:17:33.610 --> 00:17:36.640 align:middle line:84% as well as the background-- the fencing in the background. 00:17:36.640 --> 00:17:40.780 align:middle line:84% But it definitely distorts the image, 00:17:40.780 --> 00:17:42.790 align:middle line:84% and you could think about how much you 00:17:42.790 --> 00:17:45.100 align:middle line:84% would have to move around if that was your vision 00:17:45.100 --> 00:17:48.940 align:middle line:84% to try to spot things functionally with your vision 00:17:48.940 --> 00:17:52.210 align:middle line:84% and what challenges you would encounter there. 00:17:52.210 --> 00:17:57.280 align:middle line:84% The other photo is mostly black, and there's really 00:17:57.280 --> 00:18:00.140 align:middle line:84% what's often called like a pinhole of vision. 00:18:00.140 --> 00:18:04.150 align:middle line:84% This is a really good example of what they said in relation 00:18:04.150 --> 00:18:05.960 align:middle line:90% to visual field loss. 00:18:05.960 --> 00:18:09.310 align:middle line:84% So this is very common with retinitis pigmentosa. 00:18:09.310 --> 00:18:12.640 align:middle line:84% That's actually the eye condition that I have. 00:18:12.640 --> 00:18:14.770 align:middle line:90% My vision is nothing like this. 00:18:14.770 --> 00:18:17.770 align:middle line:84% And again, there can always be a spectrum, 00:18:17.770 --> 00:18:21.250 align:middle line:84% but it's something to think about. 00:18:21.250 --> 00:18:26.830 align:middle line:84% RP, as it is often called, is actually degenerative. 00:18:26.830 --> 00:18:30.930 align:middle line:84% So it could get to the point where my vision is like that. 00:18:30.930 --> 00:18:32.350 align:middle line:84% But in the meantime, you could be 00:18:32.350 --> 00:18:35.300 align:middle line:90% in a lot of different stages. 00:18:35.300 --> 00:18:38.620 align:middle line:84% Right now, it happens at most of my visual field 00:18:38.620 --> 00:18:44.610 align:middle line:84% issues are in the lower area of my left eye. 00:18:44.610 --> 00:18:50.430 align:middle line:84% The other photo here has sort of like a blurred gray blob that 00:18:50.430 --> 00:18:53.670 align:middle line:84% blocks the faces of the two boys. 00:18:53.670 --> 00:18:59.890 align:middle line:84% And then the rest of the image is a little bit blurry, 00:18:59.890 --> 00:19:04.040 align:middle line:84% but you could discern some visual details there. 00:19:04.040 --> 00:19:07.340 align:middle line:84% Then there is another image that has the two boys, 00:19:07.340 --> 00:19:11.510 align:middle line:84% and this image is just a little bit darker 00:19:11.510 --> 00:19:13.820 align:middle line:84% than the one with typical vision, 00:19:13.820 --> 00:19:17.640 align:middle line:84% and just slightly blurry and compromised. 00:19:17.640 --> 00:19:21.470 align:middle line:84% So again, thinking about if you had that experience, 00:19:21.470 --> 00:19:26.090 align:middle line:84% how would that impact your reading or your eye fatigue 00:19:26.090 --> 00:19:27.820 align:middle line:90% throughout the day? 00:19:27.820 --> 00:19:31.900 align:middle line:84% And finally the last image there is of the two boys, 00:19:31.900 --> 00:19:34.870 align:middle line:84% and it presents the beginnings of what 00:19:34.870 --> 00:19:39.100 align:middle line:84% I would describe as double vision 00:19:39.100 --> 00:19:40.540 align:middle line:90% or sort of mirrored images. 00:19:40.540 --> 00:19:43.810 align:middle line:84% It looks like it's even presenting almost three things, 00:19:43.810 --> 00:19:49.860 align:middle line:84% almost like a reflective shadow coming off of the two boys. 00:19:49.860 --> 00:19:52.620 align:middle line:90% So again, the impaired vision-- 00:19:52.620 --> 00:19:55.440 align:middle line:84% just think about crowded hallways, what 00:19:55.440 --> 00:19:59.370 align:middle line:84% it would be like to travel in a dimly lit area, 00:19:59.370 --> 00:20:04.650 align:middle line:84% changes in lighting, traveling on the stairs, the difference 00:20:04.650 --> 00:20:07.710 align:middle line:84% between familiar and unfamiliar areas, 00:20:07.710 --> 00:20:12.300 align:middle line:84% and navigating around wet floor signs or construction 00:20:12.300 --> 00:20:15.060 align:middle line:84% is one of my favorite things to make sure I'm on the lookout 00:20:15.060 --> 00:20:16.710 align:middle line:90% for. 00:20:16.710 --> 00:20:19.610 align:middle line:90% Next slide, please, Richard. 00:20:19.610 --> 00:20:22.670 align:middle line:84% So a little bit about demographics. 00:20:22.670 --> 00:20:28.910 align:middle line:84% There are 27,000 BVI students-- so Blind or Visually Impaired 00:20:28.910 --> 00:20:29.870 align:middle line:90% students-- 00:20:29.870 --> 00:20:31.790 align:middle line:90% under the IDEA. 00:20:31.790 --> 00:20:37.280 align:middle line:84% So the IDEA is a special education law 00:20:37.280 --> 00:20:43.490 align:middle line:84% that requires us to provide educational access to students 00:20:43.490 --> 00:20:45.540 align:middle line:84% that are blind and visually impaired. 00:20:45.540 --> 00:20:50.960 align:middle line:84% So that comes down to 1 in 2,000 students across the United 00:20:50.960 --> 00:20:52.160 align:middle line:90% States. 00:20:52.160 --> 00:20:54.950 align:middle line:84% There are probably more under Section 504 00:20:54.950 --> 00:20:58.070 align:middle line:84% of the Rehabilitation Act, but that's 00:20:58.070 --> 00:21:01.550 align:middle line:84% a good example of where it becomes really hard to track 00:21:01.550 --> 00:21:03.410 align:middle line:84% all of the different students and all 00:21:03.410 --> 00:21:06.880 align:middle line:84% the different circumstances and how they're served. 00:21:06.880 --> 00:21:11.680 align:middle line:84% About 90% are in mainstream schools with some clusters 00:21:11.680 --> 00:21:15.070 align:middle line:90% and in metro areas. 00:21:15.070 --> 00:21:17.320 align:middle line:84% It is not unusual for there to be 00:21:17.320 --> 00:21:19.480 align:middle line:84% just one blind or visually impaired 00:21:19.480 --> 00:21:23.350 align:middle line:90% student in a particular school. 00:21:23.350 --> 00:21:26.140 align:middle line:84% I can say that when I was an itinerant teacher 00:21:26.140 --> 00:21:29.120 align:middle line:84% for a large school district, this definitely 00:21:29.120 --> 00:21:33.130 align:middle line:84% proved to be true to the point that our district eventually 00:21:33.130 --> 00:21:38.020 align:middle line:84% worked to allow those students to meet other students 00:21:38.020 --> 00:21:40.450 align:middle line:90% through community gatherings. 00:21:40.450 --> 00:21:42.230 align:middle line:84% But again, imagine going through this 00:21:42.230 --> 00:21:46.180 align:middle line:84% and not having any role models that you could relate to or any 00:21:46.180 --> 00:21:50.590 align:middle line:84% immediate peers that could empathize 00:21:50.590 --> 00:21:53.140 align:middle line:84% with you on a personal level, because 00:21:53.140 --> 00:21:56.750 align:middle line:84% of their own visual impairment or experience. 00:21:56.750 --> 00:21:59.610 align:middle line:90% Next slide, Richard. 00:21:59.610 --> 00:22:03.810 align:middle line:84% So continuing a little bit about demographics and supports, 00:22:03.810 --> 00:22:08.430 align:middle line:84% those students are often supported by itinerate TVIs-- 00:22:08.430 --> 00:22:11.220 align:middle line:84% so TVI, just as a reminder, stands for Teacher 00:22:11.220 --> 00:22:13.620 align:middle line:90% of the Visually Impaired. 00:22:13.620 --> 00:22:15.540 align:middle line:84% Those students are often pulled out 00:22:15.540 --> 00:22:19.000 align:middle line:84% of regular classrooms for support services. 00:22:19.000 --> 00:22:23.430 align:middle line:84% So that would be different for each student, of course, 00:22:23.430 --> 00:22:28.050 align:middle line:84% catered by their individual education plan. 00:22:28.050 --> 00:22:30.120 align:middle line:84% It could mean that a student is pulled out 00:22:30.120 --> 00:22:32.610 align:middle line:84% by the teacher of the visually impaired in order 00:22:32.610 --> 00:22:34.950 align:middle line:90% to receive braille instruction. 00:22:34.950 --> 00:22:38.490 align:middle line:84% Hopefully, they have some collaborative instruction 00:22:38.490 --> 00:22:40.410 align:middle line:84% between the teacher of the visually impaired 00:22:40.410 --> 00:22:42.420 align:middle line:90% and the English teacher. 00:22:42.420 --> 00:22:44.730 align:middle line:84% Maybe it's a mixture of sometimes they're 00:22:44.730 --> 00:22:47.820 align:middle line:84% in the integrated classroom and sometimes they're 00:22:47.820 --> 00:22:50.250 align:middle line:90% receiving pull-out. 00:22:50.250 --> 00:22:55.590 align:middle line:84% Or a student who is visually impaired, 00:22:55.590 --> 00:22:59.010 align:middle line:90% it could be a similar scenario. 00:22:59.010 --> 00:23:03.390 align:middle line:84% They might receive pull-out services for technology 00:23:03.390 --> 00:23:07.680 align:middle line:84% to learn how to use a computer and different accessibility 00:23:07.680 --> 00:23:08.610 align:middle line:90% features. 00:23:08.610 --> 00:23:11.340 align:middle line:84% But they might also receive collaborative support 00:23:11.340 --> 00:23:16.170 align:middle line:84% within their regular integrated classroom. 00:23:16.170 --> 00:23:19.350 align:middle line:84% The image at the bottom of the slide 00:23:19.350 --> 00:23:23.790 align:middle line:84% is a very colorful image of the United States, 00:23:23.790 --> 00:23:27.840 align:middle line:84% and it is just highlighting that schools and agencies 00:23:27.840 --> 00:23:31.890 align:middle line:84% for the blind are located in each state. 00:23:31.890 --> 00:23:33.960 align:middle line:84% And in the resources that we provide 00:23:33.960 --> 00:23:36.750 align:middle line:84% at the end of this presentation, there's 00:23:36.750 --> 00:23:40.350 align:middle line:84% a link that breaks down those resources state by state. 00:23:43.970 --> 00:23:48.480 align:middle line:84% So we mentioned sort of a spectrum of vision. 00:23:48.480 --> 00:23:52.070 align:middle line:84% And that's what this slide is relaying. 00:23:52.070 --> 00:23:57.350 align:middle line:84% There is a horizontal arrow, and on the left end is blind, 00:23:57.350 --> 00:24:01.340 align:middle line:90% and on the far right is sighted. 00:24:01.340 --> 00:24:04.280 align:middle line:84% A little bit to the right is low vision. 00:24:04.280 --> 00:24:06.170 align:middle line:84% And we actually could have even added 00:24:06.170 --> 00:24:10.460 align:middle line:84% the term visually impaired between low vision and sighted. 00:24:10.460 --> 00:24:14.540 align:middle line:84% So it's just another way to illustrate the variations 00:24:14.540 --> 00:24:17.840 align:middle line:84% that students may be experiencing. 00:24:17.840 --> 00:24:20.060 align:middle line:84% With blindness, there is high variation 00:24:20.060 --> 00:24:22.250 align:middle line:90% in accessibility needs. 00:24:22.250 --> 00:24:26.360 align:middle line:84% So they could need what's called speech outputs. 00:24:26.360 --> 00:24:28.580 align:middle line:84% An example of speech output would be 00:24:28.580 --> 00:24:30.140 align:middle line:90% what's called a screen reader. 00:24:30.140 --> 00:24:33.740 align:middle line:84% I'll talk a little bit more about that as we go on. 00:24:33.740 --> 00:24:36.410 align:middle line:84% Magnification is something that I definitely 00:24:36.410 --> 00:24:38.690 align:middle line:90% use on a daily basis. 00:24:38.690 --> 00:24:41.550 align:middle line:84% There's specialty software to do that. 00:24:41.550 --> 00:24:44.120 align:middle line:84% There's also accessibility features 00:24:44.120 --> 00:24:47.450 align:middle line:84% within most of the technology devices 00:24:47.450 --> 00:24:51.860 align:middle line:84% we use on a daily basis for magnification as well. 00:24:51.860 --> 00:24:55.730 align:middle line:84% Braille is also definitely an important support 00:24:55.730 --> 00:24:59.270 align:middle line:90% for students who are blind. 00:24:59.270 --> 00:25:01.400 align:middle line:84% And you might have students who are 00:25:01.400 --> 00:25:04.130 align:middle line:84% in the process of learning braille 00:25:04.130 --> 00:25:09.660 align:middle line:84% because of the instability of their eye condition or eye 00:25:09.660 --> 00:25:11.580 align:middle line:90% fatigue. 00:25:11.580 --> 00:25:15.300 align:middle line:84% Tactile graphics-- Richard had mentioned when he was 00:25:15.300 --> 00:25:19.380 align:middle line:84% highlighting one of his former students-- 00:25:19.380 --> 00:25:23.340 align:middle line:84% tactile graphics are raised images. 00:25:23.340 --> 00:25:28.260 align:middle line:84% It could be made out of raised lines or braille that 00:25:28.260 --> 00:25:30.480 align:middle line:90% represent a visual image. 00:25:30.480 --> 00:25:35.750 align:middle line:84% It just allows it to be felt with the fingers. 00:25:35.750 --> 00:25:38.480 align:middle line:84% Also a question I often get is, do students 00:25:38.480 --> 00:25:40.820 align:middle line:90% have additional disabilities? 00:25:40.820 --> 00:25:45.110 align:middle line:84% And the answer to that is they might, but they might not. 00:25:45.110 --> 00:25:49.040 align:middle line:84% An example is that students could have autism, 00:25:49.040 --> 00:25:51.900 align:middle line:84% they could be hard of hearing, there 00:25:51.900 --> 00:25:54.690 align:middle line:84% might be learning disabilities, there 00:25:54.690 --> 00:25:59.560 align:middle line:84% could be some cerebral palsy, they could have dyslexia. 00:25:59.560 --> 00:26:03.480 align:middle line:84% So I like to say that it's really just like anyone else. 00:26:03.480 --> 00:26:07.860 align:middle line:84% There could be other conditions or challenges present, 00:26:07.860 --> 00:26:11.630 align:middle line:84% but they also could have blindness only. 00:26:11.630 --> 00:26:14.370 align:middle line:90% Next slide, Richard. 00:26:14.370 --> 00:26:16.530 align:middle line:84% So how students are served-- just 00:26:16.530 --> 00:26:19.680 align:middle line:90% to try to break this down again. 00:26:19.680 --> 00:26:22.305 align:middle line:84% Students may be served in the public schools. 00:26:22.305 --> 00:26:25.380 align:middle line:84% And we kind of talked about that with the teacher 00:26:25.380 --> 00:26:27.210 align:middle line:90% of the visually impaired. 