This document discusses access to technology for students with disabilities. It provides examples of low-tech and high-tech assistive technologies that can help students access computers. These include keyboard labels, alternative keyboards, switches, screen readers and magnification. The document emphasizes starting with low-tech options and considering the student's needs, tasks and environment when choosing assistive technologies. A team approach is recommended to trial options and regularly assess the student's access needs.

1. Access to Technology
EDPY 563 Oct. 2, 2012

2. I teach, therefore you learn…
YouTube Clip:
http://www.youtube.com/watch?v=6AWYIit1uN
k&feature=related

3. Using What You Have:
• Many adjustments and programs already
available within many computer systems
– Optimize Visual Display
– Replace Sounds With Visual Cues
– Change How The Mouse/Keyboard Works
– Speech Recognition
• Most schools use Windows or MAC

4. Flexibility In Use:
Things to Consider:
• Many computers can be operated without using a
mouse
– Good for students with fine motor difficulties, limited
range of motion, and those with tracking difficulties
– Down side? Increased cognitive load
• Difference between Windows and Mac
– Number of buttons on the mouse
• Size of the monitors, keyboards, etc.

5. Operating System Features Adhering to Flexibility-In-Use Principle
Flexibility-In-Use Operating System Features Student Characteristics
Guideline
Provide choice in Control computer with mouse or Keyboard use supports students who have:
method of use keyboard • Poor fine motor control
• Limited range of motion
• Difficulty in visually tracking mouse
pointer
Accommodate left- One-button mouse; functions of the Able to use only one hand
and right-handed two-button mouse can be switched
users
Take into account Enlarged Icons Low vision
variations in Visual perceptual issues
precision and Hand-eye coordination
accuracy of mouse Hand tremors
use Poor fine motor control
Cognitive deficits
Adaptability to user’s Set speed of mouse travel Increase mouse speed for student with
pace Set timing for double click limited range of motion
Set keyboard for repeat delay Decrease mouse speed for students with:
Set keyboard repeat speed • Visual tracking difficulty
• Difficulty raising head to monitor the
movement of the mouse
Increase repeat delay for students with:

6. Keyboard and Mouse Modifications:
Goal:
• To increase productivity and decrease
frustration
Benefits:
• May avoid need for expensive specialized
equipment
• “Appear” the same as their peers

7. Keyboard Modifications:
StickyKeys
• Allows the person to press one key at a time, when
normally simultaneous combinations are required
Slow Keys
• Ignores brief key strokes
MouseKeys
• Direct mouse pointer using number pad
On-Screen Keyboard
• Use the mouse to select the key on the screen

8. Sensory Impairments:
Hard of Hearing and Deafness:
• Visual cues to identify something is happening
Visual Impairment and Blindness:
• High-contrast color schemes
• Increase font size, screen magnification
• Auditory signals
• Text-to-speech

10. Assistive Technology for Computer Access:
• Continuum of low tech to high tech
• Recommendation to start with low tech, and
work up to high tech if needed
• No hard-and-fast rules, do what works!

11. Low Tech:
• No electronic components
• Generally low-cost
• Examples:
– Keyboard labels
– Selecting/pointing devices
– Keyguards
– Moisture guards
– Magnifying lenses
– Equipment to position computer components

12. Low Tech:
Keyboard Labels:
• Self-adhesive labels
• Larger letters, higher contrast
• Tactile
• Blank labels

13. Low Tech:
Selecting/Pointing Devices
• Help with isolating a single key
• Can be controlled by hands or head
• Mouthsticks, headsticks, chinsticks
• Purchased from commercial vendors, or can
be home-made
- dowelling, pencils, markers

14. Mouthsticks

15. Headsticks

16. Chinsticks

17. Low Tech:
Key Guards:
• Placed over a regular keyboard
• Increase accuracy, only one key pressed at a
time
• Often used in conjunction with
pointing/selecting device

18. Key Guards

19. Low Tech:
Moisture Guards:
• Polyurethane covers that fit over a keyboard
• Can be transparent, large-print, high contrast
• Durable, or one-time use

20. Moisture Guards

21. Alternative Input Devices:
• Mouse Alternatives
• Trackballs
• Joysticks
• Touch Screens
• Head Pointing System
• Eye-Gaze Systems
• Alternative Keyboards
• Expanded Keyboards
• Mini-Keyboards
• One-Handed Keyboards
• On-Screen Keyboards
• Customizable Keyboards
• Switches
• Speech Recognition

22. Alternative Input Devices
Mouse Alternatives:
• Graphical User Interface (GUI)
– Introduction of the mouse pointer
• Keyboard shortcuts can be useful to some, but
not to others

23. Alternate Input Devices
Trackballs
• Can be used by a hand, foot or other body
part
• Typically have 1 to 3 buttons
• Divided into 3 categories:
1) Mini-trackballs
2) Standard trackballs
3) Large trackballs

