Universal Access
Tools for Schools

The Florida Universal Access Project

The Florida Universal Access Project provides software, hardware, training and support for model universal access workstations in 40 locations across the state.

These stations are located in the school library media centers, the information hubs of the schools, where media specialists provide resources and support for the instructional program of the school.

Media specialists, experienced in information skills and technology, are supported by FDLRS (Florida Diagnostic and Learning Resources System) instructional technology specialists and their local assistive technology specialist (LATS).

With their universal access workstations, students learn to learn. They learn in their own unique ways through the wide variety of technology tools that enable them to interact with information and ideas from the Internet, from CD-ROMs, and from printed materials.

With universal access, all students can learn and achieve. All students can be successful. All students can become productive, self-reliant citizens.

BEFORE (Barriers to Student Success)	AFTER (Timely Technology Solutions)
Carmen is a bright young woman who speaks English as her second language. She knows the best source of information for the report she is preparing will be found on the World Wide Web. She has trouble reading all the words, but usually understands English when she hears it spoken.	Carmen uses screen-reading software that translates World Wide Web pages to spoken text. When that isn’t available, she simply prints the page, scans it using optical character recognition (OCR) software, and listens as the computer voice software converts text to audible speech
Jorge usually makes a quick trip to the media center on his way home from school to check the SUNLINK catalog and gather what he needs for his assignments. However, Jorge hurt his ankle while surfing last weekend and that quick trip becomes more difficult as he tries to stand in front of the computer, steady himself on his crutches, type, and take notes.	Jorge is far more comfortable and productive if he is sitting; he uses a comfortable chair and an adjustable computer table that can be lowered easily from standing height for other students to a height that can accommodate him while seated.
Cole does his best in school, but he's a late bloomer. His fingers sometimes just aren’t coordinated, and he hits more than one computer key at a time. If only they’d make those keys a little bigger.	Cole uses a variety of technology tools to make his work easier. He often uses an alternative keyboard with large, touch-sensitive areas instead of keys. Because he has trouble controlling a computer mouse, a large trackball provides him with the ability to maneuver through programs.
Madison has a hard time writing. She knows what she wants to say, but sometimes has a little trouble coming up with the right word.	Madison's written work has been greatly improved by using word prediction software. As she begins to type a word, several possible choices appear on the screen. She chooses one and moves to the next thought.
Antonio's mind tends to wander, but he can stay on task if he has a plan and a visual representation of the process or activity.	Antonio uses cognitive organizers and concept mapping software to keep him on task.

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