00:26:27.210 --> 00:26:29.970 align:middle line:84% Students may be served at a school for the blind-- 00:26:29.970 --> 00:26:32.670 align:middle line:84% so that's where I'm based at right now. 00:26:32.670 --> 00:26:38.160 align:middle line:84% And schools for the blind have multiple resources, of course. 00:26:38.160 --> 00:26:39.940 align:middle line:84% Students may attend a program that 00:26:39.940 --> 00:26:44.610 align:middle line:84% blends the public school and a school for the blind. 00:26:44.610 --> 00:26:49.100 align:middle line:84% So that experience is more unique, 00:26:49.100 --> 00:26:50.790 align:middle line:90% but one of my favorites. 00:26:50.790 --> 00:26:53.660 align:middle line:84% So we've had students who have attended 00:26:53.660 --> 00:26:56.810 align:middle line:84% Maryland School for the Blind on a temporary basis. 00:26:56.810 --> 00:27:00.950 align:middle line:84% And then after they've received their technology instruction 00:27:00.950 --> 00:27:02.870 align:middle line:84% and maybe their braille instruction, 00:27:02.870 --> 00:27:07.760 align:middle line:84% they're ready to go back to their home school, 00:27:07.760 --> 00:27:11.840 align:middle line:84% and they return to the public school environment. 00:27:11.840 --> 00:27:14.600 align:middle line:84% We've had other students who come and then decide 00:27:14.600 --> 00:27:16.400 align:middle line:90% to stay longer. 00:27:16.400 --> 00:27:20.120 align:middle line:84% That is reviewed on an annual basis 00:27:20.120 --> 00:27:24.020 align:middle line:90% or even an as-needed basis. 00:27:24.020 --> 00:27:26.750 align:middle line:84% Students may attend the school for the blind 00:27:26.750 --> 00:27:29.450 align:middle line:84% temporarily and then return to public school. 00:27:29.450 --> 00:27:32.750 align:middle line:84% So an example of that would be it's 00:27:32.750 --> 00:27:36.650 align:middle line:90% more of a short-term scenario. 00:27:36.650 --> 00:27:39.110 align:middle line:84% Instead of staying at a school for the blind 00:27:39.110 --> 00:27:41.720 align:middle line:84% for a year or two, depending upon the program 00:27:41.720 --> 00:27:44.060 align:middle line:84% and the resources, a student could 00:27:44.060 --> 00:27:47.060 align:middle line:84% attend the school for the blind or as little as like one 00:27:47.060 --> 00:27:47.900 align:middle line:90% quarter. 00:27:47.900 --> 00:27:51.140 align:middle line:84% It's very much catered to their needs, 00:27:51.140 --> 00:27:55.960 align:middle line:84% and it can vary a lot from state to state. 00:27:55.960 --> 00:27:58.930 align:middle line:90% Richard, please-- thank you. 00:27:58.930 --> 00:28:03.050 align:middle line:84% So screen readers-- they do exactly what it sounds like. 00:28:03.050 --> 00:28:05.540 align:middle line:84% They're reading what is on the screen. 00:28:05.540 --> 00:28:10.450 align:middle line:84% So we have a series of logos here and hyperlinks. 00:28:10.450 --> 00:28:15.490 align:middle line:84% So the first example has the Apple logo and its hyperlinked 00:28:15.490 --> 00:28:17.050 align:middle line:90% to VoiceOver. 00:28:17.050 --> 00:28:21.010 align:middle line:84% VoiceOver is something that will speak 00:28:21.010 --> 00:28:24.800 align:middle line:90% to you if you have an iPhone. 00:28:24.800 --> 00:28:27.790 align:middle line:84% You can also use it on a MacBook. 00:28:27.790 --> 00:28:30.340 align:middle line:84% It is one of the most popular screen 00:28:30.340 --> 00:28:33.970 align:middle line:90% readers with my students. 00:28:33.970 --> 00:28:38.560 align:middle line:84% And it is a built-in accessibility feature. 00:28:38.560 --> 00:28:41.680 align:middle line:90% So there's no cost there. 00:28:41.680 --> 00:28:45.910 align:middle line:84% TalkBack is part of Android, so I have the green robot logo 00:28:45.910 --> 00:28:46.750 align:middle line:90% there. 00:28:46.750 --> 00:28:50.590 align:middle line:84% It's really the exact same concept as VoiceOver, 00:28:50.590 --> 00:28:54.460 align:middle line:90% it's just Android's version. 00:28:54.460 --> 00:28:57.160 align:middle line:90% There is the JAWS logo-- 00:28:57.160 --> 00:29:00.700 align:middle line:84% jaws stands for Job Access With Speech. 00:29:00.700 --> 00:29:04.480 align:middle line:84% JAWS is one of the most popular screen readers. 00:29:04.480 --> 00:29:07.870 align:middle line:84% It does require an annual subscription. 00:29:07.870 --> 00:29:12.400 align:middle line:84% It is also one of the most longstanding screen 00:29:12.400 --> 00:29:14.290 align:middle line:90% readers around. 00:29:14.290 --> 00:29:17.830 align:middle line:84% And my students would want me to emphasize that recently they 00:29:17.830 --> 00:29:23.000 align:middle line:84% added Sharky, which is sort of a digital assistant 00:29:23.000 --> 00:29:27.790 align:middle line:84% that you can ask some questions to. 00:29:27.790 --> 00:29:32.620 align:middle line:84% The next logo is orange and it has 00:29:32.620 --> 00:29:37.840 align:middle line:84% sort of like a cartoon image of a face with some sound waves. 00:29:37.840 --> 00:29:42.160 align:middle line:84% And it is representing ChromeVox for Chromebooks. 00:29:42.160 --> 00:29:45.190 align:middle line:84% Again, this is an accessibility feature 00:29:45.190 --> 00:29:48.670 align:middle line:90% that is built into Chromebooks. 00:29:48.670 --> 00:29:54.880 align:middle line:84% Chromebooks have been especially popular during the pandemic. 00:29:54.880 --> 00:29:59.530 align:middle line:84% They are one of the easiest, I guess, pieces of technology 00:29:59.530 --> 00:30:03.340 align:middle line:84% to access the Google Suite of course. 00:30:03.340 --> 00:30:06.430 align:middle line:84% They have a lot of different accessibility features. 00:30:06.430 --> 00:30:08.780 align:middle line:84% So when a student is using ChromeVox, 00:30:08.780 --> 00:30:12.760 align:middle line:84% it would read everything to them on the screen. 00:30:12.760 --> 00:30:17.440 align:middle line:84% NV Access has a logo that is shown. 00:30:17.440 --> 00:30:20.830 align:middle line:84% It's almost like a starburst and it has a circle. 00:30:20.830 --> 00:30:23.020 align:middle line:84% And then there's a square inside the circle. 00:30:23.020 --> 00:30:25.785 align:middle line:84% And then there's a smaller circle inside that square. 00:30:28.510 --> 00:30:31.690 align:middle line:84% NV Access's logo says, "Empowering 00:30:31.690 --> 00:30:36.370 align:middle line:84% Lives Through Nonvisual Access to Technology." 00:30:36.370 --> 00:30:40.990 align:middle line:84% It's actually developed by two gentlemen who are blind, 00:30:40.990 --> 00:30:45.430 align:middle line:84% and NVDA is a free screen reader. 00:30:45.430 --> 00:30:50.350 align:middle line:84% So you could go to NV Access and download that, and experience 00:30:50.350 --> 00:30:54.230 align:middle line:90% the screen reader for yourself. 00:30:54.230 --> 00:31:01.210 align:middle line:84% It is open source, so it's constantly being updated, 00:31:01.210 --> 00:31:06.710 align:middle line:84% but it also relies on donations to maintain itself. 00:31:06.710 --> 00:31:07.382 align:middle line:90% Next slide-- 00:31:07.382 --> 00:31:08.840 align:middle line:84% RICHARD LADNER: Gina-- Gina, I just 00:31:08.840 --> 00:31:10.298 align:middle line:84% want to interrupt you for a second. 00:31:10.298 --> 00:31:12.770 align:middle line:84% And for the audience, you'll notice 00:31:12.770 --> 00:31:16.160 align:middle line:84% that Gina is describing all the images on these slides. 00:31:16.160 --> 00:31:19.700 align:middle line:84% And that would be so typical of a teacher of blind 00:31:19.700 --> 00:31:22.220 align:middle line:84% and visually impaired because the kids 00:31:22.220 --> 00:31:24.920 align:middle line:90% can't see these pictures. 00:31:24.920 --> 00:31:26.990 align:middle line:84% And also there might be somebody in the audience 00:31:26.990 --> 00:31:29.270 align:middle line:84% today that can't see these pictures. 00:31:29.270 --> 00:31:34.700 align:middle line:84% So it's kind of amazing to hear you do this audio description 00:31:34.700 --> 00:31:37.430 align:middle line:84% and make sure that everything is accessible. 00:31:37.430 --> 00:31:39.477 align:middle line:84% And if you had a blind student in your class, 00:31:39.477 --> 00:31:41.810 align:middle line:84% you might want to change your behavior a little bit more 00:31:41.810 --> 00:31:45.416 align:middle line:84% as well so that you can include that student. 00:31:45.416 --> 00:31:47.020 align:middle line:90% I'll go to the next slide. 00:31:47.020 --> 00:31:49.270 align:middle line:84% GINA FUGATE: Thank you for pointing that out, Richard. 00:31:49.270 --> 00:31:51.272 align:middle line:84% I do it almost without thinking about it for-- 00:31:51.272 --> 00:31:52.230 align:middle line:90% RICHARD LADNER: I know. 00:31:52.230 --> 00:31:54.680 align:middle line:84% GINA FUGATE: --that exact same reason. 00:31:54.680 --> 00:31:59.670 align:middle line:84% So magnification is visually seeing what is on the screen. 00:31:59.670 --> 00:32:08.850 align:middle line:84% There is a screen clip that is showing the menu of something 00:32:08.850 --> 00:32:10.980 align:middle line:90% that is called ZoomText. 00:32:10.980 --> 00:32:14.850 align:middle line:84% So it actually is highlighting a lot of different features here. 00:32:14.850 --> 00:32:19.890 align:middle line:84% The zoom level is the magnification level is on 2. 00:32:19.890 --> 00:32:25.380 align:middle line:84% And then there are options for window, color, pointer, cursor, 00:32:25.380 --> 00:32:28.410 align:middle line:90% focus, navigation. 00:32:28.410 --> 00:32:34.680 align:middle line:84% You can control the size of your zoom window and the way 00:32:34.680 --> 00:32:36.900 align:middle line:90% that things are navigated. 00:32:36.900 --> 00:32:42.330 align:middle line:84% It's really an incredible tool for persons who have low vision 00:32:42.330 --> 00:32:43.950 align:middle line:90% or are visually impaired. 00:32:43.950 --> 00:32:47.460 align:middle line:84% You can customize pretty much every aspect 00:32:47.460 --> 00:32:49.770 align:middle line:90% that you can think of. 00:32:49.770 --> 00:32:53.160 align:middle line:84% So it really is a great resource. 00:32:53.160 --> 00:32:57.330 align:middle line:84% On the lower middle of the slide is 00:32:57.330 --> 00:33:00.270 align:middle line:84% something that's known as the Connect 12. 00:33:00.270 --> 00:33:03.870 align:middle line:90% It is an Android-based device. 00:33:03.870 --> 00:33:09.270 align:middle line:84% So it has apps in it-- think of basically an Android tablet. 00:33:09.270 --> 00:33:13.350 align:middle line:84% And then that screen is at an angle. 00:33:13.350 --> 00:33:16.170 align:middle line:90% It's on a mount. 00:33:16.170 --> 00:33:19.810 align:middle line:84% And there is a gray rectangle below it. 00:33:19.810 --> 00:33:24.930 align:middle line:84% So you could put a worksheet or something on that gray area 00:33:24.930 --> 00:33:30.050 align:middle line:84% and actually magnify that worksheet or paper 00:33:30.050 --> 00:33:34.640 align:middle line:84% onto the screen and the user of that device 00:33:34.640 --> 00:33:38.360 align:middle line:84% could adjust the angle of that screen. 00:33:38.360 --> 00:33:41.660 align:middle line:84% There's also almost like a pole that 00:33:41.660 --> 00:33:46.130 align:middle line:84% is sticking up from the top right-hand corner of the frame. 00:33:46.130 --> 00:33:51.050 align:middle line:84% And on the top of that pole is a camera. 00:33:51.050 --> 00:33:57.020 align:middle line:84% So that is so that the person can use the camera to basically 00:33:57.020 --> 00:34:01.280 align:middle line:84% Zoom in to magnify distant information that 00:34:01.280 --> 00:34:05.570 align:middle line:84% would be on a whiteboard, a smart board, even 00:34:05.570 --> 00:34:09.020 align:middle line:84% posters, and different things that are around the room, 00:34:09.020 --> 00:34:11.420 align:middle line:90% or even people's faces. 00:34:11.420 --> 00:34:13.940 align:middle line:84% So it's definitely designed for someone 00:34:13.940 --> 00:34:16.639 align:middle line:84% who is visually impaired or low vision, 00:34:16.639 --> 00:34:20.989 align:middle line:84% and it has a lot of capabilities. 00:34:20.989 --> 00:34:27.560 align:middle line:84% Windows 10 Magnifier has a screenshot there that has-- 00:34:27.560 --> 00:34:30.500 align:middle line:84% simulates basically a word processing area. 00:34:30.500 --> 00:34:34.460 align:middle line:84% So that could be Microsoft Word or Google Docs. 00:34:34.460 --> 00:34:37.250 align:middle line:84% And then there is a small window that 00:34:37.250 --> 00:34:40.820 align:middle line:90% allows the person to magnify. 00:34:40.820 --> 00:34:43.429 align:middle line:84% You heard me reference I've used magnification, 00:34:43.429 --> 00:34:47.060 align:middle line:84% and Windows Magnifier is probably 00:34:47.060 --> 00:34:49.940 align:middle line:84% what I use more often than anything. 00:34:49.940 --> 00:34:54.170 align:middle line:84% I prefer to just magnify the entire screen. 00:34:54.170 --> 00:34:56.840 align:middle line:84% But again, you can customize all these different things 00:34:56.840 --> 00:35:00.550 align:middle line:90% to fit your needs. 00:35:00.550 --> 00:35:01.142 align:middle line:90% Next slide. 00:35:01.142 --> 00:35:02.850 align:middle line:84% RICHARD LADNER: Yeah, before you move on, 00:35:02.850 --> 00:35:04.710 align:middle line:90% one thing you didn't say was-- 00:35:04.710 --> 00:35:08.760 align:middle line:84% one of the things that I use a lot is Control-Plus on the web 00:35:08.760 --> 00:35:10.180 align:middle line:90% page on a [INAUDIBLE] 00:35:10.180 --> 00:35:11.430 align:middle line:90% GINA FUGATE: Yes. 00:35:11.430 --> 00:35:13.560 align:middle line:84% RICHARD LADNER: That's an easy way to-- 00:35:13.560 --> 00:35:15.840 align:middle line:84% you don't have to buy a product for that. 00:35:15.840 --> 00:35:16.950 align:middle line:90% GINA FUGATE: Yes. 00:35:16.950 --> 00:35:19.110 align:middle line:84% You could do Control-Plus or Control-Minus 00:35:19.110 --> 00:35:21.480 align:middle line:90% if you're on a web page. 00:35:21.480 --> 00:35:24.750 align:middle line:84% If you want to do the windows Magnifier, 00:35:24.750 --> 00:35:26.790 align:middle line:84% its Windows-Plus and Windows-Minus. 00:35:26.790 --> 00:35:29.988 align:middle line:84% If you ever mix them up, you'll learn through usage right away 00:35:29.988 --> 00:35:31.030 align:middle line:90% how to get them straight. 