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Practical teaching activitiesPlease choose and complete one or more of the following activities: 1. Selecting appropriate technology Making a decision about the suitability of a piece of technology for an individual is a complex process. Information has to be gathered from many sources, taking into account the child’s abilities across diverse areas. Identify areas for consideration when trying to identify the most appropriate technology solution for a particular curriculum demand. 2. Environmental barriers Visual impairments affect a child to varying degrees, but often environmental barriers make the implementation of technology quite difficult. Identify a child you have worked with who experienced difficulties due to environmental barriers. What adaptations were necessary? 3. Adapting materials How does technology allow you to adapt materials to the varying needs of visually impaired students? Outline how you would use these facilities with a particular student you support for a particular curriculum area. 4. The computer operating system Identify features of the operating system of the computer that could help a student in your class. Try these out, one at a time, with the student. Evaluate their success, with contributions from the student. 5. Screen Readers There are many screen readers available – compare and contrast the facilities offered by two products and relate them to the needs of a particular student you work with or support, in relation to access to a particular curriculum area. 6. Keyboards and Control Panels Identify a student who has experienced difficulty accessing the standard keyboard. What facilities did the operating system offer the pupil. What alternative access devices where tried and how effective were they? Were there any other strategies not attempted that may have been suitable? 7. Curriculum access Identify specific difficulties a particular student has when attempting to access the curriculum. Describe and evaluate the benefits of a specific piece of technology, which when implemented meets the curriculum needs of a visually impaired child. 8. Screen magnification Compare the facilities offered by two magnification applications and discuss the suitability for a child identified as having partial sight. 9. Accessing the Internet Outline how a particular child uses resources from the Internet to enhance the curriculum. What specific difficulties have arisen? What strategies have been developed to provide access to the Internet? 10. CCTV There are many different models of CCTV available. Identify a child who needs to use a CCTV to access print and outline the features needed and the practical considerations when installing the device in the learning area. Appendix 1 - Supplier informationAppendix 2 - Useful organizationsAbilityNet www.abilitynet.co.uk This charity provides impartial advice about computer technology for those with disabilities. They can also provide assessments. ACE Centre, Oxford, ACE Centre North, Oldham, These centres provide independent inter-disciplinary assessments, training, advice and information on the use of assistive technology, primarily for individuals communication impairments, although the needs of individuals with physical and / or communication impairments such as sensory impairment or learning difficulties are also considered. They also produce publications and software. Action for Blind People Action for Blind People is a UK charity which aims to enable blind and partially sighted people to enjoy equal opportunities in every aspect of their lives. American Council for the Blind The Council strives to improve the well being of all blind and visually impaired people by promoting greater understanding of blindness and the capabilities of blind people. Their Web site includes technology and information resources. American Foundation for the Blind This organization is a leading resource in the US for people who are blind or visually impaired, the organizations that serve them and the general public. They have a comprehensive Web site that holds news, information and other resources, including two online journals. British Educational Communications and Technology agency
(Becta) This organization promotes the use of new and existing technologies to enhance learning opportunities in all areas of education and training. Becta have been involved in many projects evaluating the use of computers and technology for use by those with special needs. These projects are undertaken by the inclusive education team, who research into these areas and produce reports, information sheets and publications. British Computer Association for the Blind BCAB was formed to cover all aspects of computing and visual impairment. They produce a regular newsletter, have an electronic mailing list, run training courses and introductory workshops. Disability Net Disability Net is one of the world’s leading Internet based disability information and news service. Electronic Aids for the Blind This charity has a remit to enhance the independence of blind and visually impaired people through the provision of specialist or suitably adapted electronic equipment. They will raise funds for the purchase of equipment. Target groups are wide including, for example, pupils in mainstream education who have equipment provided by the LEA for use at school but require similar equipment at home for homework and effective study. National Association for Special Educational Needs
(NASEN) Aims include the promotion of the development of pupils and young people with special educational needs and influencing the quality of provision for these pupils. Activities include advice and support, the provision of courses, conferences and the publication of two journals. RNIB Technology Information Service The Technology Information Service can provide information on the use of technology for the visually impaired, primarily in the areas of education and employment. Enquiries can be received via phone, email, fax and letter. They aim to help sighted and visually impaired people such as parents, employers, those in work or seeking work, pupils, teachers and educational and employment professionals. Fact sheets can be sent, information over the phone, referrals to other RNIB departments or to other external services and organizations. Scottish Sensory Centre The Scottish Sensory Centre is a UK-wide organization, which promotes and supports new developments and effective practices in the education of pupils and young people with sensory impairments, i.e. visual, hearing or dual sensory impairment. Their library has an extensive collection of books, videos and journals concerned with sensory impairment issues and education. They also have an online information service for the visually impaired community. Appendix 3 – Other resources and sources of informationJournalsAccess World: Technology for Consumers with a Visual Impairment www.afb.org
British Journal of Special Education (BJSE) The BJSE aims to cover the whole range of learning
difficulties and disabilities, both in special and mainstream schools. There is
a regular computer page. Blackwells Publishers, 108 Cowley Rd, Oxford, OX4 1JS
Tel: 01865-791 100 British Journal of Visual Impairment (BJVI) This periodical covers all aspects of visual impairment. It
is written for professionals who are concerned with pupils and adults who have
a visual impairment. It is a national forum for all views on related subjects.
