Introduction

This Unit covers ICT in the context of pupils with a visual impairment accessing the curriculum. The different media (visual, auditory and tactile) are explained, and consideration is given to technologies which pupils can use to study independently, such as note-takers, text scanning systems and Internet access.

After introducing underpinning concepts, a number of scenarios are presented and explained, which demonstrate effective use of ICT for pupils in a range of circumstances.

The accompanying Unit 9 – Basic ICT for pupils with a visual impairment, examines technology to provide basic access and skill development. Both Units cover a similar range of underpinning concepts. The first Unit also considers how technologies such as overlay keyboards, talking word processors and touch screens can be used to develop fundamental skills and concepts. These are the building blocks that can be used by older pupils to be independent and effective learners. It is anticipated that teachers will choose between these Units as appropriate to their students.

Using ICT with learners with a visual impairment

Throughout this Unit the term ICT (Information Communication Technology) is used to mean specialist computer hardware and software which is relevant to pupils with a visual impairment. For pupils with a visual impairment ICT primarily embraces:

• modifications to the output medium through either visual, auditory or tactile strategies
• modifications to the input medium to allow the unique needs of the student to be best met
• developing strategies to complement existing teaching methods whilst promoting greater independence when accessing the curriculum

Expected outcomes

By the end of this Unit, participants will…

• have an understanding of what ICT means in the context of pupils with a visual impairment
• have an understanding of the key issues involved in making appropriate ICT choices for pupils with a visual impairment
• be aware of the complex and unique needs of pupils with a visual impairment in relation to technology intervention
• be aware of possible technology solutions to implement within the learning environment of pupils with a visual impairment

Key skills covered in this Unit

Customize the screen appearance through the Windows operating system

Understand that the visual appearance on-screen can be changed for individual preferences.
See Scenario 1, Example 1a

Set up profiles for individual users

Save settings as a user profile with individual preferences already set up.
See Scenario 1, Example 1a

Use a CCTV effectively to gain access to print and diagrams

Enhance and enlarge print and diagrams using Closed Circuit Television (CCTV).
See Scenario 1, Example 1b

Use a screen reader to access a PC

Use screen reader software to read information from the screen, such as windows, menus, text etc.
See Scenario 2, Examples 2a, 2b, and 2c

Understand the necessary commands to use a Braille note-taker

Use a Braille note-taker to enter conventional Braille code, which can then be printed to a Brailler, or downloaded to a computer.
See Scenario 3, Example 3a

Understand the commands necessary to activate a scanner and OCR software

Use a scanner and Optical Character Recognition (OCR) software to convert printed text to electronic form so that it can be read back for visually impaired pupils.
See Scenario 4, Example 4a

Reformat text with a word processor using a variety of fonts and formats

Create worksheets and notes in a range of fonts and sizes to suit personal preferences.
See Scenario 4, Example 4b
Scenario 8, Example 8a

Produce tactile diagrams

Understand the differences between a fuser and a vacuum former for producing tactile diagrams.
See Scenario 3

Use the enlargement facilities of a photocopier

Use a photocopier to enlarge printed materials for pupil use.
See Scenario 4, Example 4a

Understand features of the Control Panel and computer system itself that can be used to enhance access

See Scenario 5, Examples 5a and 5c

Use a screen reader or talking Web browser

Much information on computers is complex and visual. Understand how to set up and use a screen-reader to make auditory sense of visually presented information.
See Scenario 6, Example 6a
Scenario 7, Examples 7a and 7b
Scenario 8, Example 8a

Use an email package to send and receive email

See Scenario 7, Example 7b

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