Scenario 10 – Organization of alternative access tools

Seating and positioning

When a pupil’s handwriting is giving teachers cause for concern, we would always look for a simple ‘low-tech’ solution before offering a keyboard. Sometimes supportive seating will help the pupil to control the trunk and stabilize the shoulder girdle. This alone may improve pencil control.

But in some cases, it is important not to persevere for too long with handwriting. Some pupils will write much more effectively using technology. Some pupils will never write effectively using a pencil.

Whether the pupil is writing with a pencil or using a computer, seating and positioning is important. Pupils who use a keyboard as an alternative writing aid may need to do so because they have difficulty with motor control. The way in which they are seated and the position of the writing aid in relation to this, will influence their ability to make the most of the resource. If the pupil is ‘off-balance’, and not seated comfortably with trunk and feet well supported, then their control of either pencil or keyboard will be hindered. ‘Feet flat on the floor’ may not be possible but old telephone directories make cheap foot stools!

Remember that seating of the pupil and positioning of equipment are equally important for other input devices that may be required, such as rollerballs, joysticks or switches.

Take into consideration the following issues:

• Is the keyboard positioned to give maximum access in relation to the child’s usual place in the class? Is the keyboard kept where it is easily accessible when needed?
• At the child’s work place is the keyboard placed within the child’s range of vision, the range of movement and to match hand preference? Would it be better to angle the surface of the keyboard?
• Do we need to change the surface that the keyboard or mouse rests on? Dycem matting is a ‘tacky’ plastic sheet, available in rolls, which can be cut to any size and used under anything that needs to be stabilized e.g. paper, books, mixing bowls, protractors, rulers, stencils, keyboard, templates etc. Mouse mats with different surfaces will provide varying degrees of friction for better control of the mouse. Other products, such as Velcro or velgrip material might also be useful.
• Mice can be exchanged for rollerball, joystick, glide points or touch pad. Some pupils find it easier to use a laptop with an internal control such as a touch pad, resting the heel of their hand on the front of the keyboard for extra stability.
• If control is very poor then the pupil may need to use a keyguard, a wrist support or even switches.
• If a keyboard is to be used as the main writing method, then take heed of bad posture and the dangers of RSI.
• Sometimes a compromise between functionality and good posture may have to be made if this is the only way for a pupil to control the technology.

The inclusive classroom?

We need to be careful that access to an assigned keyboard does not isolate a child. Working at a stand-alone computer, or even a portable which needs mains electricity, usually means that the pupil has to sit away from his friends and face the wall. Working alone or with a Learning Support Assistant may create barriers to inclusion.

Take into consideration the following issues.

• Word processors can be quiet and small enough to use at the normal classroom table, allowing pupils to take part in everything their peers do.
• Many ICT activities can be shared. Co-operative writing at the computer can lead to valuable discussion between pupils of varying abilities.
• Using a computer allows independent recording without an adult mediating the pupil’s thoughts.
• Barriers can be removed and pupils can show their true ability: for example a dyslexic pupil using word banks or a predictor can write independently; a pupil with physical disabilities can access a word processor using switches if necessary.

Example 1 – Including a pupil

Josh is in a mainstream class (Year 6) of thirty pupils. He uses a stand-alone computer running Penfriend as his word predictor. Josh has a keyguard to stop him making wrong key presses and, despite his limited fine motor skills, manages to record text as quickly as his friends can hand write. The classroom is small and room is limited, but the class teacher and Josh’s SEN assistant have arranged that he can pivot on his chair, between the computer alongside the wall and the work table he shares with his friends. In the classroom situation Josh needs minimal additional assistance, but he is also particularly gifted at Maths and is one of a group who have extra tuition outside the classroom. Here, without his computer, his SEN assistant acts as scribe.

Key skills and equipment

The key skills for the above example are:

• communication between staff
• being able to stand back and let the pupil take charge of his own learning

The key equipment is:

• stand-alone computer and appropriate supportive software
• flexibility in classroom organization

Access to the computer via a keyboard

The keyboard is the most usual and efficient means by which most pupils can operate the computer. Some keyboards may be too big and a pupil with limited reach or strength may not be able to move their hand across its breadth. The keyboard may be too small or the keys so close together that the pupil cannot isolate individual keys very easily. Characters may repeat if a key is pressed for too long. If it is too light and not stabilized it will be knocked around the work surface by unintentional movements.