Centre Software This quarterly RCEVH journal concentrates on visual
impairment and computing with special emphasis on additional needs and
technology. Research Centre for the Education of the Visually Handicapped
(RCEVH), University of Birmingham, School of Education, Edgbaston, Birmingham
B15 2TT Tel: 0121-414 6733 Educational Computing and Technology This journal specializes in computing for schools. It includes news, reviews and information on most aspects of educational computing. Published six times per year. Hobsons Publishing, Bateman Street, Cambridge CB12 1LZ Tel: 01223-354 551 Eye Contact This journal focuses on the needs of pupils with impaired vision who have additional learning difficulties. It has news and other information for parents and professionals. It has technology features and is published termly. RNIB Education Information Service, 224 Great Portland St, London, W1N 6AA Tel: 020-7388 1266 Journal of Visual Impairment and Blindness www.afb.org.uk New Beacon A monthly magazine for people with a visual impairment and their families. It is also aimed at volunteers and professionals. It has news and views and articles on various subjects, including advances in technology. Customer Services, RNIB, PO Box 173, Peterborough PE2 6WS Tel: 0845-702 3153 Special Children This independent magazine focuses on pupils with special needs. It carries news, views and information with occasional special features on technology. 27 Fredrick St, Hockley, Birmingham B1 3HH Tel: 0121-212 0919 Visability Visability is for parents and professionals working with pupils and young people who attend a local school or college. RNIB Education Information Service, 224 Great Portland St, London W1N 6AA Tel: 020-7388 1266 Books, videos and other informationAccess Technology: A guide to educational technology for visually impaired users This RNIB book is a guide to educational technology resources for visually impaired users. It describes Access Technology hardware and software to support visually impaired pupils and pupils in mainstream schools and colleges. Customer Services, RNIB, PO Box 173, Peterborough PE2 6WS Tel: 0845-702 3153 Leading the Way This RNIB video complements the RNIB publication ‘Access Technology’. It shows how ICT can benefit visually impaired pupils of all ages in a range of educational settings. Customer Services, RNIB, PO Box 173, Peterborough PE2 6WS Tel: 0845-702 3153 A Vision Shared This RNIB video identifies aspects of good practice and strategies for successful inclusion of visually impaired pupils in mainstream education. Customer Services, RNIB, PO Box 173, Peterborough PE2 6WS Tel: 0845-702 3153 Web sites that work This video from RNIB and the Web Accessibility Initiative (WAI) shows how people with disabilities use the Internet. It also explains the WAI, which promotes access to the Internet for all by encouraging Web site creators to think about accessibility issues whilst designing a site. For a copy contact Julie Howell, RNIB, 224 Great Portland St, London, W1N 6AA Tel: 020-7391 2191 Models of mainstreaming for visually impaired pupils HMSO, Dawkins, J ISBN 0-11-701556-3 Supporting pupils with a visual impairment in mainstream schools RNIB ISBN: 0 7496 1746 2 Communication and access to computer technology This book covers computer technology with reference to special needs and there is a chapter on Visual Impairment: computing equipment and access to computers. Disability Information Trust, Mary Marlborough Centre, Nuffield Orthopaedic Centre, Headington, Oxford OX3 7LD Tel: 01865-227 592 Visual Impairment and IT www.becta.org.uk/technology/info-sheets/sen.html RNIB Technology Factsheets www.rnib.org.uk/technology/factsheets/factsheets.htm
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