exemplar activities

Unit 9 Activity 3 - Environmental Considerations When Using ICT

Numerous considerations need to be made when creating an appropriate environment for a child with a visual problem to use technology effectively. Because ICT can be used in many different curriculum areas the equipment needs to be made readily available at all times. Whenever possible ICT needs to be fully integrated and very much a part of the whole environment, not simply an afterthought.

1. The way in which an environment is set up for ICT depends upon the visual capability of each child. It is therefore crucial to know and understand what level of useful vision is available to each child alongside a knowledge of their mobility, communication abilities, cognitive level and curriculum access needs. Any area designed for ICT should have flexibility so that modifications, such as a change in the lighting conditions, can be made quickly and easily.
2. The layout of the area needs to be simple with furniture and equipment kept in the same place and easily accessible so that the children are able to familiarise themselves with their working environment. Edges of furniture and equipment highlighted with coloured/fluorescent tape can help. With a predictable layout, the furniture and equipment can provide clues and reference points so that a child with a visual difficulty can be encouraged to work as independently as possible.
3. It is important that there is always plenty of room to fit special chairs, stands and wedges when necessary so that any child can comfortably access the ICT equipment from any position.
4. A quiet, relatively still environment offers the best possible opportunity for focussed work. Background noise and movement can be extremely distracting at times.
5. A good, consistent level of lighting is often essential. For many children with visual difficulties a significant change in lighting from one area to another can be very disorientating. However, for some, a dark room can provide the best contrast to see images on a screen. Blackout roller blinds are very useful here.
6. Direct light sources, whether natural (i.e from a window) or artificial (i.e from a lamp) need to fall on the object and not in front or behind it.
7. The environment should be visually as neutral as possible. Busy wall displays can be very confusing and clutter should be avoided at all costs. Any information or pictures that need to be displayed in an ICT work area should be simple and clear with minimal detail.
8. Walls, floors and table surfaces need a matt finish to avoid glare. Whenever possible blinds should also be fitted to eliminate glare. Surfaces for a mouse, roller ball or switch should be plain and provide a good contrast i.e a white switch on a cream table top should not be used. Black paper fastened on to a table or tray provides a good contrast against which to work.
9. The size of equipment being offered, how it is presented and where it is placed should also be considered. A knowledge of each child's field of vision is crucial. A large switch can be reduced as the child becomes more skilled, but whatever the size of equipment, it should always be possible to position it within the child's line of vision. In some cases sloped wedges and velcroed switches can help. Fluorescent paper, shiny paper and textured materials fastened on to switches also provide a child with visual problems an effective method of identifying a range of switches for different purposes.

By offering strong visual clues and remembering the importance of size, colour, contrast and minimal pattern it should be possible to create an environment which offers a child with visual difficulties access to technology whilst using their vision to the very best effect.

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