Scenario 7 – Overview of software to support writing

Computer accessibility options

Many people do not realize that access to word-processing can be improved by altering the way in which the keyboard or mouse reacts to the user. On all modern computers you can adjust the various accessibility options. These are explained in more detail in Unit B – Organizing your Resources. They are outlined here because of their relevance to the writing process for some pupils.

Sticky Keys

This allows the pupil to access a keyboard with one finger or maybe a head or mouth stick. When Sticky Keys is turned on, no two keys need to be pressed simultaneously. So, for example, ‘Shift’ followed by a letter will produce a capital letter.

Turning off the automatic key repeat function

If a pupil cannot move their hand quickly off the key they have selected, then normally the key’s character will repeat. Repeat Key utilities will either adjust the time allowed for the key to be pressed before the characters start repeating, turn it off altogether or slow down the repeat rate.

Acceptance delay Keys

This utility will set the computer to only accept a key press after the key has been held down for a predetermined time. This prevents keys being entered at random when the pupil ‘drifts’ across the keyboard.

Adjust the way in which the mouse behaves

A mouse, rollerball, joystick or other pointing device can be set to suit a right or left-hander. The on-screen pointer can be enlarged and trails added to make tracking it easier. With some advanced mouse utilities you can control the way the mouse pointer moves on the screen, its speed, acceleration, click and double-click functionality. Using MouseKeys the numeric keypad can become the mouse, using arrow keys to move the pointer and the 5 key to click.

You can also change the shape and colour of the pointer – a useful facility for some pupils with visual or perceptual difficulties. [See Units 9 and 10 on Visual Impairment]

Change the look of the screen

The on-screen display (contrast, background colour, size of tool bars and icons, and the characters in the menus) can be altered to suit the needs of a pupil with a visual impairment. To enlarge the size of the icons on the tool bar go to View menu (Word) Click and drop down; choose toolbars, customize, and then options. Finally, click Large Icons.

Use keyboard short cuts If the pupil finds mouse control too difficult then teach keyboard short cuts. ‘Alt’ plus an underlined character in a menu name will pull down that menu. The underlined character in a menu will choose that item or you can use the arrow keys and then press return. Usually ‘Alt’ takes the focus to the menu bar, left / right keys will move along the menu bar and ‘return’ will select. Escape gets you out of the pull down and then out of the menu. Another hint is to look at the menus where direct short-cuts are listed e.g. Ctrl + P = Print.

A list of Keyboard Shortcuts can be printed out from the ‘Help’ files. Look at the help file for your word processor.

Key skills and equipment
The key skills for the above example are:

• how to adjust the keyboard response to individual need
• how to modify the screen pointer operation to suit individual need
• how to modify the screen’s appearance
• how to use the keyboard as an alternative to mouse pointer control

The key equipment is:

• alternative pointer devices: rollerball, joystick, HeadMouse
• keyguard
• Windows operating system for greatest control over accessibility

Example 1 – Accessibility

Felix is in Year 7 at a large, triple-decker, Victorian, inner city secondary school. Classrooms and laboratories are reached via a maze of stone staircases and the classrooms are very full. Felix has Marfan’s Syndrome which means that he has low vision and elongated limbs, both of which hinder his ability to write effectively. Co-operation between the Advisory Teacher for pupils with Low Vision, the Occupational Therapist and the ICT / SEN Advisory Service was necessary in order to find satisfactory solutions for his needs. The provision of a laptop computer, running a word processor within a ‘Windowed’ environment was not practical given the distance he had to travel between classrooms.

Another issue was the length of his arms which meant that he needed to have the keyboard at a distance and would not then be able to see the screen. The compromise was the loan of a dictaphone, that allowed him to voice record memos and homework, and a notebook computer into which his SEN assistant would type lesson notes. If she was not with him he had to rely upon being able to have an enlarged photocopy of those taken by his friend. If typed notes were available he could then have these scanned in and saved on the computer in the SEN room.

Felix was allowed to spend some time every day in the SEN room, refining the notes taken in class, using a stand-alone PC. The files from the notebook, or those scanned in, were sent to a talking word processor and Felix was then able to use the special access facilities (enlarged font, enlarged mouse pointer with trails, pale yellow screen and no keyboard repeat) to edit and add to them. The monitor was set close to his body and the keyboard moved to a comfortable distance. Voice Activated Software (see page 38), may be an option for Felix in the future.

Key skills and equipment
The key skills for the above example are:

• willingness to liaise with a range of professionals
• sending files from notebook to word processor
• ability to set up special access facilities within Windows
• ability to scan documents and save these for the pupil’s use

The key equipment is:

• stand-alone PC
• AlphaSmart 2000/3000
• dictaphone
• photocopier
• scanner

How to maximize a program’s existing supportive facilities

In order to save time at the start of or during a lesson:

use the Start Up facility to boot the computer into the chosen word processor when it is turned on.
Use the Autotext facility to enter large chunks of text with codes of 2-3 letters. Use Abbreviation Expansion to speed up text entry. This allows one, two or more letters to be expanded into a word or phrase when the space bar is pressed. This can be useful for common short words: t = ‘the’, x = ‘and’, as well as longer words: pt = ‘photosynthesis’ or the initials of a pupil’s name. The limitation is the pupil’s ability to remember them and the fact that not all the software listed can save a personalized list. Look in: Word (Tools – Auto Correct), Talking First Word, WordAid 2000, which can save user profiles, EZKeys and WiVik.
Example 2 – Setting things up Robert has his computer set up to go directly to Inclusive Writer so that when the computer is switched on the most recent environment used will load automatically. This gives him more independence, as he does not need to rely upon an adult to do it for him. His teacher had also created an environment with a starter image and a grid to support writing about the weather.

Key skills and equipment

The key skills for the above example are:

• know how to use the Help files to find answers to questions
• know how to set up Inclusive Writer for the task to be completed

The key equipment is:

• a PC running Windows 95 or later
• Inclusive Writer software
• have Templates ready for each new lesson

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