00:35:34.020 --> 00:35:36.270 align:middle line:90% So this takes us on to braille. 00:35:36.270 --> 00:35:39.670 align:middle line:84% Braille has really come a long way over time. 00:35:39.670 --> 00:35:44.160 align:middle line:84% So in the top left-hand corner is a picture of one 00:35:44.160 --> 00:35:45.930 align:middle line:90% of the smaller braille displays. 00:35:45.930 --> 00:35:48.000 align:middle line:84% This is available through the American Printing 00:35:48.000 --> 00:35:49.500 align:middle line:90% House for the Blind. 00:35:49.500 --> 00:35:51.000 align:middle line:84% And again, all of these things are 00:35:51.000 --> 00:35:55.230 align:middle line:84% featured in our list of resources at the end of this. 00:35:55.230 --> 00:36:00.950 align:middle line:84% All of the braille displays have a series of eight keys 00:36:00.950 --> 00:36:05.360 align:middle line:84% that the person would place their hands on. 00:36:05.360 --> 00:36:10.940 align:middle line:84% You have six main keys for accessing the dots that 00:36:10.940 --> 00:36:13.100 align:middle line:90% are used to produce braille. 00:36:13.100 --> 00:36:17.340 align:middle line:84% And then the rectangle strip that has-- 00:36:17.340 --> 00:36:21.140 align:middle line:84% it'll look like maybe white metal pins-- 00:36:21.140 --> 00:36:22.640 align:middle line:90% based in this picture-- 00:36:22.640 --> 00:36:26.720 align:middle line:84% that would actually be the area where metal pins would 00:36:26.720 --> 00:36:31.560 align:middle line:84% raise in order to provide what my students call 00:36:31.560 --> 00:36:33.230 align:middle line:90% instant braille. 00:36:33.230 --> 00:36:36.710 align:middle line:84% The formal name for it is refreshable braille. 00:36:36.710 --> 00:36:41.180 align:middle line:84% But using these devices, the person 00:36:41.180 --> 00:36:45.980 align:middle line:84% who is using the braille display would be able to access text 00:36:45.980 --> 00:36:49.940 align:middle line:84% that is in a Google Doc, Microsoft Word, 00:36:49.940 --> 00:36:53.480 align:middle line:84% or even navigating throughout their iPad 00:36:53.480 --> 00:36:56.570 align:middle line:84% or whatever device they're using. 00:36:56.570 --> 00:37:00.140 align:middle line:84% In the top center image is what I 00:37:00.140 --> 00:37:01.700 align:middle line:90% would call old-school braille. 00:37:01.700 --> 00:37:03.860 align:middle line:90% So it's been printed-- 00:37:03.860 --> 00:37:07.160 align:middle line:84% we would call it embossed here at the School for the Blind. 00:37:07.160 --> 00:37:11.840 align:middle line:84% And there is a person with their index finger on the right hand 00:37:11.840 --> 00:37:17.180 align:middle line:84% kind of extended and touching the line for the braille. 00:37:17.180 --> 00:37:19.820 align:middle line:84% So braille is read with your fingers. 00:37:19.820 --> 00:37:24.350 align:middle line:84% You have to develop that tactile sensitivity. 00:37:24.350 --> 00:37:28.970 align:middle line:84% And ideally, they would be using more of their fingers, 00:37:28.970 --> 00:37:34.310 align:middle line:84% not just one finger in isolation. 00:37:34.310 --> 00:37:37.070 align:middle line:84% On the top right, believe it or not-- 00:37:37.070 --> 00:37:39.050 align:middle line:84% this often surprises a lot of people-- 00:37:39.050 --> 00:37:43.340 align:middle line:84% but the braillewriter is basically 00:37:43.340 --> 00:37:45.230 align:middle line:84% a lot of people would think of it 00:37:45.230 --> 00:37:47.900 align:middle line:90% as like the braille typewriter. 00:37:47.900 --> 00:37:53.270 align:middle line:84% So it has the core keys-- those six keys that I referred to 00:37:53.270 --> 00:37:55.580 align:middle line:90% for producing braille. 00:37:55.580 --> 00:37:59.240 align:middle line:84% It has a space bar, it has a backspace. 00:37:59.240 --> 00:38:01.400 align:middle line:84% This is a device where the student would 00:38:01.400 --> 00:38:03.650 align:middle line:84% roll in a piece of paper, much like you would 00:38:03.650 --> 00:38:07.430 align:middle line:84% with an old school typewriter, and they would produce braille 00:38:07.430 --> 00:38:09.950 align:middle line:84% by pressing on those keys, and then 00:38:09.950 --> 00:38:14.130 align:middle line:84% be able to take the Braille out of that device. 00:38:14.130 --> 00:38:19.700 align:middle line:84% On the bottom left is a black and blue device developed 00:38:19.700 --> 00:38:21.770 align:middle line:90% by Freedom Scientific. 00:38:21.770 --> 00:38:25.100 align:middle line:84% This is the Focus 40 Blue because it 00:38:25.100 --> 00:38:27.170 align:middle line:90% has 40 braille cells. 00:38:27.170 --> 00:38:30.410 align:middle line:84% And the angle of this photo nicely 00:38:30.410 --> 00:38:34.700 align:middle line:84% shows some of that refreshable braille, or insta-braille, 00:38:34.700 --> 00:38:38.440 align:middle line:90% and somebody accessing that. 00:38:38.440 --> 00:38:41.890 align:middle line:84% The bottom right is actually three pictures in one. 00:38:41.890 --> 00:38:48.730 align:middle line:84% It is demonstrating the HumanWare BrailleNote Touch 00:38:48.730 --> 00:38:50.050 align:middle line:90% Plus. 00:38:50.050 --> 00:38:54.400 align:middle line:84% So it is the first Google certified device 00:38:54.400 --> 00:38:59.480 align:middle line:84% that incorporates a braille display feature. 00:38:59.480 --> 00:39:03.280 align:middle line:84% The first part of it is just the cover 00:39:03.280 --> 00:39:06.880 align:middle line:84% that is enclosing the BrailleNote Touch Plus. 00:39:06.880 --> 00:39:11.290 align:middle line:84% The second one is where the cover has been opened 00:39:11.290 --> 00:39:16.860 align:middle line:84% and the physical braille keyboard is there. 00:39:16.860 --> 00:39:22.360 align:middle line:84% So that's where the student would typically type braille 00:39:22.360 --> 00:39:24.800 align:middle line:90% by accessing those keys. 00:39:24.800 --> 00:39:28.150 align:middle line:84% And then the braille display, Refreshabraille, area 00:39:28.150 --> 00:39:29.440 align:middle line:90% is below there. 00:39:29.440 --> 00:39:31.870 align:middle line:84% What's really cool about this device 00:39:31.870 --> 00:39:34.780 align:middle line:84% is you can actually lift up that keyboard, 00:39:34.780 --> 00:39:40.030 align:middle line:84% and then there's a Google page demonstrated on the Android 00:39:40.030 --> 00:39:42.320 align:middle line:90% tablet that is below that. 00:39:42.320 --> 00:39:46.150 align:middle line:84% So in a public school setting, or wherever that person is at, 00:39:46.150 --> 00:39:49.510 align:middle line:90% they could be typing in braille. 00:39:49.510 --> 00:39:52.090 align:middle line:84% And then they could flip up that screen 00:39:52.090 --> 00:39:57.130 align:middle line:84% and you would be able to show a peer 00:39:57.130 --> 00:40:02.360 align:middle line:84% or a teacher the actual print that they were producing. 00:40:02.360 --> 00:40:06.580 align:middle line:84% So it's really a true dual-media device. 00:40:06.580 --> 00:40:08.650 align:middle line:84% And it has foreign language support 00:40:08.650 --> 00:40:10.100 align:middle line:90% and all sorts of things. 00:40:10.100 --> 00:40:12.580 align:middle line:84% It's an exciting development in our field, 00:40:12.580 --> 00:40:15.220 align:middle line:84% and they've already expanded on it. 00:40:15.220 --> 00:40:16.880 align:middle line:84% But we wanted to give you an example 00:40:16.880 --> 00:40:21.980 align:middle line:84% of how students can access braille in different ways. 00:40:21.980 --> 00:40:24.270 align:middle line:90% Next slide. 00:40:24.270 --> 00:40:28.010 align:middle line:84% So even more about braille and tactile graphics. 00:40:28.010 --> 00:40:31.040 align:middle line:84% The top-left hand picture is what's 00:40:31.040 --> 00:40:33.980 align:middle line:90% often called a PIAF machine. 00:40:33.980 --> 00:40:37.250 align:middle line:84% PIAF stands for Pictures In A Flash. 00:40:37.250 --> 00:40:40.290 align:middle line:84% So it is a PIAF tactile image maker. 00:40:40.290 --> 00:40:43.670 align:middle line:84% They're using something that's called swell paper. 00:40:43.670 --> 00:40:46.580 align:middle line:90% You could draw on this paper. 00:40:46.580 --> 00:40:50.060 align:middle line:84% You could also print an image on it from, 00:40:50.060 --> 00:40:52.130 align:middle line:90% let's say, like PowerPoint. 00:40:52.130 --> 00:40:59.540 align:middle line:84% And you feed it through this machine that heats the paper 00:40:59.540 --> 00:41:05.450 align:middle line:84% and it makes the black lines in images become raised. 00:41:05.450 --> 00:41:09.860 align:middle line:84% So it really makes sort of instant tactile graphics. 00:41:09.860 --> 00:41:15.920 align:middle line:84% The picture that shows a tactile graphic that has been made, 00:41:15.920 --> 00:41:21.110 align:middle line:84% and it has the person using a better hand positioning 00:41:21.110 --> 00:41:23.570 align:middle line:84% for accessing the terrible image. 00:41:23.570 --> 00:41:25.610 align:middle line:84% They're using both hands and they're 00:41:25.610 --> 00:41:31.370 align:middle line:84% exploring a bar graph, as well as tracking lines related 00:41:31.370 --> 00:41:34.070 align:middle line:84% to the bar graph and all the information 00:41:34.070 --> 00:41:38.530 align:middle line:84% that you would have in a typical graphic. 00:41:38.530 --> 00:41:41.860 align:middle line:84% Over on the right side is a product from the American 00:41:41.860 --> 00:41:43.930 align:middle line:90% Printing House for the Blind. 00:41:43.930 --> 00:41:49.540 align:middle line:84% This is an example of the way that a student 00:41:49.540 --> 00:41:56.020 align:middle line:84% might access information about the human skeleton. 00:41:56.020 --> 00:41:59.720 align:middle line:84% This has tactile labels that are large print, 00:41:59.720 --> 00:42:02.230 align:middle line:90% as well as it has braille. 00:42:02.230 --> 00:42:08.260 align:middle line:84% There is an image of a skeleton with a list 00:42:08.260 --> 00:42:10.810 align:middle line:90% of all the different parts. 00:42:10.810 --> 00:42:13.060 align:middle line:84% There are booklets that go with it, including 00:42:13.060 --> 00:42:16.630 align:middle line:84% print and braille, so there's support for the teacher 00:42:16.630 --> 00:42:17.990 align:middle line:90% as well as the student. 00:42:17.990 --> 00:42:24.070 align:middle line:84% And then there is a model that can be manipulated to also feel 00:42:24.070 --> 00:42:25.130 align:middle line:90% the different parts. 00:42:25.130 --> 00:42:29.380 align:middle line:84% So this is just an example of one of many, many kits 00:42:29.380 --> 00:42:33.130 align:middle line:84% that have been designed to help out students. 00:42:33.130 --> 00:42:36.850 align:middle line:84% And that, at least when I was an itinerant teacher, 00:42:36.850 --> 00:42:39.920 align:middle line:84% peers were often interested in things like this. 00:42:39.920 --> 00:42:44.200 align:middle line:84% So it could be integrated to help many students all at once 00:42:44.200 --> 00:42:46.870 align:middle line:84% and provide a hands-on experience. 00:42:50.230 --> 00:42:54.070 align:middle line:84% So now finally, we're going to talk about coding. 00:42:54.070 --> 00:42:56.830 align:middle line:90% So why coding? 00:42:56.830 --> 00:43:01.040 align:middle line:84% These quotes are directly from my students. 00:43:01.040 --> 00:43:05.590 align:middle line:84% They will say, it's cool, it's NORMAL-- 00:43:05.590 --> 00:43:08.470 align:middle line:84% and NORMAL is in all caps, though I promise 00:43:08.470 --> 00:43:10.520 align:middle line:90% I'm not yelling at you-- 00:43:10.520 --> 00:43:13.370 align:middle line:84% the kids would just say, they're like any other kid. 00:43:13.370 --> 00:43:15.005 align:middle line:90% They want to be normal. 00:43:15.005 --> 00:43:16.630 align:middle line:84% And I would add that one of my students 00:43:16.630 --> 00:43:18.640 align:middle line:84% would say that being blind is expensive. 00:43:21.280 --> 00:43:25.090 align:middle line:84% Everybody is coding is something else that one of my students 00:43:25.090 --> 00:43:28.570 align:middle line:90% will often say. 00:43:28.570 --> 00:43:31.570 align:middle line:84% They will also say coding controls the world 00:43:31.570 --> 00:43:33.830 align:middle line:90% and I can be part of that world. 00:43:33.830 --> 00:43:37.270 align:middle line:84% So in that instance, I would think about Alexa and Siri. 00:43:37.270 --> 00:43:41.650 align:middle line:84% They're surrounded by technology and they understand 00:43:41.650 --> 00:43:45.490 align:middle line:90% what is behind that technology. 00:43:45.490 --> 00:43:49.150 align:middle line:84% And then the latest thing that they've started to say to me, 00:43:49.150 --> 00:43:52.870 align:middle line:84% is this something I can get paid to do? 00:43:52.870 --> 00:43:56.170 align:middle line:84% So they definitely are coming to realize 00:43:56.170 --> 00:43:58.780 align:middle line:90% that that is a possibility. 00:43:58.780 --> 00:44:01.420 align:middle line:84% Some of my students have met Sina, 00:44:01.420 --> 00:44:04.540 align:middle line:84% and it's just a great connection. 00:44:04.540 --> 00:44:06.190 align:middle line:84% There's no more powerful connection 00:44:06.190 --> 00:44:09.910 align:middle line:84% than giving a student a role model, just like we do 00:44:09.910 --> 00:44:13.155 align:middle line:90% with visual kids all the time. 00:44:13.155 --> 00:44:14.530 align:middle line:84% I think the difference is that we 00:44:14.530 --> 00:44:18.300 align:middle line:84% have to be a little bit more purposeful with students that 00:44:18.300 --> 00:44:21.460 align:middle line:84% are blind and visually impaired to make sure that they make 00:44:21.460 --> 00:44:24.930 align:middle line:90% those modern day connections. 00:44:24.930 --> 00:44:28.170 align:middle line:84% The items that are highlighted on this slide, 00:44:28.170 --> 00:44:31.180 align:middle line:84% again, are driven by my students. 00:44:31.180 --> 00:44:37.830 align:middle line:84% So on the bottom left there is an image of a digital tablet. 00:44:37.830 --> 00:44:41.640 align:middle line:84% And there is a hand holding a wand. 00:44:41.640 --> 00:44:45.240 align:middle line:84% This is one of the most popular products that 00:44:45.240 --> 00:44:50.070 align:middle line:84% was out a few years ago, and my students knew all about it 00:44:50.070 --> 00:44:52.260 align:middle line:84% because they were Harry Potter fans. 00:44:52.260 --> 00:44:55.770 align:middle line:84% And they wanted to handle the wand. 00:44:55.770 --> 00:44:58.480 align:middle line:84% And they wanted everything to be accessible. 