Keyboard skills

Keyboard skills are essential for children with a visual impairment if they are to use a computer with a ‘QWERTY’ keyboard. As curriculum demands and the quantity of text produced increases, it is vital for the child to have good keyboard skills. Keyboard skills can be defined as being able accurately and consistently to access the keyboard without visually locating the keys whilst using correct fingering. Accuracy is of far greater importance than speed.

Good keyboard skills enable the child accurately to record their ideas with a word processor, avoiding the frustrations of not being able to find the correct key. If the child has to constantly visually locate the key on the keyboard, the effects of a visual impairment may be exaggerated. When a computer user is able to enter text without visually locating the keys, they demonstrate a much more efficient and effective use of technology. There are many keyboard training applications available. Not all allow you to change and adapt the display on screen.

Key features to look for are: uncluttered screen where presentation can be edited to suit the visual needs of the user opportunity to repeat lessons at any level – not to have to go through previous exercises feedback about progress ability to create exercises that use words that fit the ability and interests of the pupil speech feedback of text displayed on screen An example of a touch-typing tutor which provides the above features is Touch Type – see Appendix 1 for supplier information.

Portability of device

Getting the most appropriate portable technology for a student is of the greatest importance, with their visual and curriculum needs being of highest consideration.

Many schools have technology suites where desktop computers are networked to provide timetabled access to equipment. There may also be isolated machines located across the rest of the school. When a child needs to use a computer throughout the day the issue of portability is very pertinent.

Having access to a computer on a rota basis is not appropriate if technology is their main method of producing work. The device needs to be portable, allowing the child to carry it from lesson to lesson and in some instances take it home to complete coursework.

Many children use laptop computers, which provide the same resources as the desktop machines they may also use within school. There are, however, many issues surrounding the use of laptops within school – not least the cost. There are physical considerations such as size, weight, keyboard, screen display and mouse design. There are also classroom issues such as ambient light, seating and positioning for the student. Finally there are management issues such as battery charging, maintenance and insurance.

It is important to be aware of the availability of other portable devices. There are devices which are designed to be word processors only; some have the addition of a calculator. The main aim is to be able to input text using a ‘QWERTY’ keyboard and either obtain a direct printout, or connect to a computer via direct cable or disc to transfer data. These devices have several limitations; the display is often of a set size with a low resolution and poor contrast, they may prove to be unreliable when attempting to transfer data, and the direct printout is of a fixed size and low quality.

However, despite limitations, some children with a visual impairment use them successfully within their learning environment to produce their written work.

Devices such as the Alphasmart, Dreamwriter or palm held equipment must be assessed by the student prior to purchase; they need to be able to see the display without any compromise on visual requirements.

Example 8a

Samuel is fifteen years old and attends a mainstream comprehensive school. He spends the majority of his time in mainstream classes with his year group but is withdrawn to the attached support unit for study periods. He was born with Retinopathy of Prematurity with no useful vision in his left eye and some useful vision in his right eye. Samuel has always been highly motivated by technology and was introduced to simple programs on the BBC in the Infant School. He was taught keyboard skills at Key Stage 2, which continued through into Key Stage 3.

He has had access to a laptop throughout secondary school, used with a screen reader. Within the support unit there is a desktop computer, scanner and a printer. This has given Samuel access to the Web, email and CD-ROMs. Samuel also has access to a similar set-up, provided by his parents, at home. The new computer has also made it possible to make much more efficient use of the support unit’s existing embosser. The computer is Samuel’s principal means of access to the curriculum.

Although he is a Brailler, his Braille reading and writing skills are poor. Material is scanned onto disc and Samuel is able to ‘read’ it using his computer with headphones in class. Samuel is then able to type his answers, which can be printed out and given to the subject teacher. Samuel prefers to use his computer to write as it reads his work back to him and it is easy to edit and check spellings. His literacy skills have greatly improved since having access to word-processing as he can hear when he has misspelt a word and choose the correct word from the spelling checker. Previously he would have had several different misspellings in one piece of work.

The computer is also invaluable in preparing work for Samuel. Work can be scanned in and either saved on disc (which Samuel can take into class or take home to do his homework) or Brailled out, using the embosser.

Key skills and equipment

The key skills for the above example are the ability to:

• use a screen reader to access a word processor
• use a word processor to enter and edit text

The key equipment is:

• standard laptop and word processor
• screen reader

Making the right choice

If only choosing the right technology involved selecting from a list!

As well as bringing new opportunities and opening up many possibilities, technology presents a range of challenges. Technology can assist individuals who are blind or visually impaired gain access to areas from which they may previously have been excluded. However, irrespective of rapid advancement and development, it is not a panacea for all difficulties. It can also be frustrating and intimidating. The benefits of technology can only be realized when careful consideration is given to:

• assessment of the needs of individual pupils
• training for staff and pupils
• appropriate selection of resources
• management of resources

Assessment

Before embarking upon a decision to purchase a particular device or application, it is necessary to determine the child’s needs within the learning and home environments. Information has to be gathered from many sources, taking into account the child’s attainment levels across many areas. As with all assessment procedures, this will be a multidisciplinary approach, involving input from many sources. It is the coordination of this information that leads to a decision being made over the most appropriate technology solution for the student. Information will include an understanding of the student’s level of attainment in the following areas:

• reading and writing media
• motor control
• mobility and orientation
• visual perception
• auditory perception
• additional learning difficulties

The physical environment of the student and the skills of support staff will also have an impact on the successful implementation of technology.

Training

Technology sometimes fails to deliver results due to the lack of training; it is not fair to expect individuals to be able to operate a piece of technology without instruction; training should be a priority when introducing any new system. When equipment is not used effectively, difficulties experienced by the pupil are compounded rather than relieved. If new equipment is purchased and the support staff are not familiar with it then serious consideration should be given to obtaining training on that equipment or the full value of the equipment will not be realized. Appropriate selection of resources Making the decision about the suitability of a piece of technology for an individual can be thwarted by uncertainty. There are, however, many sources of information to help make the decision an informed one. Many suppliers offer demonstration or evaluation copies to help in the process of selecting the most appropriate software or hardware solution. Contact details are given in the Appendices.

Management of resources

There are obviously management and maintenance issues when introducing such complex devices and equipment into the learning environment of students. The following areas need careful attention before embarking upon a purchase:

• equipment charging and battery life
• portability and transportation between classrooms and home
• health and safety issues when using devices in the classroom
• insurance of equipment within school, when travelling home and at home
• after sales care and repair

Further information concerning the above points is a supplied in the following Appendices.

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