Overview

Computers hold much potential for students with disabilities as an access tool to learning, participation, collaboration and productivity.

Keeping in mind that the curriculum drives what the student needs to do, simple computer modifications can help all children to participate. Check out our list of vendors offering devices for simple modifications!

In this module, first we introduce the role of computer technology in American classrooms. Then we identify three areas to help teachers and related service personnel maximize the use of classroom computers for students with disabilities by addressing:

1.) student positioning,
2.) operating system utilities, and
3.) low-tech computer adaptations.

School Technology

Dramatic education technology innovations were achieved by the end of the Twentieth century. Education Technology Goals set in 1996 were realized through the combined efforts of federal, state, local and private investors:

• Available computers in schools have met the desired 5:1 ratio; innovative technologies continue to be developed. 99% of American schools have multi-media computers.

• School computers are connected to local area networks and the information available via the Internet; the governmental e-rate is instrumental in achieving this goal. 98% of American schools are connected to the Internet.

• High quality software responsive to the needs of all students continues to be developed

• Teachers receive ongoing training on the integration of technology to meet education goals. 90% of teachers have received technology training

Education Technology Goals

Current federal priorities include new Educational Technology Initiatives, which call for a technology plan for the nation's schools to achieve five key goals for integrating computers into American Classrooms.

Goal 1:
All students and teachers will have access to information technology in their classrooms, schools, communities and homes.

Goal 2:
All teachers will use technology effectively to help students achieve high academic standards.

Goal 3:
All students will have technology and information literacy skills.

Goal 4:
Research and evaluation will improve the next generation of technology applications for teaching and learning.

Goal 5:
Digital content and networked applications will transform teaching and learning.

The e-Learning website offers several strategies for meeting each of these goals.

(Office of Educational Technology, 2002)

Technology Standards

National Education Technology Standards have been prepared for students, teachers and administrators

• Tech Standards for Students (NETS)
• Tech Standards for School Administrators (TSSA)
• Tech Standards for teacher Preparation (NCATE)

Technology Toolkit

In 2003, the State Educational Technology Directors developed the National Leadership Institute Toolkit - States Helping States to Implement No Child Left Behind (NCLB, 2001). The toolkit concentrates on five themes that transcend NCLB, such as: Scientifically Based Research, Technology Literacy Assessment, Common Data Elements, Evaluating Effective Teaching and the National Education Technology Plan.

Computers for Access

Unfortunately, the rapid increase of educational technology has not sufficiently addressed the needs of students with disabilities. Access for these students is just beginning to be identified as an important factor when purchasing educational technology.

To ensure access to electronic and information technology, the Federal government has developed standards to ensure access to electronic and information technology. These standards, regulated under Section 508 of the Rehabilitation Act (1998) are the first of their kind in the Federal sector. They provide criteria that spell out what makes Information Technology products accessible to people with disabilities, including those with vision, hearing, and mobility impairments. Products standards include those for software, web-based information, telecommunications, video and multimedia and computers. Districts should look to these standards when purchasing education technology.

Technology may offer solutions when...

• Print size is too small.
• Too much information is on the page or screen.
• Students' handwriting is slow and legibility is poor.
• It's difficult to hear all that is being said.
• Text needs to be read aloud to complete assignments.
• Organizational skills are weak.
• Classroom objects used for manipulation activities are difficult to locate and interact with
• Alternate tasks and materials are required to achieve academic outcomes (i.e., class projects, written and verbal tasks and assessments).

Positioning

Student & Computer

How a student is positioned, or "fits" at the computer station can significantly affect the quality and quantity of interactions. Being appropriately supported allows the student to concentrate on the software program and not be distracted by maintaining balance and visual acuity. Positioning Guidelines for computer use are available. Technology supports such as adjustable height tables, adapted chairs and footrests help a student maintain a comfortable position.

Ergonomics
These positioning guidelines hold true for computer users of all ages. As more people use computers for longer periods each day, increased data may change our current conventional wisdom. These guidelines offer current information on emerging issues of computer positioning and use.

Output & Input

It is important to understand a computer system's various components. Which parts can you adapt or replace for better student control? You can modify computers in two primary ways to make them more usable by students with disabilities:

• Change how information is displayed or printed (output).
• Change how the computer is controlled (input).
  

The individual student's abilities and needs determine the adaptations to make.