00:44:58.480 --> 00:45:00.810 align:middle line:84% But they were limited in what they 00:45:00.810 --> 00:45:04.440 align:middle line:84% could do without assistance because it was not 00:45:04.440 --> 00:45:07.560 align:middle line:90% accessible to them. 00:45:07.560 --> 00:45:09.720 align:middle line:84% Coding with Minecraft-- Minecraft 00:45:09.720 --> 00:45:14.220 align:middle line:84% is popular across many age groups. 00:45:14.220 --> 00:45:17.900 align:middle line:90% It's sort of like LEGO. 00:45:17.900 --> 00:45:19.920 align:middle line:84% It's being used by the elementary 00:45:19.920 --> 00:45:26.250 align:middle line:84% all the way up through adults and code.org also 00:45:26.250 --> 00:45:28.200 align:middle line:90% launched Coding with Minecraft. 00:45:28.200 --> 00:45:31.740 align:middle line:84% But again, it's something that is extremely visual. 00:45:31.740 --> 00:45:36.780 align:middle line:84% So how would you access that or participate in that, 00:45:36.780 --> 00:45:39.870 align:middle line:84% even if you were a person with low vision? 00:45:39.870 --> 00:45:45.690 align:middle line:84% And how would you interact or work with someone 00:45:45.690 --> 00:45:50.810 align:middle line:84% if you were blind but interested in Minecraft? 00:45:50.810 --> 00:45:55.640 align:middle line:84% On the bottom right there is a unicorn robot, 00:45:55.640 --> 00:46:01.340 align:middle line:84% which of course, has its own app with drag and drop blocks. 00:46:01.340 --> 00:46:05.480 align:middle line:84% But again, the accessibility is just not 00:46:05.480 --> 00:46:07.340 align:middle line:90% there for the students. 00:46:07.340 --> 00:46:11.090 align:middle line:84% At the same time, my students like unicorns, and mermaids, 00:46:11.090 --> 00:46:14.300 align:middle line:84% and all the things that the other students would like. 00:46:14.300 --> 00:46:20.550 align:middle line:84% So this sort of sets the desire and reflects what 00:46:20.550 --> 00:46:23.100 align:middle line:90% my students are looking at. 00:46:23.100 --> 00:46:24.105 align:middle line:90% So-- 00:46:24.105 --> 00:46:24.980 align:middle line:90% RICHARD LADNER: Gina? 00:46:24.980 --> 00:46:25.580 align:middle line:90% GINA FUGATE: Yes? 00:46:25.580 --> 00:46:27.622 align:middle line:84% RICHARD LADNER: Yeah, I just wanted to add a bit. 00:46:27.622 --> 00:46:31.610 align:middle line:84% So these are three examples of literally hundreds of sort 00:46:31.610 --> 00:46:35.720 align:middle line:84% of coding tools, we call them sometimes, 00:46:35.720 --> 00:46:38.030 align:middle line:90% that are available for children. 00:46:38.030 --> 00:46:41.892 align:middle line:84% But I would say 99% are not accessible. 00:46:41.892 --> 00:46:42.600 align:middle line:90% GINA FUGATE: Yes. 00:46:42.600 --> 00:46:45.770 align:middle line:84% RICHARD LADNER: And this is the example of three. 00:46:45.770 --> 00:46:48.290 align:middle line:84% GINA FUGATE: And it feels like there's countless examples. 00:46:48.290 --> 00:46:49.880 align:middle line:84% There's always something coming out. 00:46:49.880 --> 00:46:50.990 align:middle line:90% RICHARD LADNER: Yeah. 00:46:50.990 --> 00:46:52.180 align:middle line:90% GINA FUGATE: Next slide. 00:46:52.180 --> 00:46:52.972 align:middle line:90% RICHARD LADNER: OK. 00:46:57.000 --> 00:46:59.400 align:middle line:84% GINA FUGATE: And so let's look at some resources 00:46:59.400 --> 00:47:02.130 align:middle line:84% to help make coding accessible to all. 00:47:02.130 --> 00:47:04.050 align:middle line:84% And I really want to emphasize, "all." 00:47:04.050 --> 00:47:06.840 align:middle line:84% These things can help provide access 00:47:06.840 --> 00:47:09.240 align:middle line:84% for students who are blind or visually impaired. 00:47:09.240 --> 00:47:13.320 align:middle line:84% But they can be used with any student. 00:47:13.320 --> 00:47:15.600 align:middle line:84% And that's what we really want to focus on, 00:47:15.600 --> 00:47:17.760 align:middle line:84% is making it an integrated experience. 00:47:21.460 --> 00:47:26.470 align:middle line:84% So Code & Go Mouse and Coding Critters 00:47:26.470 --> 00:47:30.430 align:middle line:84% are a product that you can use that is obviously 00:47:30.430 --> 00:47:35.050 align:middle line:84% targeted towards elementary and younger kids. 00:47:35.050 --> 00:47:37.720 align:middle line:84% The first age group that is emphasized in 4-plus 00:47:37.720 --> 00:47:40.090 align:middle line:90% on the boxes. 00:47:40.090 --> 00:47:43.570 align:middle line:84% But one of the cool things about this product 00:47:43.570 --> 00:47:46.960 align:middle line:90% is that it's very tactile. 00:47:46.960 --> 00:47:52.330 align:middle line:84% So the main character, the Code & Go Mouse, has raised buttons. 00:47:52.330 --> 00:47:55.630 align:middle line:84% I can hand this to a student and they 00:47:55.630 --> 00:48:00.550 align:middle line:84% can orient where is the tip of that mouse's face. 00:48:00.550 --> 00:48:03.580 align:middle line:84% They can feel the raised buttons. 00:48:03.580 --> 00:48:08.740 align:middle line:84% They can orient what direction is represented by that. 00:48:08.740 --> 00:48:12.790 align:middle line:84% And so with just a little bit of adaptation, 00:48:12.790 --> 00:48:16.750 align:middle line:84% or maybe some additional tactile labels, 00:48:16.750 --> 00:48:20.110 align:middle line:84% this product is fairly accessible 00:48:20.110 --> 00:48:24.700 align:middle line:84% and can be used by a teacher of the visually 00:48:24.700 --> 00:48:29.560 align:middle line:84% impaired or a classroom teacher in an integrated setting. 00:48:29.560 --> 00:48:33.640 align:middle line:84% The green blocks are all raised and fit together almost 00:48:33.640 --> 00:48:35.020 align:middle line:90% like a puzzle. 00:48:35.020 --> 00:48:38.650 align:middle line:84% If I was using this with a student who is blind, 00:48:38.650 --> 00:48:41.410 align:middle line:84% I would just add some braille labels, 00:48:41.410 --> 00:48:46.300 align:middle line:84% or even some raised stickers for like the arrows 00:48:46.300 --> 00:48:50.980 align:middle line:84% that are on the small green squares that 00:48:50.980 --> 00:48:52.720 align:middle line:90% are used for coding. 00:48:52.720 --> 00:48:54.970 align:middle line:84% So an example of this is that there 00:48:54.970 --> 00:48:58.120 align:middle line:90% is a yellow straight arrow. 00:48:58.120 --> 00:49:00.130 align:middle line:84% You could use even like a foam arrow 00:49:00.130 --> 00:49:04.120 align:middle line:84% to make that raised so that student could understand 00:49:04.120 --> 00:49:06.280 align:middle line:90% what is represented there. 00:49:06.280 --> 00:49:10.300 align:middle line:84% But there's a lot of potential with these products. 00:49:10.300 --> 00:49:12.880 align:middle line:84% With a few adaptations, they could 00:49:12.880 --> 00:49:16.555 align:middle line:84% be what we would call mostly accessible to our students. 00:49:19.660 --> 00:49:21.520 align:middle line:90% The next thing is Code Jumper. 00:49:21.520 --> 00:49:24.300 align:middle line:84% And this is one of the newer products. 00:49:24.300 --> 00:49:27.730 align:middle line:84% This has been sponsored by Microsoft. 00:49:27.730 --> 00:49:29.920 align:middle line:84% We're not going to play this video, 00:49:29.920 --> 00:49:34.210 align:middle line:84% but there is a video that's highlighted in this slide 00:49:34.210 --> 00:49:37.750 align:middle line:84% and is also listed in the resources. 00:49:37.750 --> 00:49:40.960 align:middle line:84% What this product really does is it provides 00:49:40.960 --> 00:49:44.380 align:middle line:84% those hands-on pods, is what they call it, 00:49:44.380 --> 00:49:49.900 align:middle line:84% so that the student can use the pods to really replace 00:49:49.900 --> 00:49:52.240 align:middle line:90% the block-based coding. 00:49:52.240 --> 00:49:56.050 align:middle line:84% And then they can manipulate the dials and things on the pods 00:49:56.050 --> 00:50:01.360 align:middle line:84% in order to create different coding experiences. 00:50:01.360 --> 00:50:03.640 align:middle line:84% This is one of the few resources that I 00:50:03.640 --> 00:50:08.560 align:middle line:84% know of that is available on Chromebook or Android devices. 00:50:08.560 --> 00:50:13.030 align:middle line:84% And there are a number of instructional supports 00:50:13.030 --> 00:50:16.900 align:middle line:84% that the American Printing House for the Blind and Microsoft 00:50:16.900 --> 00:50:19.520 align:middle line:84% will continually be working on this. 00:50:19.520 --> 00:50:23.470 align:middle line:84% So again, you could have a hands-on experience, 00:50:23.470 --> 00:50:25.930 align:middle line:84% you could have students work in teams, 00:50:25.930 --> 00:50:28.750 align:middle line:84% and you can have a lot of great experiences with this product. 00:50:32.340 --> 00:50:34.650 align:middle line:90% Next slide. 00:50:34.650 --> 00:50:39.150 align:middle line:84% So CodeQuest is an app that was exclusively 00:50:39.150 --> 00:50:43.260 align:middle line:84% made by the American Printing House for the Blind. 00:50:43.260 --> 00:50:47.190 align:middle line:84% It has an inclusive design for voiceover users. 00:50:47.190 --> 00:50:52.470 align:middle line:84% So remember, voiceover is an example of a screen reader 00:50:52.470 --> 00:50:56.460 align:middle line:84% that is available with iOS products. 00:50:56.460 --> 00:50:59.700 align:middle line:90% This was targeted at age four. 00:50:59.700 --> 00:51:04.300 align:middle line:84% And it also includes files for 3D printing. 00:51:04.300 --> 00:51:06.240 align:middle line:84% So an example of that is you can 3D 00:51:06.240 --> 00:51:09.210 align:middle line:84% print one of the aliens that goes along 00:51:09.210 --> 00:51:12.330 align:middle line:90% with the storyline in this app. 00:51:12.330 --> 00:51:20.160 align:middle line:84% There are also free files in order to emboss tactile grids 00:51:20.160 --> 00:51:22.510 align:middle line:90% that complement CodeQuest. 00:51:22.510 --> 00:51:26.460 align:middle line:90% So it's really a great resource. 00:51:26.460 --> 00:51:27.960 align:middle line:84% And again, it's something that could 00:51:27.960 --> 00:51:30.390 align:middle line:90% benefit multiple students. 00:51:30.390 --> 00:51:32.850 align:middle line:84% It was purposefully designed for students who 00:51:32.850 --> 00:51:34.680 align:middle line:90% are blind or visually impaired. 00:51:34.680 --> 00:51:37.620 align:middle line:90% It has the voiceover ability. 00:51:37.620 --> 00:51:39.570 align:middle line:90% It has the high contrast. 00:51:39.570 --> 00:51:43.980 align:middle line:84% But a lot of these things will complement the accessibility 00:51:43.980 --> 00:51:48.040 align:middle line:84% and needs for students across the board. 00:51:48.040 --> 00:51:51.120 align:middle line:84% So it's really something that could be used in any classroom 00:51:51.120 --> 00:51:53.760 align:middle line:90% or with any group of students. 00:51:53.760 --> 00:51:54.340 align:middle line:90% Next slide. 00:51:58.850 --> 00:52:04.190 align:middle line:84% The Sphero SPRK+ and CodeSnaps has been very popular with 00:52:04.190 --> 00:52:05.810 align:middle line:90% our students. 00:52:05.810 --> 00:52:12.630 align:middle line:84% This only works with the Sphero SPRK+, so that's roughly $100. 00:52:12.630 --> 00:52:15.320 align:middle line:84% It fluctuates a little bit depending 00:52:15.320 --> 00:52:17.270 align:middle line:90% upon where you're getting them. 00:52:17.270 --> 00:52:21.650 align:middle line:84% This app is free, and in the picture, 00:52:21.650 --> 00:52:25.500 align:middle line:84% there is a digital tablet-- this is actually my iPad. 00:52:25.500 --> 00:52:32.240 align:middle line:84% And to the right of it, there is a series of cutout blocks 00:52:32.240 --> 00:52:39.440 align:middle line:84% that have QR codes as well as print and different details 00:52:39.440 --> 00:52:42.440 align:middle line:90% on these QR codes. 00:52:42.440 --> 00:52:44.910 align:middle line:84% All of this is available for free. 00:52:44.910 --> 00:52:47.570 align:middle line:84% You can download it and cut them out. 00:52:47.570 --> 00:52:49.910 align:middle line:84% I think the hardest part of this is cutting out 00:52:49.910 --> 00:52:51.440 align:middle line:90% all of those blocks. 00:52:51.440 --> 00:52:54.980 align:middle line:84% They nicely fit together, but there are a lot 00:52:54.980 --> 00:52:57.590 align:middle line:90% of different pieces to cut out. 00:52:57.590 --> 00:53:02.340 align:middle line:84% So there is an image for blue, and it has the color blue, 00:53:02.340 --> 00:53:06.320 align:middle line:84% it has the QR code blue, and it has a little blue paint brush. 00:53:06.320 --> 00:53:10.760 align:middle line:84% That rectangle has to be cut out along with red, and purple, 00:53:10.760 --> 00:53:13.410 align:middle line:90% and green, and yellow. 00:53:13.410 --> 00:53:16.130 align:middle line:84% There's a rainbow coloring code command. 00:53:16.130 --> 00:53:19.280 align:middle line:84% But once you have all of these pieces, 00:53:19.280 --> 00:53:25.040 align:middle line:84% you basically have a tactile set of what 00:53:25.040 --> 00:53:28.530 align:middle line:84% would be equivalent to the drag and drop blocks. 00:53:28.530 --> 00:53:31.470 align:middle line:84% Our kids loved taking all these pieces 00:53:31.470 --> 00:53:33.940 align:middle line:90% and then putting them together. 00:53:33.940 --> 00:53:36.160 align:middle line:84% What you do after you have those together 00:53:36.160 --> 00:53:40.930 align:middle line:84% is you use that iPad to scan the blocks that you 00:53:40.930 --> 00:53:42.520 align:middle line:90% have put together. 00:53:42.520 --> 00:53:47.830 align:middle line:84% And then once you scan it, it will produce the visual block 00:53:47.830 --> 00:53:50.440 align:middle line:90% code on the iPad app. 00:53:50.440 --> 00:53:54.680 align:middle line:84% This still works with voiceover the entire time, 00:53:54.680 --> 00:53:56.410 align:middle line:90% so it really is inclusive. 00:53:56.410 --> 00:54:03.040 align:middle line:84% It can be pretty challenging to scan those QR 00:54:03.040 --> 00:54:07.150 align:middle line:84% codes if a student is blind or low vision. 