24. Trackballs

25. Alternative Input Devices
Joy Sticks
• Used to direct the mouse pointer
• Recommended for students with limited range
of motion
• Adaptations:
– Special handles
– Key guards
– Drag-lock button
– Switch receptacles

26. Joy Sticks

27. Alternative Input Devices
Touch Screens
• Input through touching the computer monitor
• Good for young children, severe disabilities
and autism
• Cause-and-effect relationship

28. Alternative Input Devices
Eye-Gaze Systems
• Use student’s eye movements to direct mouse
pointer
• Device may be on the computer, or attached
to special glasses or goggles worn by the
student

29. Eye-Gaze System

30. Alternative Input Devices
Alternative Keyboards
• Expanded keyboards
• Mini-keyboards
• One-handed keyboards
• On-screen keyboards

31. Alternative Keyboards
Expanded Keyboards
• Keyboards with a larger surface area

32. Alternative Keyboards
Mini-Keyboards
• Keyboards smaller than standard
• Typically have different layout of keys
• Different keyboards for different purposes

33. Alternative Keyboards
One-handed Keyboards
• QWERTY, Dvorak, and chorded keyboards
• Designed for people with good finger dexterity
in one hand
• Good for use with either hand

34. QWERTY Keyboards

35. Dvorak Keyboards

36. Chorded Keyboards

37. Alternative Keyboards
On-Screen Keyboards
• Keys are pressed by using a mouse to select

38. Alternative Keyboards
Customizable Keyboards
• Can be altered to meet specific student needs
• Can be programmed to have a single key stroke
represent a letter, group of letters, word,
sentence or short phrase
• Three main types:
1) Standard QWERTY with additional programmable
keys
2) Customizable keyboards with interchangeable
overlays
3) Customizable on-screen keyboards

39. Customizable Keyboards

40. Single Switches
• If the student can reliably use a single
movement (flex a fist, move head to side, etc.)
they might benefit from a switch
• Single switches send signals to the computer
to imitate a single mouse click, or “Enter”
command
• Scanning devices move from item to item on
the computer screen

41. Single Switches

42. Speech Recognition
• User speaks into a microphone which is then
converted to text on the computer
• Discrete speech programs
• Continuous speech programs
• Speaker-dependent
• Speaker-independent

43. Alternative Output Options
• Screen Magnification
• Screen Readers
• Refreshable Braille
• Braille Embossers

44. Alternative Output Options
Screen Magnification
• Provides enlarged view of what’s on the
screen

45. Alternative Output Options
Screen Readers
• Auditory output for all or part of what’s on the
screen
• Customizable to individual needs

46. Alternative Output Options
Refreshable Braille
• Device sits in front of computer
• Uses dots to communicate (same as
traditional Braille)
• Series of pins rise and fall to communicate
what is on the page

47. Alternative Output Devices
Braille Embossers
• Also known as Braille printers
• Provide students with a hard copy of text from
computer in Braille form

48. Issues In Selection of Access Methods
• IDEA mandates that assistive technology be
considered for all students with special needs
– What does consider mean?

49. Assistive Technology Decision Making
and Judgement:
1) Team Approach
2) Focus on Student Needs and Abilities
3) Examine Tasks to be Completed
4) Consider the Environment
5) Trial Use of AT
6) Provide Necessary Supports
7) Assessment as an Ongoing Process

50. Team Approach
• Occupational therapists
• Physical therapists
• Speech Language Pathologists
• Maybe an AT specialist?
• Teachers and assistants
• Parents and the student know best!

51. Focus on Student Needs and Abilities
• Must be student-centred
• Once goals are established, abilities should be
explored
– Consider learning type
– Phonetic/decoding skills
– Memory skills
– Mouse control
– Would they benefit from a switch?

52. Examination of Tasks to Be Completed:
• What will the student need to complete?
– Reading texts?
– Writing papers?

53. Consider the Environment
• Consider all locations the student visits during
the day
• Power source
• Attitudinal Environment

54. Trial Use of Assistive Technology
• AT that is good for one is not good for all
• Best option is to let the student try it first
• Will the technology be feasible in the
student’s environment

55. Providing Necessary Supports
• Familiarization with the AT
• Be ready for technical problems – have a plan!
• Factor in a training period

56. Assessment as an Ongoing Process
• How is that working for you?
• Continual monitoring

57. SETT Framework
• Student
– What does the student need to do that they can’t
right now?
– Special needs
– Current abilities
• Environment
– Arrangement
– Support
– Materials and equipment
– Access
– Attitudes and Expectations

58. SETT Framework
• Tasks
– IEP goals
– Involvement
• Tools
– Is the technology necessary for success?
– Brainstorm ideas to meet student needs
– Plan and document trials
– Collect data

59. Final Thoughts:
• YouTube (again)
http://www.youtube.com/watch?v=X92Cd6jicko

60. Take Home Message:
• Always consider the student, what they need,
what they’re comfortable with
• Think about what you already have access to,
and try it out
• Low tech before high tech
• Input devices and output devices
• Decision-making framework