Assistive TechnologyIn the Classroom

Session 5Assistive Technology that

Supports Participation

Physical Access and Vision Technologies

Presentation Agenda

Introduction

Physical Access technologiesMatching technology features to student need

Categories / examples of access technologies

Vision technologiesCategories / examples of vision technologies

Considerations for selecting vision technologies

Introduction

Planning for using assistive technology to support participation starts with the student

Strengths and needs

Educational goals and expectations

Environments technology will be used

Roles of school based team members

Establish Team roles for implementing the technology

Conduct AT trials whenever possible

Feature Matching

Needs

Abilities

Goals

Expectations

Technology Features

Student Considerations

Input method

Processing method

Output method

General

Student Considerations Physical Considerations

Controlled voluntary movement

Fine motor control, range of motion

Strength, fatigue and endurance

Sensory ConsiderationsVisual

Auditory

Cognitive ConsiderationsComplexity, language/literacy, memory, preference

Ergonomic ConsiderationsPositioning, placement, portability, lighting

Technology Features Input, processing and output features

Size, shape, pressure, sensitivity

Colour, contrast

Reading level, visual presentation

Auditory feedback

General featuresPrint capabilities, OS compatibility

Ease of use, flexibility, durability, reliability

Weight

Cost

Think about this… Many times an assistive technology solution involves

some type of computer system. Deciding which computer system will work not only for the student, but in the school environment takes some thought and planning.

Which type of computer system would work best in your school? Macintosh or Windows / Laptop or Desktop computer What type of peripheral technology

(printers / scanners) is available? What type of IT department support will you need?

Physical Access Technologies

Computing Devices and Software Options

Switches and Scanning Options

Alternate Keyboard Options

Alternate Pointing Device Options

Computing Devices / OS OptionsComputing Devices

Desktop, laptop, tablet computers

Dedicated word processors

Handhelds (Personal Digital Assistants)

OS / Software OptionsBuilt in OS accessibility features

Rate enhancement software (e.g. word prediction)

Macros

Abbreviations and codes

Templates

Computing DevicesStudent Scenario – Robert

NeedsPhysically disabled with limited range of motion

Fatigue and weakness

GoalsParticipate fully in Grade 10 program

Independence

Technology requestDell PDA with keyboard

Connection to school computers

OS OptionsStudent Scenario – Sascha

NeedsHand tremor resulting in illegible handwriting

GoalsParticipate fully in Grade 6 program

Independence

Technology requestWindows laptop computer

Win XP – slow key repeat feature

Classroom software

Try this…Many people aren’t aware of operating system accessibility features

Take a moment to explore these features on your own computer!

For Windows…

Start menu → Programs → Accessories → AccessibilityLearn more about Windows Accessibility

For Macintosh…

Dock → System Preferences → Universal AccessLearn more about MacOS Accessibility

Rate EnhancementStudent Scenario – Donovan

NeedsCognitively delayed with some fine motor control issues

Very limited written output

GoalsIncrease quantity / quality of written output

Reduce dependence on scribe

Technology requestWindows desktop computer

Co:Writer word prediction software

Break Time!

Think about this…

What about students who can speak well but can’t write?

Is Voice Recognition or Speech-to-Text software an option?

What are some of the possible issues of using voice recognition / speech-to-text software with students in school?

What types of students might be able to use it?

Speech-to-Text SoftwareBenefits

Increase rate of written output

Reduction of fatigue

Provides computer access when use of keyboard and mouse not possible

ConsiderationsLiteracy level of student

Situational awareness

Speech and language system

Possible vocal strain

Computer requirements

School environment

Switch and Scanning Options

Switches provide access to…Toys or appliances

Communication devices

Computers and software

Indicated for students who…Cannot use keyboard or control mouse

Cannot ‘double-click’ or ‘drag’

Cannot cognitively understand use of keyboard or mouse

Experience fatigue using either

Switch OptionsDifferent features

Type, sensitivity, adjustability, surface area, height, travel

Activation methodsPressure, touch, motion, light, myoelectric, proximity

Selection criteriaRange of motion, strength, accuracy, reliability of access site

Student ConsiderationsCognitive, physical, sensory

Ways to Utilize Switches

Direct selection

Different body parts

Indirect selection

Visual scanning

Auditory scanning

Morse code

Connecting Switches to Computer

Requires switch interfaceSingle switchMultiple switches

Use with software that accepts switch inputClicker 5Classroom SuiteSOLOOn screen keyboardsSwitch accessible games

Switch with SDPStudent Scenario – Mary

NeedsComplex physical needs / limited motor control

Non-verbal

GoalsCommunicate using both low and high tech AAC systems

Access educational and game software

Technology requestLaptop and head switch

Speaking Dynamically Pro

Cross Scanner

Watch this…If you haven’t seen someone use a switch before, it can be difficult to imagine exactly how it works.