00:54:07.150 --> 00:54:09.190 align:middle line:84% But again, the motivation is there, 00:54:09.190 --> 00:54:13.630 align:middle line:84% and the possibilities of inclusive instruction 00:54:13.630 --> 00:54:17.510 align:middle line:84% or interacting with a sibling or friend is there. 00:54:17.510 --> 00:54:21.520 align:middle line:84% So that is what excites the students, 00:54:21.520 --> 00:54:26.650 align:middle line:84% and makes them think back to the statements they had made about, 00:54:26.650 --> 00:54:27.350 align:middle line:90% its normal. 00:54:27.350 --> 00:54:31.720 align:middle line:84% This is giving them that coding experience. 00:54:31.720 --> 00:54:35.410 align:middle line:84% I would also point out that in that bottom left corner, 00:54:35.410 --> 00:54:37.216 align:middle line:90% there was a-- 00:54:37.216 --> 00:54:40.150 align:middle line:84% what's called the Sphero Chariot. 00:54:40.150 --> 00:54:43.840 align:middle line:84% That just fits right over the Sphero ball. 00:54:43.840 --> 00:54:46.060 align:middle line:84% That's compatible with LEGO, so you 00:54:46.060 --> 00:54:51.370 align:middle line:84% could have a LEGO mini-figure or other character parading around 00:54:51.370 --> 00:54:55.350 align:middle line:84% depending on the programming experience. 00:54:55.350 --> 00:54:56.178 align:middle line:90% Next slide. 00:54:56.178 --> 00:54:58.220 align:middle line:84% RICHARD LADNER: I advanced the slide too quickly. 00:54:58.220 --> 00:54:58.930 align:middle line:90% GINA FUGATE: That's OK. 00:54:58.930 --> 00:54:59.722 align:middle line:90% RICHARD LADNER: OK. 00:54:59.722 --> 00:55:01.240 align:middle line:90% There you go. 00:55:01.240 --> 00:55:04.480 align:middle line:84% GINA FUGATE: And then Blocks4All, again, 00:55:04.480 --> 00:55:06.580 align:middle line:90% a really cool app. 00:55:06.580 --> 00:55:08.500 align:middle line:90% It was made by Lauren-- 00:55:08.500 --> 00:55:09.757 align:middle line:90% is it "miln?" 00:55:09.757 --> 00:55:10.840 align:middle line:90% RICHARD LADNER: "Mil-nay." 00:55:10.840 --> 00:55:12.940 align:middle line:90% GINA FUGATE: Milne. 00:55:12.940 --> 00:55:15.580 align:middle line:90% So it is a free app. 00:55:15.580 --> 00:55:17.650 align:middle line:90% It works with voiceover. 00:55:17.650 --> 00:55:23.470 align:middle line:84% It works with the Dot and Dash robots from wonder workshop. 00:55:23.470 --> 00:55:28.050 align:middle line:90% It is another example-- 00:55:28.050 --> 00:55:31.100 align:middle line:84% you have all the different possibilities 00:55:31.100 --> 00:55:33.050 align:middle line:84% that you would have with any coding app. 00:55:33.050 --> 00:55:37.100 align:middle line:84% You have sound and variables, vehicle functions. 00:55:37.100 --> 00:55:40.880 align:middle line:84% You can break that down into animal sounds. 00:55:40.880 --> 00:55:44.930 align:middle line:84% This program had the robot make a lion sound, 00:55:44.930 --> 00:55:50.120 align:middle line:84% and then it changed the color to blue for the lights. 00:55:50.120 --> 00:55:53.180 align:middle line:84% And then it made the robot snore. 00:55:53.180 --> 00:55:57.800 align:middle line:84% So just a simple experience, but you can also 00:55:57.800 --> 00:56:02.130 align:middle line:84% add other variables and complexities. 00:56:02.130 --> 00:56:04.000 align:middle line:84% So again, just kind of thinking about 00:56:04.000 --> 00:56:07.670 align:middle line:84% in an inclusive classroom, why not use this as an app 00:56:07.670 --> 00:56:11.820 align:middle line:90% and include everyone? 00:56:11.820 --> 00:56:13.950 align:middle line:90% Next slide. 00:56:13.950 --> 00:56:18.600 align:middle line:84% So we are going to attempt to play this video. 00:56:18.600 --> 00:56:20.810 align:middle line:90% This is a young man named Boon. 00:56:20.810 --> 00:56:25.160 align:middle line:84% And he is using the app with the Dash robot 00:56:25.160 --> 00:56:26.660 align:middle line:90% that is pictured there. 00:56:26.660 --> 00:56:28.910 align:middle line:84% RICHARD LADNER: I wonder, Gina, why don't we just have 00:56:28.910 --> 00:56:30.795 align:middle line:90% people come back to this? 00:56:30.795 --> 00:56:31.545 align:middle line:90% GINA FUGATE: Sure. 00:56:31.545 --> 00:56:32.300 align:middle line:84% RICHARD LADNER: And why don't we continue on 00:56:32.300 --> 00:56:34.930 align:middle line:84% so we'll have-- make sure we have time for questions. 00:56:34.930 --> 00:56:35.660 align:middle line:90% GINA FUGATE: OK. 00:56:35.660 --> 00:56:36.860 align:middle line:90% RICHARD LADNER: OK. 00:56:36.860 --> 00:56:38.235 align:middle line:84% GINA FUGATE: So he's really cute, 00:56:38.235 --> 00:56:40.680 align:middle line:84% so I hope everybody goes back to him at some point. 00:56:40.680 --> 00:56:44.030 align:middle line:84% But the Dash robot is what I would call a tripod. 00:56:44.030 --> 00:56:49.770 align:middle line:84% He's got three areas that are basically shaped as spheres. 00:56:49.770 --> 00:56:52.970 align:middle line:84% And then his head on top is another ball, 00:56:52.970 --> 00:56:58.850 align:middle line:84% and it has an eyeball there that can focus on different people. 00:56:58.850 --> 00:57:01.830 align:middle line:90% And it's also voice activated. 00:57:01.830 --> 00:57:04.900 align:middle line:90% Next slide. 00:57:04.900 --> 00:57:07.030 align:middle line:84% Swift Playgrounds is something else 00:57:07.030 --> 00:57:11.080 align:middle line:84% that is extremely popular with students. 00:57:11.080 --> 00:57:13.480 align:middle line:90% It works with voiceover. 00:57:13.480 --> 00:57:20.640 align:middle line:84% So Apple has produced this, and definitely made sure 00:57:20.640 --> 00:57:22.840 align:middle line:90% that it was inclusive. 00:57:22.840 --> 00:57:26.400 align:middle line:84% There are also a number of resources 00:57:26.400 --> 00:57:30.720 align:middle line:84% to make Swift Playgrounds fully accessible. 00:57:30.720 --> 00:57:35.170 align:middle line:84% If a student is using Swift Playgrounds on an iPad, 00:57:35.170 --> 00:57:37.380 align:middle line:84% for example, they can actually focus 00:57:37.380 --> 00:57:42.990 align:middle line:84% on the visual image that has the graphical character 00:57:42.990 --> 00:57:46.380 align:middle line:90% in the Swift Playground world. 00:57:46.380 --> 00:57:49.920 align:middle line:84% And it will describe the location of it. 00:57:49.920 --> 00:57:54.210 align:middle line:84% To really simplify it, they're still using a grid area 00:57:54.210 --> 00:57:56.520 align:middle line:84% that you would think of, that would 00:57:56.520 --> 00:58:01.080 align:middle line:84% be kind of similar to working in Excel or Google Sheets. 00:58:01.080 --> 00:58:04.930 align:middle line:84% So you have coordinates to focus on. 00:58:04.930 --> 00:58:08.220 align:middle line:84% And then you have a text-based experience 00:58:08.220 --> 00:58:10.410 align:middle line:84% where students would either type out the text 00:58:10.410 --> 00:58:14.100 align:middle line:84% or select the phrases in order to code. 00:58:14.100 --> 00:58:17.700 align:middle line:84% There are tactile graphics that could be produced 00:58:17.700 --> 00:58:21.600 align:middle line:90% with swell paper or embossed. 00:58:21.600 --> 00:58:24.490 align:middle line:84% And if you don't have access to those things, of course, 00:58:24.490 --> 00:58:27.900 align:middle line:84% they can also be purchased outright. 00:58:27.900 --> 00:58:28.650 align:middle line:90% Next slide. 00:58:31.490 --> 00:58:36.050 align:middle line:84% LEGO EV3 is what we use for FIRST LEGO League, 00:58:36.050 --> 00:58:38.510 align:middle line:84% so of course I had to highlight that. 00:58:38.510 --> 00:58:43.350 align:middle line:84% This is a standard LEGO EV3 kit over on the left side. 00:58:43.350 --> 00:58:46.700 align:middle line:84% So there's a sorting tray with a lot of the connector 00:58:46.700 --> 00:58:48.950 align:middle line:90% pins and Technic pieces. 00:58:48.950 --> 00:58:52.650 align:middle line:90% There is a charging adapter. 00:58:52.650 --> 00:58:56.180 align:middle line:84% There are the sensors that are available for the LEGO EV3 00:58:56.180 --> 00:58:59.180 align:middle line:90% robot, two of the motors-- 00:58:59.180 --> 00:59:01.370 align:middle line:90% large motors and a small motor-- 00:59:01.370 --> 00:59:08.570 align:middle line:84% the LEGO EV3 brick that we had emphasized in that intro video, 00:59:08.570 --> 00:59:11.330 align:middle line:84% and a battery-- just different parts of the kit. 00:59:11.330 --> 00:59:14.180 align:middle line:84% There's also an image of what we call the LEGO EV3 00:59:14.180 --> 00:59:18.480 align:middle line:84% puppy, complete with a Technic dog bone. 00:59:18.480 --> 00:59:21.960 align:middle line:84% And then there is an image on the bottom right 00:59:21.960 --> 00:59:31.230 align:middle line:84% that is a LEGO EV3 kit that has been built into a color sorter. 00:59:31.230 --> 00:59:36.840 align:middle line:84% So there are Technic pieces that are red, yellow, green, 00:59:36.840 --> 00:59:37.900 align:middle line:90% and blue. 00:59:37.900 --> 00:59:43.290 align:middle line:84% And if they're put on the rotating belt there, 00:59:43.290 --> 00:59:46.650 align:middle line:84% the device could be programmed to actually sort things out 00:59:46.650 --> 00:59:48.950 align:middle line:90% by color. 00:59:48.950 --> 00:59:49.510 align:middle line:90% Next slide. 00:59:52.420 --> 00:59:54.870 align:middle line:84% So this starts to get into how we're 00:59:54.870 --> 00:59:58.020 align:middle line:84% able to make it a more accessible experience 00:59:58.020 --> 01:00:00.060 align:middle line:90% with LEGO. 01:00:00.060 --> 01:00:04.290 align:middle line:84% Quorum Studio is made by Andreas Stefik, 01:00:04.290 --> 01:00:06.960 align:middle line:84% and it was designed with the blind and visually impaired 01:00:06.960 --> 01:00:08.010 align:middle line:90% in mind. 01:00:08.010 --> 01:00:11.010 align:middle line:90% But it was made for everyone. 01:00:11.010 --> 01:00:13.290 align:middle line:90% It is screen reader friendly. 01:00:13.290 --> 01:00:15.630 align:middle line:84% It is zoom friendly-- so zoom would 01:00:15.630 --> 01:00:18.840 align:middle line:90% be a term for magnification. 01:00:18.840 --> 01:00:22.410 align:middle line:84% What Richard had pointed out earlier with Control-Plus 01:00:22.410 --> 01:00:28.650 align:middle line:84% and Control-Minus, it has that capability within the Quorum 01:00:28.650 --> 01:00:30.600 align:middle line:90% Studio itself. 01:00:30.600 --> 01:00:34.260 align:middle line:84% There's significant support via the Google group 01:00:34.260 --> 01:00:37.800 align:middle line:90% listserv for Quorum. 01:00:37.800 --> 01:00:41.100 align:middle line:84% And then also the Quorum team, of course. 01:00:41.100 --> 01:00:44.760 align:middle line:84% You can put questions out on that Google group 01:00:44.760 --> 01:00:47.640 align:middle line:84% and numerous people will respond. 01:00:47.640 --> 01:00:50.610 align:middle line:84% And I would even point out that Andreas Stefik 01:00:50.610 --> 01:00:54.300 align:middle line:84% himself will often respond and correspond with people. 01:00:54.300 --> 01:00:57.870 align:middle line:84% So it is also a unique experience, I think, 01:00:57.870 --> 01:01:02.560 align:middle line:90% to get that level of support. 01:01:02.560 --> 01:01:05.700 align:middle line:84% I also wanted to point out that there's something called EPIC. 01:01:05.700 --> 01:01:08.430 align:middle line:90% So it is an annual conference. 01:01:08.430 --> 01:01:11.790 align:middle line:84% It's called the Experience Programming In Quorum. 01:01:11.790 --> 01:01:17.340 align:middle line:84% And that is how I met Stefik and came 01:01:17.340 --> 01:01:20.820 align:middle line:84% to realize that LEGO EV3 could be an accessible 01:01:20.820 --> 01:01:23.710 align:middle line:90% experience for our students. 01:01:23.710 --> 01:01:26.380 align:middle line:84% Something else that's really important to point out 01:01:26.380 --> 01:01:31.030 align:middle line:84% is that Quorum is an evidence-based programming 01:01:31.030 --> 01:01:31.770 align:middle line:90% language. 01:01:31.770 --> 01:01:35.410 align:middle line:84% So it's an understatement to say that Stefik 01:01:35.410 --> 01:01:41.770 align:middle line:84% did his home his homework, and he studied what is happening 01:01:41.770 --> 01:01:43.660 align:middle line:90% in programming languages. 01:01:43.660 --> 01:01:48.250 align:middle line:84% And he realize that there's not necessarily 01:01:48.250 --> 01:01:51.280 align:middle line:84% evidence-based reasoning behind the design of some 01:01:51.280 --> 01:01:52.820 align:middle line:90% of these languages. 01:01:52.820 --> 01:01:57.340 align:middle line:84% So he started to purposely try and examine 01:01:57.340 --> 01:02:01.000 align:middle line:84% that as he was developing Quorum. 01:02:01.000 --> 01:02:02.500 align:middle line:90% There is a video here. 01:02:02.500 --> 01:02:04.150 align:middle line:90% I'm not sure-- 01:02:04.150 --> 01:02:05.907 align:middle line:84% Richard, do we have time to show that? 01:02:05.907 --> 01:02:07.490 align:middle line:84% RICHARD LADNER: I think we'll move on. 01:02:07.490 --> 01:02:08.498 align:middle line:90% GINA FUGATE: OK. 01:02:08.498 --> 01:02:09.290 align:middle line:90% RICHARD LADNER: OK. 01:02:12.160 --> 01:02:16.870 align:middle line:84% I think Gina asked me to read this slide because the slide is 01:02:16.870 --> 01:02:25.340 align:middle line:84% showing one example of a program that simply outputs, Hi there. 01:02:25.340 --> 01:02:26.900 align:middle line:84% And if you wrote it in Java, which 01:02:26.900 --> 01:02:29.690 align:middle line:84% is the most popular language taught-- well, 01:02:29.690 --> 01:02:32.090 align:middle line:84% it's near the top of the list of languages taught 01:02:32.090 --> 01:02:36.440 align:middle line:84% at the University, and it's also AP Computer Science 01:02:36.440 --> 01:02:39.360 align:middle line:90% A for high school students. 