In 1996 the United States Department of Education sent the following in a letter to all U.S. schools:
    "Schools should remain cognizant of their responsibility to provide equal educational opportunity for individuals with disabilities when procuring technology systems for the use of students and staff, particularly multimedia, graphics and graphical interface (such as Windows) applications. Obviously, every computer or piece of technology equipment need not be equipped for use by persons who have disabilities. But overall, technology devices and systems of technology used by students, teachers, or other school employees should be capable of being used, or adapted for use, by individuals with disabilities. It is quite possible to unintentionally construct new barriers when acquiring educational technology systems if schools do not consider accessibility features. In many cases, decisions now being made about the selection of systems configurations, and computer hardware and software will provide the technological infrastructure to be used in schools for years to come. If every school adds consideration of accessibility to its decision-making process when acquiring technology, it will greatly increase the ability of students, teachers, and other individuals with disabilities to participate equally in the information age with their nondisabled peers.
    "Students with disabilities must have an equal opportunity to participate in and benefit from a school district's programs and activities. If computer technology is part of a public school's education program, Section 504 and Title II of the ADA require a school to provide students with disabilities with accessible computer hardware and software so that they are not excluded from the education program. In addition, the computer hardware must be placed in a location that is accessible to students with disabilities. If technology is purchased that cannot be made accessible, it will have to be retrofitted, replaced, or some other adaptation will have to be made so that students with disabilities can have an equal opportunity to participate in the education program. If equal access to an education program can be provided through other means, a particular technology may not need to be fully accessible to every student. However, technology should be readily available that can provide access for individuals with all types of disabilities. Where technology is the "sole provider" of information or services, for example, an electronic library system or a single station that provides Internet access, it must either be accessible or be able to be made accessible in order to provide students with disabilities with an equal opportunity to participate in the education program.
    "In addition, the ADA requires public elementary and a secondary school to take appropriate steps to ensure that communication with individuals with disabilities are as effective as communication with others. Communication in the context of information technology means the transfer of information through computers, including the resources of the Internet."
    – Assistant Secretary Judy Heumann, Office of Special Education and Rehabilitative Services, Department of Education, Mary E. Switzer Building, 330 C Street, S.W., Washington, D.C. 202022

Recently several of my students have been plagued with adware and malware….AND…Every so often my computer gets infected with malware and adware too and just uninstalling and wiping the browsers does not do the complete job. So if you open a site, even one you know is good and a voice comes up(which is aweful when using talking software) and ad pops up saying their ad, then you are infected. This next option worked well, though I did not download all the software at the end of their to do list, as I plan on just going through this option of picking out the problems each time as it is good to just get a clean start every now and again to rid yourself of other problems you may not be aware of—–Here is the site:


Happy Cleaning

The debate is never ending on which is the most widely used computer (PC vs Mac)? Is the tablet going to take over the industry? Quick answer is the PC with Microsoft office and NO, the tablet is not powerful enough to take over the real life workload.  Real world wide work is done on the PC and the saturation point of the tablet has hit with sales dropping to meet that saturation point. Together, they are great tools, but to keep up with what your employers  wants or school demands, will take a desktop computer.

See the wonderful graph attracted, or data table below and for more information to keep up on what is the reality of the situation and not just an argument point, go to StatCounter Global Stats and get the reaiity check that is needed. Especially if you are making decisions on what a child should be learning in school

OS Market Share Perc. (Jan 2013 to Jan 2014)
Win7 43.59
WinXP 17.51
Android 8.05
iOS 7.53
MacOSX 6.06
Win8 4.91
WinVista 4.49
Series 40 2.22
Linux 1.1
SymbianOS 1.1
Unknown 0.78
Samsung 0.78
BlackBerry OS 0.62
Win8.1 0.41
Windows Phone 0.27
Win2003 0.2
Sony Ericsson 0.09
bada 0.05
LG 0.04
Chrome OS 0.03
Nokia Unknown 0.03
Win2000 0.03
Win8 RT 0.02
Nintendo 3DS 0.01
Playstation 0.01
WinNT 0.01
Other 0.05

Hundreds of titles about stories of Books Featuring Characters With Blindness and Visual Impairment(click on link and open file)-Find the right book for your situation.

This list is taken from many resources, most of which were in print without information of where it came from. They were scanned and added all together.

If you know of other titles that are not here, please let me know at yourtechvision@gmail.com so I can add them to the list.

I have been working with a particular student for years, so her skills are fairly advanced. She started virtual instruction this summer and caught on very quickly. We have been experimenting with finding the best browser that works with the right software and email and a multitude of other things to make everything work together. And, it was time to use this technology in the classroom.

First off, it is common to have to go personally to the school to explain virtual techniques to the administration. So, I did. The Principal seemed to understand quickly the virtual technique. But, the Director was having a difficult time seeing how a blind student can get help from a teacher who lives far away. The para-educator was willing to give it a chance, so I told them to let the student take over and they could watch. Then I went home and waited for school to start.

