Assistive Technology

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• Assistive Technology
• In the Classroom

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• Session 5
• Assistive Technology that Supports Participation
• Physical Access and Vision Technologies

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Presentation Agenda

• Introduction
• Physical Access technologies
• Matching technology features to student need
• Categories / examples of access technologies
• Vision technologies
• Categories / examples of vision technologies
• Considerations for selecting vision technologies

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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

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Feature Matching
Technology Features
Student Considerations

• Needs
• Abilities
• Goals
• Expectations

• Input method
• Processing method
• Output method
• General

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Student Considerations

• Physical Considerations
• Controlled voluntary movement
• Fine motor control, range of motion
• Strength, fatigue and endurance
• Sensory Considerations
• Visual
• Auditory
• Cognitive Considerations
• Complexity, language/literacy, memory, preference
• Ergonomic Considerations
• Positioning, placement, portability, lighting

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Technology Features

• Input, processing and output features
• Size, shape, pressure, sensitivity
• Colour, contrast
• Reading level, visual presentation
• Auditory feedback
• General features
• Print capabilities, OS compatibility
• Ease of use, flexibility, durability, reliability
• Weight
• Cost

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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?

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Physical Access Technologies

• Computing Devices and Software Options
• Switches and Scanning Options
• Alternate Keyboard Options
• Alternate Pointing Device Options

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Computing Devices / OS Options

• Computing Devices
• Desktop, laptop, tablet computers
• Dedicated word processors
• Handhelds (Personal Digital Assistants)
• OS / Software Options
• Built in OS accessibility features
• Rate enhancement software (e.g. word prediction)
• Macros
• Abbreviations and codes
• Templates

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Computing Devices

• Student Scenario Robert
• Needs
• Physically disabled with limited range of motion
• Fatigue and weakness
• Goals
• Participate fully in Grade 10 program
• Independence
• Technology request
• Dell PDA with keyboard
• Connection to school computers

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OS Options

• Student Scenario Sascha
• Needs
• Hand tremor resulting in illegible handwriting
• Goals
• Participate fully in Grade 6 program
• Independence
• Technology request
• Windows laptop computer
• Win XP slow key repeat feature
• Classroom software

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Try this

• Many people arent aware of operating system
  accessibility features
• Take a moment to explore these features on your
  own computer!
• For Windows
• Start menu ? Programs ? Accessories ?
  Accessibility
• Learn more about Windows Accessibility
• For Macintosh
• Dock ? System Preferences ? Universal Access
• Learn more about MacOS Accessibility

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Rate Enhancement

• Student Scenario Donovan
• Needs
• Cognitively delayed with some fine motor control
  issues
• Very limited written output
• Goals
• Increase quantity / quality of written output
• Reduce dependence on scribe
• Technology request
• Windows desktop computer
• CoWriter word prediction software

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• Break Time!

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Think about this

• What about students who can speak well but cant
  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?

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Speech-to-Text Software

• Benefits
• Increase rate of written output
• Reduction of fatigue
• Provides computer access when use
  of keyboard and mouse not
  possible
• Considerations
• Literacy level of student
• Situational awareness
• Speech and language system
• Possible vocal strain
• Computer requirements
• School environment

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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

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Switch Options

• Different features
• Type, sensitivity, adjustability, surface area,
  height, travel
• Activation methods
• Pressure, touch, motion, light, myoelectric,
  proximity
• Selection criteria
• Range of motion, strength, accuracy, reliability
  of access site
• Student Considerations
• Cognitive, physical, sensory

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Ways to Utilize Switches

• Direct selection
• Different body parts
• Indirect selection
• Visual scanning
• Auditory scanning
• Morse code

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Connecting Switches to Computer

• Requires switch interface
• Single switch
• Multiple switches
• Use with software that accepts switch input
• Clicker 5
• Classroom Suite
• SOLO
• On screen keyboards
• Switch accessible games

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Switch with SDP

• Student Scenario Mary
• Needs
• Complex physical needs / limited motor control
• Non-verbal
• Goals
• Communicate using both low and high tech AAC
  systems
• Access educational and game software
• Technology request
• Laptop and head switch
• Speaking Dynamically Pro
• Cross Scanner

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Watch this

• If you havent 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

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Keyboard Options

• Ergonomic 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

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Intellikeys

• Student Scenario Kenny
• Needs
• Motor planning difficulties
• Lack of fine motor control
• Cognitively delayed
• Goals
• Functional life skills
• Independent computer use
• Technology request
• Desktop computer with Intellikeys USB keyboard
• Classroom Suite software

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On-Screen Keyboard

• Student Scenario Justin
• Needs
• Quadriplegia
• Fine motor control limited to thumb and two
  fingers
• Goals
• Take notes in class
• Complete regular assignments
• Use internet for research
• Technology request
• Laptop with small external trackball
• On-screen keyboard
• Voice recognition software (back up)

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Pointing Device Options

• Trackballs
• Joysticks
• Trackpads
• Touchscreens
• Switch adapted mice
• Head pointing systems

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Trackpad

• Student Scenario Ryan
• Needs
• Fatigue and weakness
• Difficulty with grasp and hand movement
• Goals
• Complete Grade 4 written work
• Decrease dependence on scribe
• Technology request
• Laptop with wrist support
• Built-in trackpad
• Word prediction software

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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

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• Break Time!

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Visual Access Technologies

• Low vision
• Blind
• Dual medium

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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

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Considerations Low Vision

• Functional Vision Assessment
• Determines how student uses vision in classroom
• Conducted on a regular basis
• Learning Media Assessment
• Determines reading medium,
  magnification needed, seating,
  lighting, contrast, colours,
  fatigue issues,
  distance
  requirements

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Technology for Students with Low Vision

• Video magnification
• Operating system modifications
• Talking word processors
• Screen magnification software
• Integrated Scan and Read software

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Considerations Blind/Dual Media

• Level of braille literacy code and/or Nemeth code
  acquisition
• Level of functional vision present

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Technology for Students who are Blind

• Screen reading software
• Scan and read software
• eText readers
• Notetakers with refreshable Braille displays
• Braille embossers

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Session Activity

• Vision 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

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Vision Technology Comparison
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Online Technology Matrices

• CitED TechMatrices
• http//www.techmatrix.org/Search
• Type low vision or blind into search field
• Select products to compare in matrix
• Arogas Braille Notetaker Comparison
• http//www.aroga.com/pdf/braillechart_comparison.p
  df

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Discussion Forum

• In 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?

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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

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• Session Summary Activity

• Link to Session 5 Summary Activity
• Session 5 Summary Activity
• Will be emailed to you after this session!

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• Any Questions?

• How are you feeling?