Choose one or more of these videos to see a student using a switch to physically access a computer or communication device

Ellen – using switches to access her communication device

Reading with Franz – creative way to use a puppet to show the use of a switch with a web-based book

Meaghan – uses two switches to write

Keyboard OptionsErgonomic keyboards and accessories

Split, sloped, curved, wrist rests, trays

Large key keyboards

Physical limitations or visual impairments

Small key keyboards

Smaller hands, smaller size, less space between keys

Miniature or one-handed keyboards

Limited range of motion, alternate layout

Programmable keyboards

Customized layouts

Onscreen keyboards

Built into OS, dedicated, integrated

IntellikeysStudent Scenario – Kenny

NeedsMotor planning difficulties

Lack of fine motor control

Cognitively delayed

GoalsFunctional life skills

Independent computer use

Technology requestDesktop computer with Intellikeys USB keyboard

Classroom Suite software

On-Screen KeyboardStudent Scenario – Justin

NeedsQuadriplegia

Fine motor control limited to thumb and two fingers

GoalsTake notes in class

Complete regular assignments

Use internet for research

Technology requestLaptop with small external trackball

On-screen keyboard

Voice recognition software (back up)

Pointing Device Options

Trackballs

Joysticks

Trackpads

Touchscreens

Switch adapted mice

Head pointing systems

TrackpadStudent Scenario – Ryan

NeedsFatigue and weakness

Difficulty with grasp and hand movement

GoalsComplete Grade 4 written work

Decrease dependence on scribe

Technology requestLaptop with wrist support

Built-in trackpad

Word prediction software

Session Activity Students that have significant physical issues who use

switches to access their educational program and their environment can be challenging to integrate into classroom activities. Brainstorm some ways you could include a cognitively able, switch

using student… a grade 2 classroom doing a unit on “Plants” a grade 5 classroom performing small group plays on bullying a grade 10 classroom studying discrimination in Canada

Break Time!

Visual Access Technologies

Low vision

Blind

Dual medium

Selecting Vision Technologies

Decide for the “here and now”Know what is ahead but realize the student needs access now

Students with visual impairments often need to add to or change technologies frequently

Seek support from your Teacher of the Visually Impaired

Considerations – Low VisionFunctional Vision Assessment

Determines how student uses vision in classroom

Conducted on a regular basis

Learning Media AssessmentDetermines reading medium, magnification needed, seating, lighting, contrast, colours, fatigue issues, distance requirements

Technology for Students with Low Vision

Video magnification

Operating system modifications

Talking word processors

Screen magnification software

Integrated Scan and Read software

Considerations – Blind/Dual Media

Level of braille literacy code and/or Nemeth code acquisition

Level of functional vision present

Technology for Students who are Blind

Screen reading software

Scan and read software

eText readers

Notetakers with refreshable Braille displays

Braille embossers

Session ActivityVision technologies are fascinating!

Check out the many different vision technologies now available to support student participation in classroom activities…

www.aroga.com

Look under “Low Vision / Blindness” Product links

Vision Technology Comparison

Online Technology Matrices

CitED TechMatrices http://www.techmatrix.org/Search Type “low vision” or “blind” into search field Select products to compare in matrix

Aroga’s Braille Notetaker Comparison http://www.aroga.com/pdf/braillechart_comparison.pdf

Discussion ForumIn your small group, you will now fill in the actual AT implementation plan details

Refer to the chart on your student AT implementation plan

Discuss who (by role) is responsible for the various components of the plan

Include the person responsible as well as anyone who would support the activity

Anything left out?

Final Thought

“This is a chance for full participation for everyone, with and without disabilities, ... We're accessible physically, but not as accessible in attitudes as we should be.”

Kim Wilson

Session Summary ActivityLink to Session 5 Summary Activity

Session 5 Summary Activity

Will be emailed to you after this session!

Any Questions?How are you feeling…?