1 / 43

Assistive Technology In the Classroom

Assistive Technology In the Classroom. Session 5 Assistive Technology that Supports Participation Physical Access and Vision Technologies. Presentation Agenda. Introduction Physical Access technologies Matching technology features to student need

fordon
Download Presentation

Assistive Technology In the Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assistive Technology In the Classroom

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

  3. 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

  4. 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

  5. Feature Matching Student Considerations Technology Features • Needs • Abilities • Goals • Expectations Input method Processing method Output method General

  6. 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

  7. 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

  8. 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?

  9. Physical Access Technologies • Computing Devices and Software Options • Switches and Scanning Options • Alternate Keyboard Options • Alternate Pointing Device Options

  10. 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

  11. 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

  12. 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

  13. 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 → Accessibility • Learn more about Windows Accessibility • For Macintosh… • Dock → System Preferences → Universal Access • Learn more about MacOS Accessibility

  14. 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 • Co:Writer word prediction software

  15. Break Time!

  16. 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?

  17. 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

  18. 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

  19. 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

  20. Ways to Utilize Switches • Direct selection • Different body parts • Indirect selection • Visual scanning • Auditory scanning • Morse code

  21. 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

  22. 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

  23. 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

  24. 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

  25. 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

  26. 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)

  27. Pointing Device Options • Trackballs • Joysticks • Trackpads • Touchscreens • Switch adapted mice • Head pointing systems

  28. 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

  29. 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

  30. Break Time!

  31. Visual Access Technologies • Low vision • Blind • Dual medium

  32. 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

  33. 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

  34. Technology for Students with Low Vision • Video magnification • Operating system modifications • Talking word processors • Screen magnification software • Integrated Scan and Read software

  35. Considerations – Blind/Dual Media • Level of braille literacy code and/or Nemeth code acquisition • Level of functional vision present

  36. Technology for Students who are Blind • Screen reading software • Scan and read software • eText readers • Notetakers with refreshable Braille displays • Braille embossers

  37. 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

  38. Vision Technology Comparison

  39. 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

  40. 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?

  41. 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

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

  43. How are you feeling…? Any Questions?

More Related