01:02:39.360 --> 01:02:40.970 align:middle line:84% And if I wanted to write a program 01:02:40.970 --> 01:02:45.530 align:middle line:84% to do that in Java, I'd have to say public class hello, 01:02:45.530 --> 01:02:52.144 align:middle line:84% left bracket, public static void main, left paren, string, 01:02:52.144 --> 01:02:56.280 align:middle line:84% left square bracket, right square bracket, 01:02:56.280 --> 01:03:04.460 align:middle line:84% args right paren, left curly brace for-- 01:03:04.460 --> 01:03:05.370 align:middle line:90% and so on. 01:03:05.370 --> 01:03:07.460 align:middle line:84% So I'm trying to read it like a screen 01:03:07.460 --> 01:03:09.660 align:middle line:90% reader would have to read it. 01:03:09.660 --> 01:03:11.450 align:middle line:84% So you can see how arduous this would be 01:03:11.450 --> 01:03:14.840 align:middle line:84% and even people who are sighted make mistakes 01:03:14.840 --> 01:03:16.160 align:middle line:90% with this very simple program-- 01:03:16.160 --> 01:03:18.050 align:middle line:90% I would, probably. 01:03:18.050 --> 01:03:20.870 align:middle line:84% In the Quorum language, which was evidence-based, 01:03:20.870 --> 01:03:23.930 align:middle line:84% as measured by Gina, you would just say-- 01:03:23.930 --> 01:03:25.265 align:middle line:90% and here we want-- 01:03:25.265 --> 01:03:27.710 align:middle line:84% we don't have say hey they are 10 times. 01:03:27.710 --> 01:03:33.030 align:middle line:84% We'd say repeat 10 times, output, in quotes, hey there. 01:03:33.030 --> 01:03:33.750 align:middle line:90% End. 01:03:33.750 --> 01:03:35.160 align:middle line:90% That's it. 01:03:35.160 --> 01:03:37.980 align:middle line:84% So which would you rather have read out loud? 01:03:37.980 --> 01:03:42.040 align:middle line:84% What's on the left or what's on the right? 01:03:42.040 --> 01:03:47.340 align:middle line:84% GINA FUGATE: And if you go back later on and look at the video 01:03:47.340 --> 01:03:50.700 align:middle line:84% that we've referenced, Stefik does a really great job 01:03:50.700 --> 01:03:52.390 align:middle line:90% of reading-- 01:03:52.390 --> 01:03:57.510 align:middle line:84% or just saying out loud a coding line of Java 01:03:57.510 --> 01:03:59.280 align:middle line:90% with the spaces and everything. 01:03:59.280 --> 01:04:01.860 align:middle line:84% But he has that down to a routine-- 01:04:01.860 --> 01:04:06.370 align:middle line:84% pretty much equivalent to a screen reader. 01:04:06.370 --> 01:04:09.270 align:middle line:84% So again, think of the perspective of somebody 01:04:09.270 --> 01:04:11.010 align:middle line:84% who's visually impaired or somebody 01:04:11.010 --> 01:04:15.980 align:middle line:84% who's trying to access that line of code on a braille display. 01:04:15.980 --> 01:04:18.000 align:middle line:84% It's not impossible, by any means, 01:04:18.000 --> 01:04:23.220 align:middle line:84% but listening to all of that punctuation and the bracket 01:04:23.220 --> 01:04:28.320 align:middle line:90% information is really intensive. 01:04:28.320 --> 01:04:32.370 align:middle line:84% So thinking about what is more inclusive 01:04:32.370 --> 01:04:36.348 align:middle line:84% is definitely what has happened with Quorum. 01:04:36.348 --> 01:04:37.758 align:middle line:90% Next slide. 01:04:37.758 --> 01:04:38.800 align:middle line:90% RICHARD LADNER: I got it. 01:04:38.800 --> 01:04:39.467 align:middle line:90% GINA FUGATE: OK. 01:04:39.467 --> 01:04:40.600 align:middle line:90% Thank you. 01:04:40.600 --> 01:04:43.720 align:middle line:84% This is a screenshot of Quorum Studio. 01:04:43.720 --> 01:04:50.240 align:middle line:84% So it also has a blue rectangle around the editor area. 01:04:50.240 --> 01:04:52.510 align:middle line:84% And that's because at the time of the screenshot, 01:04:52.510 --> 01:04:55.450 align:middle line:90% I had NVDA on so. 01:04:55.450 --> 01:04:58.360 align:middle line:84% There is a visual highlight that is 01:04:58.360 --> 01:05:04.310 align:middle line:84% possible with the screen reader to kind of show where it is at. 01:05:04.310 --> 01:05:07.970 align:middle line:84% The Quorum Studio can be completely accessed 01:05:07.970 --> 01:05:09.750 align:middle line:90% with key commands. 01:05:09.750 --> 01:05:13.610 align:middle line:84% So just as an example, the project area 01:05:13.610 --> 01:05:16.460 align:middle line:84% would be accessed using Control-1. 01:05:16.460 --> 01:05:18.830 align:middle line:84% The editor window where you would write your code 01:05:18.830 --> 01:05:21.110 align:middle line:90% is Control-2. 01:05:21.110 --> 01:05:24.440 align:middle line:84% And the output area is Control-3. 01:05:24.440 --> 01:05:26.960 align:middle line:84% What I would emphasize about this experience 01:05:26.960 --> 01:05:32.090 align:middle line:84% is that in other programming environments, 01:05:32.090 --> 01:05:34.220 align:middle line:84% students would not necessarily be 01:05:34.220 --> 01:05:37.850 align:middle line:84% able to access all of the information 01:05:37.850 --> 01:05:41.510 align:middle line:84% that a visual user would be able to access. 01:05:41.510 --> 01:05:44.180 align:middle line:84% So Quorum Studio was born accessible, 01:05:44.180 --> 01:05:47.270 align:middle line:84% is another one of the phrases and descriptions that's 01:05:47.270 --> 01:05:50.030 align:middle line:90% used for Quorum Studio. 01:05:50.030 --> 01:05:53.900 align:middle line:84% And it's about providing equal access and equal opportunity 01:05:53.900 --> 01:05:56.430 align:middle line:90% for coding. 01:05:56.430 --> 01:05:59.060 align:middle line:90% Next slide. 01:05:59.060 --> 01:06:01.100 align:middle line:84% So in both of these slides, actually, 01:06:01.100 --> 01:06:04.730 align:middle line:84% I just provided some sample code. 01:06:04.730 --> 01:06:09.290 align:middle line:84% This is Quorum Studio again with the same emphasis 01:06:09.290 --> 01:06:10.970 align:middle line:90% on the key commands. 01:06:10.970 --> 01:06:14.840 align:middle line:84% In this instance, I'll focus on the editor area 01:06:14.840 --> 01:06:18.470 align:middle line:90% has a sample of music code. 01:06:18.470 --> 01:06:23.030 align:middle line:84% So this is a really basic code that one of the students 01:06:23.030 --> 01:06:28.370 align:middle line:84% had typed out when they were first exploring music code. 01:06:28.370 --> 01:06:33.350 align:middle line:84% Music code is known as MIDI, so Musical Instrument Digital 01:06:33.350 --> 01:06:36.860 align:middle line:84% Interface is what is taking place here. 01:06:36.860 --> 01:06:41.450 align:middle line:84% This is prior to a student using the repeat and creating loops, 01:06:41.450 --> 01:06:45.950 align:middle line:84% but just exploring code within one class period 01:06:45.950 --> 01:06:48.950 align:middle line:90% and making a lot of progress. 01:06:48.950 --> 01:06:49.600 align:middle line:90% Next slide. 01:06:52.880 --> 01:06:57.350 align:middle line:84% This is simply a screenshot of Quorum Programming Language 01:06:57.350 --> 01:06:58.590 align:middle line:90% home page. 01:06:58.590 --> 01:07:00.620 align:middle line:84% So this is what it would look like if you just 01:07:00.620 --> 01:07:03.932 align:middle line:90% want to quorumlanguage.com. 01:07:03.932 --> 01:07:06.260 align:middle line:90% It has an area that-- 01:07:06.260 --> 01:07:13.070 align:middle line:84% emphasis learn, the professional development area, social area, 01:07:13.070 --> 01:07:15.260 align:middle line:90% and then downloads. 01:07:15.260 --> 01:07:18.590 align:middle line:84% There's also access to the AP Computer Science Principles 01:07:18.590 --> 01:07:20.480 align:middle line:90% area. 01:07:20.480 --> 01:07:23.580 align:middle line:84% All of the libraries are accessible here. 01:07:23.580 --> 01:07:27.090 align:middle line:84% So this is sort of coding home base for us. 01:07:27.090 --> 01:07:27.650 align:middle line:90% Next slide. 01:07:30.600 --> 01:07:34.140 align:middle line:84% So I'm known for focusing on those LEGO robots. 01:07:34.140 --> 01:07:38.240 align:middle line:84% So of course, I wanted to show you what that looked like here. 01:07:38.240 --> 01:07:41.150 align:middle line:84% This is an area where it's beginning 01:07:41.150 --> 01:07:48.470 align:middle line:84% to provide access to how to use Quorum with the LEGO EV3 01:07:48.470 --> 01:07:49.620 align:middle line:90% robots. 01:07:49.620 --> 01:07:52.070 align:middle line:84% So this was under the Learn area, 01:07:52.070 --> 01:07:55.760 align:middle line:84% and then there is specifically a robot track 01:07:55.760 --> 01:07:57.860 align:middle line:84% that would provide all the information you 01:07:57.860 --> 01:08:02.510 align:middle line:84% need to get started with LEGO EV3 in Quorum. 01:08:02.510 --> 01:08:05.550 align:middle line:90% Next slide. 01:08:05.550 --> 01:08:08.810 align:middle line:84% So my students know that the number one 01:08:08.810 --> 01:08:11.930 align:middle line:90% rule is go to the library. 01:08:11.930 --> 01:08:14.540 align:middle line:90% Check out the sample code. 01:08:14.540 --> 01:08:19.550 align:middle line:84% One of the treasures that I found almost unbelievable when 01:08:19.550 --> 01:08:21.649 align:middle line:84% I first started to get into Quorum 01:08:21.649 --> 01:08:24.529 align:middle line:84% was that there's all of the sample code 01:08:24.529 --> 01:08:26.420 align:middle line:90% and all of the libraries. 01:08:26.420 --> 01:08:31.279 align:middle line:84% So focusing on the LEGO Robotics Library, 01:08:31.279 --> 01:08:36.859 align:middle line:84% the section has Battery, Button, Color Sensor, Gyro Sensor, 01:08:36.859 --> 01:08:43.460 align:middle line:84% Infrared Sensor, Motor, Screen, Sound, Touch Sensor, 01:08:43.460 --> 01:08:46.640 align:middle line:90% Ultrasonic Sensor, and Utility. 01:08:46.640 --> 01:08:49.140 align:middle line:84% If you click on one of those components, 01:08:49.140 --> 01:08:52.740 align:middle line:84% it will take you into another screen. 01:08:52.740 --> 01:08:53.330 align:middle line:90% Next slide. 01:08:59.740 --> 01:09:04.950 align:middle line:84% And so with this one, I actually went to the Motor library. 01:09:04.950 --> 01:09:10.170 align:middle line:84% And then I did scroll down to the Actions table 01:09:10.170 --> 01:09:15.569 align:middle line:84% just to show you that there is a sizable menu of actions 01:09:15.569 --> 01:09:16.710 align:middle line:90% available. 01:09:16.710 --> 01:09:21.029 align:middle line:84% And if any of those links are accessed, 01:09:21.029 --> 01:09:25.290 align:middle line:84% it will take you directly to sample code. 01:09:25.290 --> 01:09:28.800 align:middle line:84% But there is a description for each of those links 01:09:28.800 --> 01:09:31.180 align:middle line:90% that tells you what it does. 01:09:31.180 --> 01:09:35.130 align:middle line:84% So if you can refer back to this presentation, 01:09:35.130 --> 01:09:39.689 align:middle line:84% or go and explore the form page, it will lead you to a code 01:09:39.689 --> 01:09:42.600 align:middle line:84% that you can actually use right away. 01:09:42.600 --> 01:09:43.350 align:middle line:90% Next slide. 01:09:46.800 --> 01:09:48.904 align:middle line:84% So this kind of takes you back to my kids, 01:09:48.904 --> 01:09:50.689 align:middle line:90% as I often call them. 01:09:50.689 --> 01:09:55.820 align:middle line:84% This was the last photo of the DOT5UDOGS 01:09:55.820 --> 01:09:59.390 align:middle line:84% as we had wrapped up at a FIRST LEGO League tournament. 01:09:59.390 --> 01:10:03.020 align:middle line:84% So this was our largest team that we've 01:10:03.020 --> 01:10:06.950 align:middle line:84% had since I've been on board with the DOT5UDOGS. 01:10:06.950 --> 01:10:10.610 align:middle line:84% This is our seventh and eighth graders. 01:10:10.610 --> 01:10:14.720 align:middle line:84% And there are three of us as coaches there. 01:10:14.720 --> 01:10:19.070 align:middle line:84% Two out of three of us are visually impaired 01:10:19.070 --> 01:10:21.140 align:middle line:90% or legally blind. 01:10:21.140 --> 01:10:26.060 align:middle line:84% And then I also have my faithful comrade, my other technology 01:10:26.060 --> 01:10:30.490 align:middle line:90% teacher, who's in this photo. 01:10:30.490 --> 01:10:34.150 align:middle line:84% Over on the right, there are four 01:10:34.150 --> 01:10:42.310 align:middle line:84% of my students celebrating when they were awarded a trophy. 01:10:42.310 --> 01:10:45.010 align:middle line:84% I would emphasize that FIRST LEGO League is just 01:10:45.010 --> 01:10:47.800 align:middle line:84% a great experience to go and to do. 01:10:47.800 --> 01:10:50.860 align:middle line:84% It provide students with social opportunities. 01:10:50.860 --> 01:10:54.890 align:middle line:84% Our students are always intimidated and nervous-- 01:10:54.890 --> 01:10:56.350 align:middle line:90% I don't know who's not-- 01:10:56.350 --> 01:10:58.810 align:middle line:90% on a FIRST LEGO League day. 01:10:58.810 --> 01:11:00.790 align:middle line:90% But they always love it. 01:11:00.790 --> 01:11:02.980 align:middle line:84% And these kids are attending a tournament 01:11:02.980 --> 01:11:05.600 align:middle line:90% on a Saturday morning. 01:11:05.600 --> 01:11:08.050 align:middle line:90% So it's a very long day. 01:11:08.050 --> 01:11:10.600 align:middle line:84% And I would also say that out of this group, 01:11:10.600 --> 01:11:16.490 align:middle line:84% there are a couple students who sometimes are very shy 01:11:16.490 --> 01:11:19.560 align:middle line:84% and overwhelmed, even in my classroom. 01:11:19.560 --> 01:11:21.890 align:middle line:84% But they went to this FIRST LEGO League tournament 01:11:21.890 --> 01:11:24.590 align:middle line:84% and they competed in the robot game. 01:11:24.590 --> 01:11:26.660 align:middle line:84% They competed in the project, and they 01:11:26.660 --> 01:11:31.280 align:middle line:84% competed in core values, they were presenting to strangers 01:11:31.280 --> 01:11:33.170 align:middle line:90% that they don't know. 01:11:33.170 --> 01:11:36.660 align:middle line:84% And coaches are not allowed to help them during this area, 01:11:36.660 --> 01:11:39.680 align:middle line:84% so there's just so many opportunities 01:11:39.680 --> 01:11:41.510 align:middle line:90% for growth and development. 01:11:41.510 --> 01:11:45.350 align:middle line:84% Coding is part of it-- and a part of it that I love-- 01:11:45.350 --> 01:11:51.000 align:middle line:84% but it brings out so many other opportunities for our students. 01:11:51.000 --> 01:11:51.500 align:middle line:90% Next slide. 01:11:54.010 --> 01:11:56.820 align:middle line:84% So this shows the other FIRST LEGO League team, which 01:11:56.820 --> 01:12:00.570 align:middle line:90% is really a whole other story. 01:12:00.570 --> 01:12:03.120 align:middle line:90% So this is one 180 Optimum. 01:12:03.120 --> 01:12:08.340 align:middle line:84% And they got the core values award. 