Some solutions to consider

• Big Keys Plus is a simple keyboard with large coloured keys suitable for young pupils or older pupils with perceptual and learning difficulties. Some adult users with physical disabilities find that it suits their needs. It comes in primary colours or adult grey. Note that Big Keys Plus does not have the full range of keys, nor is the layout fully standard. This needs to be borne in mind if a pupil is likely to move on to a standard keyboard at some time.
• Small keyboards, e.g. Cherry compact keyboard, are often appropriate for pupils who have physical difficulties. The wrist and lower arm can be stabilized and then minimal movement is required to reach the keys.
• A keyguard is a piece of metal or plastic with holes, fitting on top of a standard keyboard with the holes positioned over the keys. A keyguard prevents wrong key presses and will support hands that are weak and may drag over the keyboard.
• It is very difficult to get a keyguard to fit an arbitrary PC keyboard as so many different models are available. The answer is to buy a keyboard with keyguard attached that is PC-compatible.
• If a laptop user needs a keyguard it is easier to buy a small compact keyboard with guard that can be detached and carried in the computer bag.
• Individualized perspex keyguards have to be removed when the laptop is closed – the fittings snap off easily.

Example 2 – Alternative keyboard

Susie is developmentally young but likes to join in when her friends in Class 3 write on the computer. As the standard keyboard is confusing and the keys too small for her large fingers, the school has bought a Big Keys Plus board, which attaches to the computer at the same time as the standard keyboard, using a Y-Key-Key dual keyboard connector. This allows Susie to share a writing activity with her friend. To make access even easier, the keyboard has a keyguard so that Susie can rest her hand when locating a key, and not spoil her friend’s work by hitting the wrong one and confusing the software.

Key skills and equipment

The key skills for the above example are:

• attach dual keyboard connector and board
• colour code white keyboard if necessary

The key equipment is:

• Big Keys LX (White / Qwerty) with lowercase keys or stickers
• Y-key-key dual keyboard connector

Example 3 – Alternative keyboards

Michael is in mainstream secondary school, but was referred to the LEA’s ICT / SEN Advisory Service whilst at primary school. He has a disability affecting the muscles in both arms and legs and this makes writing difficult. Michael uses an AlphaSmart 2000 keyboard in lessons. It is light and robust enough to withstand normal school life. His files are saved automatically and then he sends them to an Apple Mac or PC computer in school. He edits them and then prints them off totally independently. His school has been very encouraging. Michael’s typing speed is now faster than other pupil’s handwriting.

Overlay keyboards

• Overlay keyboards can be divided into any number of target areas / cells from just two to over two hundred. A matching paper overlay is placed on top and when the pupil presses a cell, the computer reacts to the message assigned to that area. In order to create an overlay, a compatible software program must be used. Some boards come with ready made overlays.
• For the physically disabled child, overlays can be set up with a small number of large areas so that only a gross movement is needed to activate them.
• An overlay keyboard with a letter grid can be used as a large or expanded keyboard for a pupil who has such gross movements that they cannot manage a standard keyboard.
• An overlay keyboard allows the teacher to design the overlay so that the target areas are meaningful to the pupil (concrete objects, pictures, symbols, colour, texture).
• An overlay keyboard, with single words or with prepared chunks of text printed on the paper overlay, will run alongside the standard keyboard. The availability of the words and phrases will encourage the reluctant writer who suffers from ‘blank page syndrome’. For the pupil with poor motor skills this speeds up the process and makes writing less tiring.

Example 4 – Using an overlay

In Year 1, Ms K. was very keen for her pupils to use ICT to support an activity where they would be required to identify and sort real things. They would then need to record their findings. Although some of the pupils were able to use the standard keyboard to enter their numbers, there were some for whom the keyboard was too perceptually confusing. Using an IntelliKeys Board she designed an overlay with eight target areas:

The pupils took it in turns to sort random selections of ‘things’ into colour families. They then used the board to enter the information into a simple data-handling program (e.g. Counter for Windows) and then displayed their findings in a number of different graphs.

