(2004) and the child’s IEP, the district must still provide a format to meet their needs. These students may have autism, cognitive impairment, or other various learning disabilities. Despite the fact our district has purchased copies of the required novels in paperback copies, as well as CD versions that can be checked out from our library, several of our students enrolled in special education have difficulty reading a hard copy of the text or must be tethered to a computer to use the audio CD version. The goal of our project was to make reading fun and provide accessibility to the novels through use of iPod Nano technology.


The iPod Nano device is a lightweight, transportable, audio file player. Despite the fact that many students have iPods, smart phones, and MP3 players that could potentially allow them access to digital books, not every student had access to a digital player device and by allowing students to load digital content on their own devices through the school, we could not monitor the materials and copyright compliance, i.e. deleting files after use. With respect to copyright laws, we kept tabs on who checked out materials (student had to be enrolled in English class reading the novel and have a hard copy of the book assigned to them). Our objective was not to illegally reproduce multiple copies of copyrighted material to distribute nor act as a library for students to check out an audio version of the book based on reading interests.


At the time of the purchase, Apple introduced their latest generation of Nano technology, which was a slightly smaller version with no video recording capability. The Nanos that we requested were 5th generation, slightly larger, skinnier, and with video recording ability. We were able to purchase the previous generation at a discount, allowing us to buy 11 versus the 8 originally requested in the grant. The cost was reduced to $99 each versus $150. We also purchased a skin or covering to protect each device from damage at $20 each. Each Nano was inventoried with a box, the device, and its components (USB charging/ connectivity cord, headphones, direction card). They were labeled with a number, school name, and department. The devices were registered with an assigned number and their serial number on Apple’s website.


MACULJOURNAL |


When the device was plugged in, it was recognized by the iTunes website, i.e. Nano #9. We found it possible to register a device without linking it to an iTunes account, if unable or uncomfortable using your personal iTunes account at school. The students were instructed that when the device was checked out to them, they could charge it using the cable and their computer, but must not synchronize the device with their home iTunes account. If the device was synchronized, the book files would be erased and items from their personal libraries installed. A logbook to track which device was checked out to whom and what materials were on it was created. One issue we encountered was that following acceptance of the grant, we were informed that we no longer had iTunes access. The computers were re-imaged and the program was no longer allowed by the district. When asked for an exception to this rule, we were told “no”, as the district policy was that no teacher could download the program at school. This forced us to install materials on the devices at home.


The second portion of the project was to obtain copies of the books. We found several of the novels in digital format from sources such as librivox.com, audiobook. com, etc. The files were either free, e.g. “Frankenstein”, or we purchased copies, e.g. “House on Mango Street”. The goal was to get the files in MP3 (audio) format and into an iTunes account to be able to connect the iPod and transfer files to each device as needed. The source (if downloaded) often came as a MP3 file, but we also experienced having to convert files (through iTunes) from a Windows Media Player (wmpl) format. The concern was that when downloading or purchasing books, the text did not always coincide with the hard copy of the novels we were using. For example, “House on Mango Street” has many short “vignettes” and the word “vignette” is used as part of the students’ vocabulary study. When we obtained the audio book format from audiobooks.com, there were chapters, much larger than the vignettes. In the book “Night”, our hard copy had no chapter numbers. The audio version contained chapter numbers and the text did not necessarily align with the chapters in the book version. The students were very good to inform us about mis- matched text. Although the audio version


Winter 2011-12 |


was useful for comprehension of events and the whole story, students who already had learning disabilities often struggled to answer questions from assignments that cited navigational supports, such as chapter numbers.


Originally, we planned to link with student volunteers from NHS and have them read and record novels in Audacity (a program available on our computers at school), saving the file as MP3 format. The NHS students were required to obtain service hours, and this would help us if we had not been able to locate an audio version of the novel. We discovered that some students were “naturals” and read the text at a slower pace using expression. Other students required instruction on reading slowly and enunciating words and sentences, so that a listener could understand the text being read. We had to screen for the quality of the recording. This portion of the project continues to be a work in progress, as several readers have committed to reading books, and some have been emailing us the audio files over the summer.


We realized that it was a lofty goal to have the majority of books in MP3 format and accessible through the iPod within the first portion of the school year as originally planned. An additional use of the Nanos involved aligning with UDL initiatives and using the iPods to record video for a project based learning assignment. Approximately, five out of the 11 iPods were used on a consistent basis, with the next step to further feature-match student needs with supports available. If the books that the students needed were available, aligned with the text to allow improved access, no doubt use would increase. However, thanks to a MACUL grant, we are on our way to addressing accessible materials for many of our students.


References:


Michigan’s Integrated Technology Supports (MITS), www.cenmi.org/mits Accessible Instructional Materials Consortium (AIM),


http://aimconsortium.cast.org


Terry Lange-Winkel is a Speech-Language Pathologist working with assistive technology in Warren Woods Public Schools. She can be reached via email at: tlangewinkel@waw.misd.net


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