01:12:08.340 --> 01:12:11.040 align:middle line:84% And again, this was their last photo right 01:12:11.040 --> 01:12:13.500 align:middle line:90% before the pandemic hit. 01:12:13.500 --> 01:12:15.390 align:middle line:84% The student in the center is actually 01:12:15.390 --> 01:12:18.510 align:middle line:84% role playing for the skit, so she's in a wheelchair 01:12:18.510 --> 01:12:22.650 align:middle line:84% and she's holding part of their project, which 01:12:22.650 --> 01:12:26.820 align:middle line:90% involved a LEGO QR code. 01:12:26.820 --> 01:12:29.670 align:middle line:84% If you want to scan this QR code, 01:12:29.670 --> 01:12:34.200 align:middle line:84% you can learn more about what their project involved. 01:12:34.200 --> 01:12:37.740 align:middle line:84% So the project is another aspect of FIRST LEGO 01:12:37.740 --> 01:12:39.480 align:middle line:90% League beyond the coding. 01:12:39.480 --> 01:12:41.400 align:middle line:84% But you definitely have an opportunity 01:12:41.400 --> 01:12:44.120 align:middle line:90% to learn more about them. 01:12:44.120 --> 01:12:48.750 align:middle line:84% The other thing that I would point out about 180 Optimum 01:12:48.750 --> 01:12:52.320 align:middle line:84% is that most of the students in 180 Optimum 01:12:52.320 --> 01:12:54.600 align:middle line:90% attend public school. 01:12:54.600 --> 01:13:01.320 align:middle line:84% So there is some overlap between DOT5UDOGS and 180 Optimum 01:13:01.320 --> 01:13:05.400 align:middle line:84% because we found that some of our DOT5UDOGS 01:13:05.400 --> 01:13:08.130 align:middle line:84% just can't get enough of this experience. 01:13:08.130 --> 01:13:16.840 align:middle line:84% So they ask or they volunteer to come to the 180 Optimum coding 01:13:16.840 --> 01:13:17.340 align:middle line:90% team. 01:13:17.340 --> 01:13:21.300 align:middle line:84% And again, that meets on Saturday mornings 01:13:21.300 --> 01:13:25.710 align:middle line:84% into the afternoon, and is above and beyond their school time. 01:13:25.710 --> 01:13:30.100 align:middle line:84% We also had the gentleman who's the tallest in this group. 01:13:30.100 --> 01:13:35.640 align:middle line:84% He came to MSB after he had aged out of FIRST LEGO League. 01:13:35.640 --> 01:13:40.440 align:middle line:84% So he was technically too old to be part of robotics. 01:13:40.440 --> 01:13:42.630 align:middle line:84% But he didn't want to miss that experience, 01:13:42.630 --> 01:13:46.290 align:middle line:84% so we adopted him as a junior coach, 01:13:46.290 --> 01:13:51.660 align:middle line:84% and he attended practices and learned along 01:13:51.660 --> 01:13:53.880 align:middle line:84% with the students, and then also mentored them 01:13:53.880 --> 01:13:56.370 align:middle line:90% through that experience. 01:13:56.370 --> 01:13:56.880 align:middle line:90% Next slide. 01:13:59.410 --> 01:14:02.020 align:middle line:90% This is just another shot-- 01:14:02.020 --> 01:14:05.470 align:middle line:84% another photo to share some of our experiences 01:14:05.470 --> 01:14:07.960 align:middle line:90% and how varied they have been. 01:14:07.960 --> 01:14:11.560 align:middle line:84% Our students at Maryland School for the Blind 01:14:11.560 --> 01:14:14.620 align:middle line:84% were presenting to LEGO representatives. 01:14:14.620 --> 01:14:18.850 align:middle line:84% And they actually had Andreas Stefik on video call 01:14:18.850 --> 01:14:20.530 align:middle line:90% during this experience. 01:14:20.530 --> 01:14:24.700 align:middle line:84% So as we have been in this advocacy journey, 01:14:24.700 --> 01:14:32.130 align:middle line:84% and also learning how to code, it's really opened up 01:14:32.130 --> 01:14:33.840 align:middle line:90% a wealth of opportunities. 01:14:33.840 --> 01:14:37.410 align:middle line:84% And we're still advocating, and just constantly learning, 01:14:37.410 --> 01:14:42.900 align:middle line:84% but the experience of having Andreas Stefik working 01:14:42.900 --> 01:14:45.990 align:middle line:84% with LEGO, and also collaborating 01:14:45.990 --> 01:14:50.490 align:middle line:84% with various universities, and even other public school teams, 01:14:50.490 --> 01:14:52.050 align:middle line:90% is really just invaluable. 01:14:52.050 --> 01:14:55.180 align:middle line:84% So I think the pictures speak for themselves. 01:14:55.180 --> 01:14:56.220 align:middle line:90% The kids are smiling. 01:14:56.220 --> 01:14:59.040 align:middle line:84% And again, they're going above and beyond 01:14:59.040 --> 01:15:00.240 align:middle line:90% in order to be there. 01:15:00.240 --> 01:15:03.870 align:middle line:84% And this would involve the DOT5UDOGS as well as 01:15:03.870 --> 01:15:05.800 align:middle line:90% 180 Optimum. 01:15:05.800 --> 01:15:08.820 align:middle line:90% Next slide. 01:15:08.820 --> 01:15:13.530 align:middle line:84% Just to make sure that no one is too intimidated, 01:15:13.530 --> 01:15:16.920 align:middle line:84% this is the photo from the first time I attended EPIC. 01:15:16.920 --> 01:15:20.160 align:middle line:84% So as a reminder, that is the annual conference 01:15:20.160 --> 01:15:24.870 align:middle line:84% that allows people to go and learn about Quorum 01:15:24.870 --> 01:15:26.460 align:middle line:90% with the Quorum team. 01:15:26.460 --> 01:15:30.390 align:middle line:84% So we said we were making the computer gang 01:15:30.390 --> 01:15:33.420 align:middle line:90% sign, if I remember correctly. 01:15:33.420 --> 01:15:36.570 align:middle line:84% And Stefik back is on the bottom left-hand corner there, 01:15:36.570 --> 01:15:42.390 align:middle line:84% so he's a really laid back cool guy and enjoys 01:15:42.390 --> 01:15:45.060 align:middle line:84% hearing from people, and is always up 01:15:45.060 --> 01:15:49.150 align:middle line:84% to the challenge of what to invent or do next. 01:15:49.150 --> 01:15:53.790 align:middle line:84% So please don't be intimidated by coding, or anything 01:15:53.790 --> 01:15:55.350 align:middle line:84% that you've heard tonight, reach out 01:15:55.350 --> 01:15:59.550 align:middle line:84% and get support because it's definitely available. 01:15:59.550 --> 01:16:00.170 align:middle line:90% Next slide. 01:16:02.880 --> 01:16:05.970 align:middle line:84% These are just some videos that we're not going to play, 01:16:05.970 --> 01:16:11.070 align:middle line:84% but they are from that LEGO visit day. 01:16:11.070 --> 01:16:15.210 align:middle line:84% And they're the students talking about accessibility and why 01:16:15.210 --> 01:16:18.570 align:middle line:84% coding or STEM is important to them. 01:16:18.570 --> 01:16:23.040 align:middle line:84% It also has a video where Stefik is speaking, 01:16:23.040 --> 01:16:28.770 align:middle line:84% and he's explaining some of the logistics of Quorum. 01:16:28.770 --> 01:16:31.740 align:middle line:84% And Quorum Studio was actually in development 01:16:31.740 --> 01:16:34.890 align:middle line:84% and being launched and refined at that time. 01:16:34.890 --> 01:16:37.000 align:middle line:90% So just more resources for you. 01:16:37.000 --> 01:16:37.875 align:middle line:90% RICHARD LADNER: Yeah. 01:16:37.875 --> 01:16:39.270 align:middle line:90% And I think-- 01:16:39.270 --> 01:16:40.080 align:middle line:90% Gina? 01:16:40.080 --> 01:16:41.040 align:middle line:90% GINA FUGATE: Yep? 01:16:41.040 --> 01:16:43.740 align:middle line:84% RICHARD LADNER: I thought we'd just go to questions. 01:16:43.740 --> 01:16:50.730 align:middle line:84% We'll have these resources available to everyone later. 01:16:50.730 --> 01:16:51.810 align:middle line:90% We'll share these slides. 01:16:51.810 --> 01:16:55.450 align:middle line:84% But I thought we could go to questions at this point. 01:16:55.450 --> 01:16:55.950 align:middle line:90% so-- 01:16:55.950 --> 01:16:58.710 align:middle line:84% GINA FUGATE: Yeah, I thought we would do that, too. 01:16:58.710 --> 01:17:01.882 align:middle line:84% There is an extensive amount of resources available, 01:17:01.882 --> 01:17:03.840 align:middle line:84% which you're kind of now flipping through them. 01:17:03.840 --> 01:17:06.840 align:middle line:84% So there's videos and there's direct links 01:17:06.840 --> 01:17:09.780 align:middle line:84% to all the different things that we've covered, 01:17:09.780 --> 01:17:12.690 align:middle line:84% and some things that I would call bonus information, 01:17:12.690 --> 01:17:15.000 align:middle line:84% if you want to dig a little deeper. 01:17:15.000 --> 01:17:16.780 align:middle line:84% RICHARD LADNER: And just as a reminder, 01:17:16.780 --> 01:17:19.230 align:middle line:90% we have three more webinars. 01:17:19.230 --> 01:17:23.670 align:middle line:84% One for teachers who might have a deaf and hard 01:17:23.670 --> 01:17:26.220 align:middle line:84% of hearing student, one for learning disabilities, 01:17:26.220 --> 01:17:28.770 align:middle line:90% and one for neurodiverse. 01:17:28.770 --> 01:17:31.440 align:middle line:84% So I'm going to stop sharing the screen now. 01:17:35.160 --> 01:17:37.910 align:middle line:90% And we're back at-- 01:17:37.910 --> 01:17:41.080 align:middle line:84% and one thing we would like people to do 01:17:41.080 --> 01:17:43.000 align:middle line:90% is do the evaluation. 01:17:43.000 --> 01:17:44.925 align:middle line:90% And is that link in the chat? 01:17:44.925 --> 01:17:47.050 align:middle line:84% BRIANNA BLASER: I am going to drop it in right now. 01:17:47.050 --> 01:17:48.508 align:middle line:84% So while we're answering questions, 01:17:48.508 --> 01:17:50.560 align:middle line:84% I would please encourage you to just take 01:17:50.560 --> 01:17:51.790 align:middle line:90% a minute to fill that out. 01:17:51.790 --> 01:17:53.890 align:middle line:84% It helps us learn from what we're doing 01:17:53.890 --> 01:17:58.000 align:middle line:84% and figure out what's useful for you all. 01:17:58.000 --> 01:17:59.570 align:middle line:90% RICHARD LADNER: Yeah. 01:17:59.570 --> 01:18:01.937 align:middle line:84% So are there some questions in the chat? 01:18:01.937 --> 01:18:03.020 align:middle line:90% BRIANNA BLASER: There are. 01:18:03.020 --> 01:18:05.600 align:middle line:84% Some folks asked about slides, so I'll 01:18:05.600 --> 01:18:09.350 align:middle line:84% send an email that will have a link to that tomorrow, 01:18:09.350 --> 01:18:11.420 align:middle line:90% so look out for that. 01:18:11.420 --> 01:18:15.650 align:middle line:84% Then Maria asked about how inclusive Python 01:18:15.650 --> 01:18:18.932 align:middle line:90% is for BVI students? 01:18:18.932 --> 01:18:20.807 align:middle line:84% RICHARD LADNER: Gina, any thoughts on Python? 01:18:24.220 --> 01:18:27.790 align:middle line:84% GINA FUGATE: So I'm really just digging deeper into Python, 01:18:27.790 --> 01:18:33.220 align:middle line:84% but I would default back to the example of Java versus Quorum. 01:18:33.220 --> 01:18:36.190 align:middle line:84% Of course, I'm biased and I'll say that straight out 01:18:36.190 --> 01:18:36.940 align:middle line:90% about Quorum. 01:18:36.940 --> 01:18:44.050 align:middle line:84% So there is value in students learning both languages. 01:18:44.050 --> 01:18:48.310 align:middle line:84% And Sina knows multiple languages. 01:18:48.310 --> 01:18:53.740 align:middle line:84% But there are aspects of using Python 01:18:53.740 --> 01:18:55.240 align:middle line:90% that are very similar to Java. 01:18:55.240 --> 01:18:56.545 align:middle line:90% It has a lot of extra-- 01:19:00.180 --> 01:19:01.800 align:middle line:90% what's the term, Richard? 01:19:01.800 --> 01:19:04.440 align:middle line:90% It's punctuation and spacing-- 01:19:04.440 --> 01:19:07.890 align:middle line:84% there's spatial challenges in there. 01:19:07.890 --> 01:19:09.910 align:middle line:84% RICHARD LADNER: Because of the indentation. 01:19:09.910 --> 01:19:11.880 align:middle line:84% So they got rid of the curly braces, 01:19:11.880 --> 01:19:15.340 align:middle line:84% but they added indentation to take care of that. 01:19:15.340 --> 01:19:21.750 align:middle line:84% And so it is-- if you don't have your screen reader on verbose, 01:19:21.750 --> 01:19:24.210 align:middle line:84% you're going to miss the spacing altogether. 01:19:24.210 --> 01:19:26.640 align:middle line:90% So it is a challenge. 01:19:26.640 --> 01:19:28.470 align:middle line:84% GINA FUGATE: To deviate a little bit, 01:19:28.470 --> 01:19:32.940 align:middle line:84% one of the other things that's happening with Quorum Studio 01:19:32.940 --> 01:19:36.540 align:middle line:90% right now is that they're-- 01:19:36.540 --> 01:19:39.570 align:middle line:84% have already launched it and they continue to expand it. 01:19:39.570 --> 01:19:43.320 align:middle line:84% But they're making graphics possible 01:19:43.320 --> 01:19:45.480 align:middle line:84% for it to be coded in to be fully 01:19:45.480 --> 01:19:48.660 align:middle line:90% accessible by a blind coder. 01:19:48.660 --> 01:19:54.240 align:middle line:84% So a blind coder could develop a game using Quorum 01:19:54.240 --> 01:19:58.170 align:middle line:84% and still access all of the information 01:19:58.170 --> 01:20:02.340 align:middle line:84% that you would need to be thinking 01:20:02.340 --> 01:20:05.400 align:middle line:84% about-- the angle of the character 01:20:05.400 --> 01:20:06.390 align:middle line:90% and where it's moving. 01:20:08.930 --> 01:20:12.230 align:middle line:84% You do not have that equal opportunity 01:20:12.230 --> 01:20:16.130 align:middle line:84% with any other programming language that I know of. 01:20:16.130 --> 01:20:21.500 align:middle line:84% And Stefik is constantly working on that. 01:20:21.500 --> 01:20:24.470 align:middle line:84% EPIC was virtual last year and it will 01:20:24.470 --> 01:20:27.860 align:middle line:90% be virtual this year in July. 01:20:27.860 --> 01:20:31.310 align:middle line:84% But that would-- if you're really interested in comparing 01:20:31.310 --> 01:20:34.910 align:middle line:84% those, I would encourage you to drop in on EPIC 01:20:34.910 --> 01:20:37.040 align:middle line:90% or join that listserv. 01:20:37.040 --> 01:20:41.600 align:middle line:84% And I'm sure you could be given not only more examples, 01:20:41.600 --> 01:20:44.990 align:middle line:84% but also examples from multiple perspectives 01:20:44.990 --> 01:20:47.465 align:middle line:90% from really experience coders. 01:20:47.465 --> 01:20:49.590 align:middle line:84% RICHARD LADNER: Are there other questions, Brianna? 01:20:49.590 --> 01:20:50.190 align:middle line:84% BRIANNA BLASER: Yeah, there's also 01:20:50.190 --> 01:20:53.040 align:middle line:84% some discussion in the chat about the extent to which 01:20:53.040 --> 01:20:56.280 align:middle line:84% a lot of these tools are tied to one platform or another 01:20:56.280 --> 01:20:59.003 align:middle line:84% rather than kind of being platform agnostic. 