Output

Monitors

With increased emphasis on graphics and Internet use, standard 17" monitors make the computer easier to use. Monitor adaptations include: Replacing the monitor with an even larger (19-21") screen area, Using a magnification lens, or ·Using a screen filter. Character Enlargement and Screen Magnification software programs are available that can increase the size of objects and text on the screen.

Sound Cards

Multimedia computers include a sound card and CDROM drive to maximize the integrated use of graphics, animation and sound in software programs and Internet sites. Sound cards vary in sound quality; 16 and 32 bit cards are available. Sound cards are necessary for software programs using auditory features that "read" the words aloud and describe the graphics on the screen.

Printers

You can print information in a variety of sizes by changing the font size within the software program. A color printer is required to print colorful graphics and text, which can be very rewarding to students. Information can also be printed in Braille with a Braille embosser connected to a computer.

Input

Input Devices

The mouse and keyboard are the primary tools (input control peripherals) that a student uses to put information into a computer and to control software programs. Everyone needs ways to efficiently control the computer. Often low-cost modifications can make them easier to use.

Keyboard
The standard keyboard consists of:

• 104 - ½ inch square keys spaced closely together,
• Gray or beige keys labeled with ¼ inch capital letters; the small labels are not centered on the keys, and
• § A layout designed for typists in a "QWERTY" layout, which reflects the first 6 letters on the top letter row. This layout may be difficult for students who use a "hunt and peck" method to type.

Mouse The standard mouse requires the student to hold and move the mouse to coordinate the pointer's movement on the screen. He must also be able to click, double-click and drag the mouse. These very exact movements may be difficult for students with disabilities. Some mice come with software drivers that allow the user to customize its features.

External Peripherals

Peripherals are computer hardware devices that can be added to the computer to increase the number of resources to be manipulated and used within the computer environment. These include drives for exchanging information for storage and retrieval purposes (i.e. CDROM and Zip drives) as well as video, photos and other graphical and auditory information.

CD-ROM, CD-Writer and DVD Drives These drives connect to a computer providing the means for large files to be stored on media other than the hard drive. For example, many software programs with graphical programs need a CD to be inserted into the drive when the student wants to use it. CD-Writers are able to store 650MB of data on a single CD. Many people store large graphics files on CDs to free space on their hard drives. DVD drives are primarily read-only devices used for storing large files such as movies and audio programs.

Zip Drives
The ZIP drive is a high-capacity floppy disk drive available in 250MB and 100MB sizes. Each disk is able to hold the same amount of information stored on 100250 floppies. Zip disks are slightly larger than conventional floppy disks, and about twice as thick. Because they're relatively inexpensive and durable, they have become a popular media for backing up hard disks and for transporting large files.

USB Removable Storage Disks
These small devices are sturdy and easy to use. It is a great solution for transferring files between computers and for storing files. Simply plug the device into any open USB port and it shows up as an external drive. Files located on the system hard drive can be moved to the device for storage or to transfer to another computer much as would be done with a floppy drive. One example: Disk-on-Key.

Digital Cameras Cameras that take photos in a digital format can connect and send pictures directly to a computer. The photos can then be used in software and presentation programs.

Scanners Scanners can be used to digitize pictures and graphics. Simply place the photo/graphic on the scanner bed and scan it into your computer! Text from any source can also be converted into a format readable by the computer. When used with optical character recognition (OCR) software, the scanned text can be edited and saved as a word processing file. Often, students use this peripheral so that text can be read to them for increased comprehension.

Education Peripherals

Intel Play Microscope (Mattel + Intel Play)
Intel QX3 Microscope combines video and still camera pictures offering three levels of magnification (10x, 60x, and 200x). It detaches easily so you can zoom in on whatever you like. It even plugs into your USB port for easy installation. The software lets kids view a specimen in real time and capture it as a short movie, a still image, or in time-lapse sequence. Once they've captured an image, kids can use paint tools to embellish their creations, apply a variety of special effects, or piece together their creations to build a slideshow, complete with music.
Cost: $99.95

Intel Play Me2Cam (Mattel + Intel Play)
The Me2Cam consists of a video camera and Fun Fair software that allows kids to be IN onscreen games. However, the camera doesn't work with other software for use as a webcam. No mouse is needed since kids will use their bodies to make things happen inside the games. You can print images of the child in action as s/he plays the game.