Key skills and equipment

The key skills for the above example are:

• attach the overlay keyboard
• design the overlay
• set up the data handling software

The key equipment is:

• IntelliKeys Board
• Overlay Sender Software
• data handling / graph-making software

Alternatives to the mouse

• All mice work on the same principle. A rolling ball (or light sensor) makes a cursor move around the screen and selections are made by pressing the buttons on the mouse. The ball (or light sensor) is on the underside and is controlled by moving across a surface.
• A rollerball (or tracker ball) is an upside-down mouse. The ball is on top, the mouse stays still and the pupil moves the ball around.
• Rollerballs now come with a latching drag facility which, when activated, allows the pupil to move the cursor across the screen without holding down one of the buttons. Some come with a removable guard to prevent unwanted button presses.
• Rollerballs with a latching drag facility allow users with physical difficulties more control when navigating around a ‘windowed’ environment, using a graphics program or exploring a CD-ROM.
• Joystick versions of a rollerball can be more easily used by some pupils. The Penny and Giles Roller Plus Joystick also has a button to adjust the pointer speed.
• The MicroTrac is a very small, independently mounted, rollerball that can be attached with Velcro to clothing – so making it accessible to pupils with reduced reach. Alternatively, it will take up very little space on a wheelchair tray.
• Large pointers and cursors can be downloaded free from the ACE Centre Advisory Trust website ace-centre.org.uk

Touch screens

• The most recent touch screens are proving to be more reliable than previous versions. They do not need to be calibrated for the individual user and come built into the computer monitor (Touch Monitors).
• A touch screen should work with any mouse-driven software. The idea is that the finger, or a stylus, takes the place of the mouse pointer. However, poor co-ordination or large fingers may mean that the pupil cannot locate the precise, often small, area required.
• Touch screens are a direct means of making something happen on a computer. There is nothing between the pupil and the screen activity. This method of access has been found most useful for pupils who need the immediacy of ‘making something happen’ to keep their interest.
• Although all mouse-accessible software is accessible via a touch screen, a pupil who prods the screen at random can confuse the system and little progress will be made. Early learning software which ignores incorrect hits and reinforces correct ones work the best.
• Talking stories can be readily used with a touch screen. Writing software that provides on-screen grids (such as Clicker, Inclusive Writer, Writing with Symbols 2000) are also accessible with a touch screen.

Switches

• Switches provide a simple to use and direct way of controlling a computer, a communication device or environmental control.
• Switches allow very young pupils, or those with learning / physical difficulties, access to software which teaches ‘cause and effect’, allows them to make choices and supports the development of language and literacy.
• Switches allow two or more pupils to share an activity and learn how to ‘take turns’. Working together in this way encourages language development and creates an inclusive learning environment.
• Software will now allow switch access to email and the Web, so enabling the independence and privacy of those who need to rely upon another adult for the organization of their daily lives. Technology will now allow cognitively able switch users to continue to work from home, enjoy lifelong learning and personal and social independence.
• For some pupils a switch will be their method of access to written and spoken communication throughout their lives. Assessment for switch access is a long and possibly complex process. The aim is to locate and train the part of the body that the pupil can control best. After learning how to activate the switch the pupil then has to learn how to control the action of that switch.
• Most switch software is controlled by a scan – an indicator moving across the screen. The pupil must press the switch when the indicator reaches the required place. The scan can be controlled by the pupil using another switch, or set up so that the indicator moves automatically. The speed of the automatic scan can be adjusted to suit the child, but much practice is usually necessary before the pupil can press the switch at the right moment. Much more detail on switch access is available in Unit 8 – The development of switching skills to assist access to the curriculum for pupils with severe and complex needs.
• Assessment and on-going support from a multi-professional team are essential.

Example 5 – Using switches

See Scenario 4: Example 3: Composition (page 20)
See Scenario 7: Example 7: Using switches to write (page 36)

Key skills and equipment

The key skills for the above example are:

• understanding of the physical skill needed to access the switch
• ability to adjust the position of the switch in order to facilitate the pupil’s access
• understanding of how to alter the speed of the scan and the selection method to suit the pupil’s abilities
• ability to adjust the working screen to make access (visual, cognitive, physical) easy

The key equipment is:

• compatible switch box to allow access to the chosen software
• suitable switch(es)

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