01:20:59.003 --> 01:21:01.170 align:middle line:84% And I don't-- you know, I don't know if you all know 01:21:01.170 --> 01:21:04.300 align:middle line:84% of something that's platform agnostic or have any commentary 01:21:04.300 --> 01:21:04.800 align:middle line:90% on that. 01:21:08.380 --> 01:21:10.830 align:middle line:84% RICHARD LADNER: Well, I can say a little bit 01:21:10.830 --> 01:21:15.180 align:middle line:84% because I worked with Lauren Milne on Blocks4All. 01:21:15.180 --> 01:21:21.640 align:middle line:84% And that-- to just get it going on, say, iOS or the iPad, 01:21:21.640 --> 01:21:22.950 align:middle line:90% that was a huge challenge. 01:21:22.950 --> 01:21:26.910 align:middle line:84% And so converting that to do so on Android tablet 01:21:26.910 --> 01:21:28.500 align:middle line:90% would be just like-- 01:21:28.500 --> 01:21:30.760 align:middle line:90% it would be 50% more work. 01:21:30.760 --> 01:21:32.520 align:middle line:90% So it's not most-- 01:21:32.520 --> 01:21:35.760 align:middle line:84% of these projects or most of these things are not like-- 01:21:35.760 --> 01:21:38.940 align:middle line:84% people are not making tons of money on them. 01:21:38.940 --> 01:21:43.170 align:middle line:84% So it's difficult to do multiple platforms. 01:21:43.170 --> 01:21:47.530 align:middle line:84% Now for Blocks4All, there is the issue of using the Dash robot. 01:21:47.530 --> 01:21:50.265 align:middle line:84% And so we are considering using-- 01:21:50.265 --> 01:21:52.920 align:middle line:90% doing the API for other robots. 01:21:52.920 --> 01:21:55.860 align:middle line:84% And also I should say something about the iPad, 01:21:55.860 --> 01:21:59.850 align:middle line:84% that it is really quite accessible for blind children. 01:21:59.850 --> 01:22:03.900 align:middle line:84% And so it's very common to find these among-- in schools 01:22:03.900 --> 01:22:05.340 align:middle line:90% for the blind and so on. 01:22:05.340 --> 01:22:11.182 align:middle line:84% So it is a platform that is of high value to blind kids. 01:22:11.182 --> 01:22:13.140 align:middle line:84% BRIANNA BLASER: There's also a question in here 01:22:13.140 --> 01:22:16.320 align:middle line:84% about grid-based coding and unplugged activities, 01:22:16.320 --> 01:22:21.433 align:middle line:84% and ways that you can make those accessible to blind students. 01:22:21.433 --> 01:22:23.100 align:middle line:84% RICHARD LADNER: For Gina, if you don't-- 01:22:23.100 --> 01:22:25.142 align:middle line:84% you might not know what unplugged activities are, 01:22:25.142 --> 01:22:29.160 align:middle line:84% but there's a website, Computer Science Unplugged. 01:22:29.160 --> 01:22:31.210 align:middle line:84% I don't know if you've done any of those. 01:22:31.210 --> 01:22:32.918 align:middle line:84% GINA FUGATE: I haven't done any of those, 01:22:32.918 --> 01:22:35.610 align:middle line:84% but I would believe that Code & Go 01:22:35.610 --> 01:22:38.100 align:middle line:90% Mouse is an unplugged activity. 01:22:38.100 --> 01:22:40.860 align:middle line:84% You're not using a tablet or anything there. 01:22:40.860 --> 01:22:42.525 align:middle line:84% So I'm familiar with the concept. 01:22:45.300 --> 01:22:48.555 align:middle line:84% And then I would also-- going back to Stefik's work 01:22:48.555 --> 01:22:50.310 align:middle line:90% and things-- 01:22:50.310 --> 01:22:53.220 align:middle line:84% they purposely created unplugged activities 01:22:53.220 --> 01:22:57.450 align:middle line:84% that are complementary in the computer science 01:22:57.450 --> 01:23:00.082 align:middle line:90% curricula that was developed. 01:23:00.082 --> 01:23:01.540 align:middle line:84% RICHARD LADNER: So I have a comment 01:23:01.540 --> 01:23:03.080 align:middle line:90% about the unplugged activities. 01:23:03.080 --> 01:23:07.150 align:middle line:84% Many of them can be made to be accessible. 01:23:07.150 --> 01:23:09.400 align:middle line:84% And I have invented a few of my own. 01:23:09.400 --> 01:23:14.170 align:middle line:84% And I once did a workshop with some blind kids, 01:23:14.170 --> 01:23:15.700 align:middle line:90% and we did sorting algorithms. 01:23:15.700 --> 01:23:18.280 align:middle line:90% We had them sit in chairs. 01:23:18.280 --> 01:23:23.200 align:middle line:84% And then they were, say, sorting on their birthdays, 01:23:23.200 --> 01:23:25.640 align:middle line:84% or their height, or something like that. 01:23:25.640 --> 01:23:29.710 align:middle line:84% And so with their height, they had to do kind of a local-- 01:23:29.710 --> 01:23:32.470 align:middle line:84% they were doing like insertion sort. 01:23:32.470 --> 01:23:34.210 align:middle line:90% And so they had to do-- 01:23:34.210 --> 01:23:37.570 align:middle line:84% compare their heights standing next to each other. 01:23:37.570 --> 01:23:40.300 align:middle line:84% And then they have to stay where they are 01:23:40.300 --> 01:23:42.993 align:middle line:84% or change seats, things like that. 01:23:42.993 --> 01:23:45.160 align:middle line:84% But when they did something like on their birthdays, 01:23:45.160 --> 01:23:46.960 align:middle line:84% they could shout out their birthdays. 01:23:46.960 --> 01:23:49.480 align:middle line:84% And so they had this sort of other mechanism 01:23:49.480 --> 01:23:52.180 align:middle line:84% by which they could shout out their birthday and sort 01:23:52.180 --> 01:23:54.040 align:middle line:90% by doing broadcast. 01:23:54.040 --> 01:23:56.333 align:middle line:84% And so they could actually sort faster by broadcast. 01:23:56.333 --> 01:23:58.250 align:middle line:84% And they kind of discovered that on their own. 01:23:58.250 --> 01:24:01.100 align:middle line:84% So it's kind of a very rich activity. 01:24:01.100 --> 01:24:01.660 align:middle line:90% So yeah. 01:24:01.660 --> 01:24:04.000 align:middle line:84% You can make these computer science unplugged. 01:24:04.000 --> 01:24:08.140 align:middle line:84% I mean, it might take some creativity, but it's possible. 01:24:08.140 --> 01:24:11.170 align:middle line:84% BRIANNA BLASER: There's another question about programming 01:24:11.170 --> 01:24:12.940 align:middle line:84% tools that are more reliant on music 01:24:12.940 --> 01:24:16.510 align:middle line:84% and sound than visual output, which is certainly 01:24:16.510 --> 01:24:19.720 align:middle line:84% with a lot of mainstream things, that the visual can 01:24:19.720 --> 01:24:21.648 align:middle line:84% be problematic for this population. 01:24:24.720 --> 01:24:27.833 align:middle line:84% What are some good tools that focus on music and sound? 01:24:27.833 --> 01:24:29.250 align:middle line:84% RICHARD LADNER: Is that question-- 01:24:29.250 --> 01:24:30.875 align:middle line:84% do you think it's related to mainstream 01:24:30.875 --> 01:24:33.640 align:middle line:90% tools or specialized? 01:24:33.640 --> 01:24:39.250 align:middle line:84% So like the Code Jumper is basically audio output. 01:24:39.250 --> 01:24:42.130 align:middle line:84% It's tactile input, if you like, but audio output. 01:24:46.070 --> 01:24:49.130 align:middle line:84% So Gina, do you have any thoughts? 01:24:49.130 --> 01:24:51.740 align:middle line:84% GINA FUGATE: I kind of had the same question on what they 01:24:51.740 --> 01:24:52.960 align:middle line:90% were focusing, if that was-- 01:24:52.960 --> 01:24:53.316 align:middle line:90% BRIANNA BLASER: I'm sorry. 01:24:53.316 --> 01:24:55.190 align:middle line:84% It says, do you have any suggestions 01:24:55.190 --> 01:24:57.800 align:middle line:84% for programming tools that are more reliant on music or sound 01:24:57.800 --> 01:25:00.365 align:middle line:90% rather than visual output? 01:25:00.365 --> 01:25:03.850 align:middle line:84% GINA FUGATE: Well, then going back to the MIDI code 01:25:03.850 --> 01:25:05.710 align:middle line:90% would be the first go-to there. 01:25:08.460 --> 01:25:10.980 align:middle line:90% And there is a MIDI library-- 01:25:10.980 --> 01:25:13.710 align:middle line:84% and I'm still going to point back to that Google group. 01:25:13.710 --> 01:25:16.740 align:middle line:84% There are a lot of people on there 01:25:16.740 --> 01:25:21.660 align:middle line:84% that have really intensive interest in MIDI. 01:25:21.660 --> 01:25:27.510 align:middle line:84% One of my EPIC friends, Ko has been 01:25:27.510 --> 01:25:33.810 align:middle line:84% working on a project that has a jukebox approach to MIDI. 01:25:33.810 --> 01:25:36.570 align:middle line:84% So again, there's really a lot of support there. 01:25:36.570 --> 01:25:39.210 align:middle line:84% And I'll also put in the plug that Quorum Studio 01:25:39.210 --> 01:25:41.880 align:middle line:90% was working-- 01:25:41.880 --> 01:25:45.590 align:middle line:84% was working on focusing across different platforms. 01:25:45.590 --> 01:25:49.560 align:middle line:84% So they were focusing on iOS as well as Android. 01:25:49.560 --> 01:25:54.090 align:middle line:84% So it's always-- always working on improving. 01:25:54.090 --> 01:25:56.850 align:middle line:84% So that's one of my most favorite things to do, 01:25:56.850 --> 01:25:58.960 align:middle line:84% is to ask Stefik, hey, can we do this? 01:25:58.960 --> 01:26:01.560 align:middle line:84% And he really has never told me no. 01:26:01.560 --> 01:26:05.647 align:middle line:84% He just always has it on a timeline somewhere. 01:26:08.270 --> 01:26:10.220 align:middle line:90% BRIANNA BLASER: Excellent. 01:26:10.220 --> 01:26:11.955 align:middle line:90% Yeah, I agree with-- 01:26:11.955 --> 01:26:14.330 align:middle line:84% Stefik's always looking for new things to do with Quorum, 01:26:14.330 --> 01:26:16.940 align:middle line:90% and doing a lot of that. 01:26:16.940 --> 01:26:20.600 align:middle line:90% We are getting close to time. 01:26:20.600 --> 01:26:22.368 align:middle line:90% Somebody asked about-- 01:26:22.368 --> 01:26:24.160 align:middle line:84% RICHARD LADNER: One last question, I think. 01:26:24.160 --> 01:26:26.020 align:middle line:90% BRIANNA BLASER: OK. 01:26:26.020 --> 01:26:28.210 align:middle line:84% Blocks4All, it only works on iPads, 01:26:28.210 --> 01:26:29.648 align:middle line:90% is that correct, Richard? 01:26:29.648 --> 01:26:30.940 align:middle line:90% RICHARD LADNER: That's correct. 01:26:30.940 --> 01:26:32.675 align:middle line:90% Yeah. 01:26:32.675 --> 01:26:34.800 align:middle line:84% BRIANNA BLASER: And there are a couple of questions 01:26:34.800 --> 01:26:39.030 align:middle line:84% about Sphero drums is all audio output, 01:26:39.030 --> 01:26:41.280 align:middle line:90% but it might not be accessible. 01:26:41.280 --> 01:26:45.660 align:middle line:84% And somebody asked about Orion Graphiti. 01:26:45.660 --> 01:26:49.290 align:middle line:84% Any word about whether that is accessible? 01:26:49.290 --> 01:26:50.730 align:middle line:84% GINA FUGATE: Graphiti-- if they're 01:26:50.730 --> 01:26:53.470 align:middle line:84% talking about what I think they are, 01:26:53.470 --> 01:26:57.450 align:middle line:84% is sort of think of a braille display with multiple rows 01:26:57.450 --> 01:26:58.750 align:middle line:90% of braille cells. 01:26:58.750 --> 01:27:02.430 align:middle line:84% So there were a number of products in the works 01:27:02.430 --> 01:27:07.710 align:middle line:84% that were focused on sort of instant tactile graphics. 01:27:07.710 --> 01:27:11.070 align:middle line:84% At least one of them I think is on the market, 01:27:11.070 --> 01:27:14.880 align:middle line:84% but it's one of those challenges of, 01:27:14.880 --> 01:27:16.770 align:middle line:84% how do you produce something like that 01:27:16.770 --> 01:27:19.350 align:middle line:84% in such a low incidence field and still 01:27:19.350 --> 01:27:25.790 align:middle line:84% have it at a marketable price that 01:27:25.790 --> 01:27:32.190 align:middle line:84% is really achievable for schools and clients? 01:27:32.190 --> 01:27:34.730 align:middle line:84% So I'm not sure what the exact status of it 01:27:34.730 --> 01:27:39.183 align:middle line:84% is, but it's definitely not readily available. 01:27:39.183 --> 01:27:40.350 align:middle line:90% RICHARD LADNER: Great, Gina. 01:27:40.350 --> 01:27:42.645 align:middle line:84% And I want to thank you for your presentation. 01:27:42.645 --> 01:27:43.920 align:middle line:90% That was fantastic. 01:27:43.920 --> 01:27:48.877 align:middle line:84% And I also want to thank the audience today, and everybody 01:27:48.877 --> 01:27:51.460 align:middle line:84% that's in the audience and you registered, we have your email. 01:27:51.460 --> 01:27:54.140 align:middle line:90% So we'll contact you to do that. 01:27:54.140 --> 01:27:57.250 align:middle line:84% And also, we didn't talk about the-- oh, 01:27:57.250 --> 01:28:00.000 align:middle line:90% we talked about the evaluation. 01:28:00.000 --> 01:28:02.070 align:middle line:90% And make sure that you do that. 01:28:02.070 --> 01:28:05.610 align:middle line:84% If you have the link there, just open it now on your computer 01:28:05.610 --> 01:28:09.480 align:middle line:84% and then you can do it before you go to bed tonight, I guess, 01:28:09.480 --> 01:28:11.880 align:middle line:90% hopefully. 01:28:11.880 --> 01:28:12.780 align:middle line:90% Anyway so-- 01:28:12.780 --> 01:28:14.433 align:middle line:84% GINA FUGATE: And I wanted to say-- 01:28:14.433 --> 01:28:15.850 align:middle line:84% RICHARD LADNER: We can thank Gina. 01:28:15.850 --> 01:28:19.500 align:middle line:84% If you go to reactions down there, 01:28:19.500 --> 01:28:25.140 align:middle line:84% there's an Applause on the left and you can just put that up 01:28:25.140 --> 01:28:26.310 align:middle line:90% and it'll pop up. 01:28:26.310 --> 01:28:29.620 align:middle line:84% Everybody's applause coming up on the screen. 01:28:29.620 --> 01:28:31.937 align:middle line:90% So thank you so much, Gina. 01:28:31.937 --> 01:28:33.270 align:middle line:90% GINA FUGATE: Thank you, Richard. 01:28:33.270 --> 01:28:35.250 align:middle line:84% Thank you for having me, and everybody that's 01:28:35.250 --> 01:28:37.260 align:middle line:90% made the journey possible. 01:28:37.260 --> 01:28:40.650 align:middle line:84% I hope this was helpful to you out there in the audience. 01:28:40.650 --> 01:28:42.690 align:middle line:84% And please feel free to be in touch, 01:28:42.690 --> 01:28:45.900 align:middle line:90% and I hope to see you at EPIC. 01:28:45.900 --> 01:28:47.450 align:middle line:90% RICHARD LADNER: Great.