Operating Systems Adaptations

By their very design, a standard keyboard and mouse can be difficult, if not impossible, for students with disabilities to use. The computer can present barriers when:

• Keyboard keys are too small or too close together,
• Information on the screen is difficult or impossible to see because of size or clarity,
• The mouse is difficult to hold and control, or
• Sound features are hard to hear.

Options within the computer's operating systems (both Mac and PC) can begin to address these obstacles. You will find some in your computer's Control Panel Settings and in other places as well -- we'll show you where. Try these first, before substituting an alternative keyboard or mouse. You can also use them in combination with a different input method.

Macintosh Control Panel Options

These settings can be changed via the control panel on a Macintosh computer.

Appearance
Appearance choices include colors of windows, size of fonts and icons on the desktop and control strip and other options.

Mouse
Mouse settings allow adjustment of the tracking and double-click speeds, mouse tails and the size of the insertion point. Mouse tails can make the pointer easier to see and follow.

Keyboard
Keyboard settings offer options to slow down or turn off the key repeat rate. You select the keyboard language and layout here.

Sound
Sound options include volume settings, choosing alert sounds or recording customized ones.

Speech The Macintosh's Speech Recognition and Text-to-Speech technologies known as Plain Talk give special applications the power to respond to voice commands. They can even speak back to you in English and Spanish.

Universal Access Tools Operating systems also include built-in accessibility features designed specifically to assist persons with disabilities when using a keyboard or mouse. You may need to download these optional settings from the Systems CD. These utilities give more control to the student, making software interaction easier. Universal Access Tools (OS 9) includes:

• Closeview: a screen enlarger that magnifies screen images up to 16 times.
• Accessibility options are built into software and operating systems to provide equal and reasonable access to the world of computers. The following features are available: MouseKeys, Sticky Keys, Repeat Keys, Slow Keys, Show Sounds.

Windows Control Panel Options

The following settings can be changed from the Windows control panel on PCs.

Display
Display options allow the student to adjust sizes and colors of window titles, scroll bars, borders, menu text, icons and other elements.

Mouse
Mouse settings allow the mouse pointer to be resized to normal, large or extra-large. Customizing the pointer color or adding animation also increases the pointer's visibility.

Keyboard
Keyboard settings offer options to slow down or turn off the key repeat rate. Here you can also change the keyboard layout to Dvorak (def) or change the keyboard language for ESL (English as a Second Language ) students.

Sound
Sounds associated with computer actions can be adjusted with the volume control on the bottom menu bar.

Accessibility Options Computer operating systems also include built-in accessibility features that are designed specifically to assist persons with disabilities when using a keyboard or mouse. You may need to download these optional settings from the Systems CD. These utilities can make interacting with software easier by giving a student increased control.

• Accessibility options are built into software and operating systems to provide equal and reasonable access to the world of computers. The following features are available: Sticky Keys, Filter Keys, Mouse Keys, RepeatKeys, Sound Sentry.
• Programs/Accessories/Accessibility
  • Accessibility Wizard: helps you configure your computer for vision, hearing and mobility needs.
  • Magnifier: Options for built-in screen magnification by creating a separate window that displays a magnified portion of the screen.

• Onscreen Keyboard (Windows 2000 and XP)
  Use this virtual keyboard to type by using a mouse pointer. Offers several keyboard layouts including a block layout for switch users. You can "hover" over a letter to select it. An auditory click is heard with each selection.

 

• Narrator (English version of Windows 2000 and XP) Use this text-to-speech utility to hear the contents of Windows programs including the active window, menu options or text that has been typed. Includes speech and voice options for customization.

Accessing the Internet

There are several ways to modify how you navigate the Internet and adjust how websites look on your computer. Microsoft Explorer offers several options. One is described below; others can be found on the Microsoft website.

Increase Font Size in Internet Explorer (PC)

1. On the Tools Menu select Internet Options.
2. Click the Accessibility Button from the General Tab.
3. Check Ignore font sizes specified on Web pages.
4. Click OK.
5. Click OK again.
6. On the View Menu select Text Size and make it Largest.

