Assistive Technology for Computer Access (Part 2)

This post, a continuation of the last post, continues to talk about the modifications that are made to technology for easier accessibility for our students. As one may think, technology alone cannot provide the ONLY way we accommodate for our students in the classroom to learn. While we provide this awesome tool, modifications can and must be made for those students that struggle with using technology. Students that display much frustration using technology the way it was intended to be used, are indicators that the level to which the machine or device has been made is not appropriate for that particular child, therefore, alternatives and modifications must be given. 

Another aspect in using a computer involves the use of a mouse. To some, it may seem easy. But to students (and people) with certain disabilities, this can pose as a real concern and/or issue. Alternatives were made with these people in mind. Trackballs, Joysticks, Touch Screens, Head-Pointing Systems, and Eye-Gaze Systems are some examples of alternatives that have replaced the use of the mouse. 

Trackballs-work well for users with very good fine motor control and for those who have a very limited range of motion
Joysticks-good solution for students who have limited control of their fingers and hands
Touch Screens-appropriate for many young children and students with severe disabilities, and students with Autism
Head-Pointing Systems-options for students who cannot use their hands for operating the mouse, including students with muscular dystrophy and spinal cord injuries, among others.
Eye-Gaze Systems-used for people who have no reliable muscle movements except good voluntary control over their eyes. Students who have muscular dystrophy, spinal muscular atrophy, high-level spinal cord injuries, or brainstem strokes are candidates for access to this device. 

In looking at a computer, there are many options to use that are identified as "input" and "output". "Input" options include alternate keyboard options (as mentioned in previous post), single switches for scanning and morse code, and speech recognition. All of these features allow the students to function properly and communicate through the use of the technology if they have blindness or are visually impaired. Scanning and speech recognition tools allow students to hear the appropriate material. "Output"  options include screen magnification, screen readers, refreshable Braille displays, and Braille embossers. As with input options, output options have just as much power in letting students with visual difficulties be able to read and visualize the appropriate information in their own way. Options like Braille allow the student to use the raised dot layout to assist in helping the student read the information they need to attain. 

(Video on Refreshable Braille. Check out the video!!!!!!)

Resources:


Dell, Amy G., Newton, Deborah A., Jerry G. Petroff. (2012). Assistive Technology in the Classroom:Enhancing the School Experiences of Students with Disabilities. Chapter 8-Assistive Technology for Computer Access (pp. 163-172).