Our first lesson of the school year started today. The para-educator was nervous but within a couple of minutes the para was amazed. The student texted me online, telling me she was ready for the class work. I immediately brought her up on video, greeted her and saw smiles. Next, we started the tandem session so I could bring her computer desktop up on my computer. Then I began giving her instruction on downloading school books from the Internet, from the website Duxbury (a braille to print translation program) that transfers text information into Word. (Note: I previously discussed with her teacher what the student needed for class, so the lesson was in my head)

After the student loaded the classrooms “World History” book into WORD, it was time to read. The student knows she needs to ask the teacher, “What are the first three words of the paragraph you want me to be on?” Then I helped her insert those words into find dialogue box. Within seconds her cursor finds the paragraph. She jumps the cursor to her book and her JAWS begins reading it to her.

The student also practices her braille reading, by adding the braille display to the laptop.


Any blind student that wants to take classes dealing with music should learn braille music to access everything their sighted peers access, giving them the ability to learn anything they wish. If they want to go on and write their own music, they will have that ability.

Watch video on Youtube

Learn more about Music for the Blind at Dancing Dots and Lime Lighter: Click on Dancing Dots or Lime Lighter

The Office for Civil Rights of the U.S. Department of Education (ED) and the Civil Rights Division of the U.S. Department of Justice (DOJ) recently released two documents that provide important information regarding the use of emerging technology in educational settings:

  1. On June 29, 2010, ED and DOJ issued a joint Dear Colleague Letter to college and university presidents outlining the legal requirements concerning the use of electronic book readers and other emerging technology in institutions of higher education.
  2. One year later, on May 26, 2011, as a follow-up to this Dear Colleague Letter, ED issued a Frequently Asked Questions document regarding the legal obligations of schools (both elementary/secondary and post-secondary) under Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act (ADA) in the use of emerging technology.

Together, these two documents provide helpful guidance for schools to consider in ensuring that students with disabilities enjoy equal access to educational benefits and opportunities when information and resources are provided through the use of technology.

Find out more at: Equal Access to Learning (OCR & DOJ)

For less than a cup of coffee, get inspired for the rest of your life with a great read. Watch Youtube video to begin your adventure: Answered Prayer

Do you ever wonder why your prayers are not being answered? Then wonder why others are being answered? This book will give real life examples of why our prayers are hindered and what we must do to unlock prayers powers. You will walk through a fire literally and learn how to come out the other end. Listen to a very powerful story that will change how you view prayer and potentially change your life. Learn what you must do in your own life to enable prayer power.

Order your e-copy today that Voice Over can easily read on iphone or ipad or other itool: How to Get Prayers Answered and/or Why Prayers Do Not Get Answered

or order from Amazon at: Get Prayers Answered for your Kindle

The book is also available from Amazon at: Get Prayers Answered

or enlarged print Answered Prayer


Excrept from book:


Picture: Fire surrounding and burning everything



Prayer lesson: Pray and don’t stop praying

Here is how you do it afraid…


Our part time neighbors, Donna and Todd, who lived on top of the mountain, were watching the fire through their cameras safely back home in North Bend. I know they started to pray too.  By the time Lynnette had reached me, Curt was racing toward our house to get her so they could pull their horses out of their burning barns. By the time they had driven off, we were surrounded, with 50 foot+ flames all the way up the trees. The fire was still about an acre away as I was still “TELLING” God my prayer and what HE needed to do for ME. “Please stop the fire” Don’t let it come close to me,” “Don’t let it jump the road.” Wow, what an ego centered prayer. But that is what we do—-we pray, me me my me what about what happens to me prayers. As I realized that was NOT the prayer I was supposed to be demanding of God. I stopped talking and started listening. I asked, “God what do you want me to do?” Here is what HE TOLD me. “Get on your shoes! Get out on that tractor and start driving over the fire and put it out! I have prepared you for this.” That is NOT the prayer or answer I wanted to hear.

Prayer Lesson: Stop talking and telling God what to do as your prayers. Ask, “What should I do?”— Then Listen.  How many of us do not have answered prayers because God told us something hard to do and we did not do it. We have to do what we can first THEN God does what we cannot do. We have to do the hard stuff first on our own, our own free will. If we did not listen then, afterward, we say “Why, God, why did you not answer my prayer” It was our own fault the prayer was not answered—we did NOT do what HE told us to first…LISTEN…then do it! God is telling us what to do all the time. If we are talking, we are NOT listening. Get quiet and listen.


I can tell you. Go fight the fire was  NOT NOT NOT the prayer answer I wanted to hear, but I said OK. If HE was guiding me, HE would be with me. But I could not tell it……yet….. I was shaking so hard I could barely move. I was so riveted on the flames outside my north front window and so stuck with fear I could barely breathe and God tapped me on the shoulder and said “Turn around”. As I turned around to look through the south facing window it was filled with flames an acre away too, zooming up toward my place faster than my own thoughts. It seemed I was moving in slow motion toward my shoes. That is what HE told me to do. Get ON my shoes. I did it. HE said, walk toward my tractor. My legs were noodles, limp and weak; I thought I would fall down. My breath was rapid, smoke filled my lungs, sweat poured down me; the air was acrid and it hurt. I grabbed my legs and willed them forward. It took everything inside me to will myself forward toward that tractor. The flames, fire and smoke had rapidly moved and closed in that acre and now were yards from the buildings, me, my animals, all that I loved.


Are you doing what God told you to do? Here is how you do it

 Watch Video at: Diary of Destruction-Fire 2012



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