copyright © 2000 - 2005 Assistive Technology Training Online Project

Keyboard Aids Labels Keyguards Typing Aids In addition to built-in options such as Sticky Keys, some inexpensive "low-tech" modifications can also make keyboards easier to use.   Labels Highlight Certain Keys Many software programs require the use of just a few keys; these keys can be easier to find when highlighted with colored stickers or pieces of fuzzy Velcro. Try using sticky-backed small earrings for tactile appeal. Re-label Keys In a similar way, keys may be difficult to find as key labels are often in low-contrasting colors and not centered on each key. Purchasing ½" vinyl letters from an office supply store is an inexpensive way to modify the keyboard's looks. Larger letter/number labels make the keys easier to find for non-typists. However, they don't include labels for keyboard keys such as: Spacebar, Enter/Return, and Esc. Keycaps are key labels with 1/2" characters that can make keys easier to see. These labels are available in either black print on white background or white on black. They do include special keyboard keys. Keycaps are also available as Brailled key labels, which can be used to train blind students on keyboarding skills. Hoolean, Inc. The Key Connection Keyboard Overlays are vinyl with letters and numbers in either upper or lower case (or both). The overlays are easily removed when used by students with other needs. i-Skin (SpeedSkin) Reading readiness overlays overlays are orange and cover only the letter, number and punctuation keys. They are imprinted with upper and lower case letters. Keyguards Keyguards, designed for individual keyboards, have finger-sized holes and fit securely over the keys. They are used to prevent accidental key presses by helping a student be more accurate in selecting the correct key. The student can slide her hand across the keyguard and then locate and depress a single key. They are most often made of plastic, but can be found in metal versions. Keyguards are available for most standard keyboards as well as alternate keyboards and Augmentative Communication devices. Examples IMac Keyguard IntelliKeys Keyguard (IntelliTools, Inc.) Communication Device Keyguard Several keyboard and communication device vendors provide keyguards for their products. A great resource for customized keyguards for any keyboard, augmentative communication device or even wheelchair trays is Turning Point Technology. Hint: To further customize a keyguard for a student, try placing a heavy cardboard mask over a keyguard. Design it with an Exacto knife to hide unnecessary keys, exposing only those needed for a software program.   Typing Aids Typing Aid Many students can use a standard keyboard but, because of poor motor control, may be under constraints of typing with one hand, with only one or two fingers, with a head pointer, mouthstick or handstick. Designed for students with limited grasp, a typing aid slips on and off the hand easily and tightens with a Velcro® strap. It has a rubber tip for non-slip touching of the keys. Document holders Frequently, a document's position affects a student's reading, comprehension and writing. A document holder helps students with disabilities position documentation so that it is easy to read.   Slanted Keyboards Some students with limited hand and wrist flexibility find that when the keyboard is elevated, it is easier to use. Elevating the keyboard also positions it closer to the monitor. This lessens the need for the student to shift his gaze from the keyboard to the monitor. Some keyboards provide a slant bar for angled use. For example, the IntelliKeys keyboard can be elevated to 35°. Placing a book under the bar can further increase the angle. Slant boards can be created to elevate any keyboard to any degree. A wedge made of foam or triwall can be created to any degree specifications. You can secure it with Velcro to the back of a keyboard for more stable use. Metal bookends bent to any angle can provide a slanted surface for a keyboard. Velcro or non-slip materials help keep the keyboard in place.

copyright © 2000 - 2005 Assistive Technology Training Online Project

Shortcut Commands Did you know that software programs provide keyboard commands that are shortcuts to menu items? They perform the same task as a menu command, such as print, save, and new file. Keyboard commands use a combination of alphanumeric characters together with the Control, Shift, or Alt/Command keys. They are very helpful for students who are blind to navigate software and the Internet and for customization activities. You can find many of these commands next to functions on a pull down menu. This figure shows the File pull-down menu from Appletalk. The File pull down menu shows that to "save" your file, you can click on "save" on the pull down menu with your mouse pointer or hold down the Command/Apple key on Mac computers (or the Ctrl key on Windows computers) while you press "S" (Command + S or Ctrl + S). The result is the same: your document will be saved. Keyboard commands make software more accessible to all students. Some people simply prefer using the keyboard instead of the mouse. For others who may have difficulty using the mouse, key commands offer an alternative control method. In addition, software programs frequently build in other keyboard commands to help you control many aspects of the software. For example, IntelliTalk II (IntelliTools, Inc.), a text-to-speech word processor, has commands to help move through previously written text to read it. This is useful for students who have learning or vision disabilities. Look in the software program's documentation for additional commands. You can also check the program's "help" file under key commands or shortcuts. Knowing keyboard commands for individual software programs can also provide a basis for customizing devices. Keyboard Shortcut Resources

copyright © 2000 - 2005 Assistive Technology Training Online Project