Scenario 3 – Accessing the keyboard

The keyboard is still the most common means of computer control because it provides the most direct way of entering text. For many pupils, a keyboard provides an appropriate means of control for some classroom activities, given some support. There are various ways to make keyboard use easier for pupils who have physical and / or learning difficulties.

Adaptations to a standard keyboard

Lower case keys and colour coding

For pupils with learning difficulties, a keyboard with lower case letters can help with letter recognition.

Lower case keyboards are commercially available, as are lower case stickers for use on standard keyboards (see Appendix 2). High contrast stickers are helpful for pupils who have visual difficulties. A further idea for helping pupils locate letters is to colour-code the keyboard (i.e. use keyboard stickers and colour the backgrounds). This not only acts as an additional memory aid for the pupil (e.g. ‘I remember that letter was red’), but it also facilitates verbal prompting from a helper. This can be done in a variety of ways, depending on the needs of the pupil (e.g. different colour for each line of letters, colour-coded vowels).

Keyguards

Some pupils who have physical difficulties have the potential to use a keyboard, but find it difficult to be accurate in their key-pressing, due to uncoordinated movement or tremor. The provision of a keyguard (i.e. a metal or perspex keyboard cover with a hole for each key) can help such pupils accurately target keys. Pupils with more severe involuntary movement may find a keyguard also enables them to stabilize their movements (e.g. rest their wrist on the keyguard while using their finger to target a key). Care needs to be taken when fitting a keyguard as the guard itself can prevent the user clearly seeing the key. The person fitting the keyguard needs to put their head on a level with the user to check the visibility of the keys. (See Appendix 2)

Wrist rest

These are used by many computer users and are widely available from computer and office suppliers. Pupils with physical difficulties may find them useful for improving their ability to use a keyboard.

Positioning of the keyboard

Sometimes, pupils with physical difficulties find they can use a keyboard more accurately if it is angled towards them. Some children with severe physical difficulties like the keyboard positioned vertically. Angling the keyboard can also help pupils with visual difficulties to see the keys more clearly.

The height of the surface on which a keyboard is placed can make a big difference to how accurately and efficiently a pupil with physical difficulties can use it. Surface height also affects how much energy is expended in the process. If the keyboard is too high, a pupil may waste a lot of muscle power lifting their shoulders and arms. Alternatively, another pupil may prefer the work surface higher to provide stability for their upper body and arms. Adjustable-height tables make the optimum positioning of a keyboard (and other access devices) possible for a range of pupils. (see Appendix 2)

Keyboard controls

It is possible to alter the way a computer keyboard responds through the use of software. Again we turn to the Accessibility Options Control Panel (either double click on My Computer, or go to Start then Settings to find it). You will find more information about Control Panels in Unit B – Organizing your resources.

There are various options which can make a big difference to the typing accuracy of a pupil, and therefore also to their frustration levels and motivation. The facilities within Accessibility Options which apply specifically to keyboard use are:

• StickyKeys – enables pupils who are only able to use one finger (or a head stick or toe) to access facilities which usually require the holding down of a second key (shift, alt or ctrl) e.g. when a capital letter is required. StickyKeys will operate the command through one press. Press the modifier key (shift, alt or ctrl) twice to lock this facility.
• FilterKeys – provides a number of functions (through ‘settings’):

• Ignore quick key strokes allows you to set a delay time for subsequent key presses of a specific key i.e. ignores further key presses until the specified time has passed. This is useful for when a key is repeatedly hit e.g. for pupils with a tremor. (Sometimes called 'debounce'.)
• Ignore quick keystrokes and slow down the repeat rate
• No keyboard repeat - when a key is held down, only one letter will be printed on the screen however long the key remains pressed.
• Slow down keyboard repeat rates - allows you to vary the length of time before a second letter is printed on the screen when a key is held down.
• Slow keys - lets you set the keyboard to ignore quick accidental key presses. The key needs to be held down for the set specified time. (Sometimes called 'pre-acceptance delay'.)

• ToggleKeys – provides auditory feedback when certain keys are pressed.
• MouseKeys – enables the computer screen pointer to be controlled via the numeric keypad on the keyboard. This is a useful feature for pupils who have good control of the keyboard but who are unable to control a mouse or alternative pointing device (see Scenario 2).
• Screen Magnifier – This is only available in Windows 98. It displays a magnified copy of a portion of the screen, which moves with the cursor. This is intended to help people with visual difficulties to see detail better but in many cases the option to change the display to high contrast with larger fonts, through Accessibility Options may be sufficient.

On the Macintosh computer, Universal Access does the same things. They are available on the system CD and there are facilities for magnification of the screen, mouse keys, sticky keys, slow keys and talking alerts.

Careful use of these controls can make the difference between a pupil with physical difficulties successfully using a keyboard or not. Often, a very subtle adjustment can cause a significant improvement in a pupil’s achievement.

Example 3a – A fourteen-year-old boy with athetoid cerebral palsy who was keen to use the keyboard

Problem

This pupil was very keen to use the keyboard. However, his difficulty was hitting the right key and then, having got to the right key, tending to get double letters because he would hit the key a second time while lifting his finger off it.

Solution

A keyguard was fitted to prevent him pressing too many wrong letters en route to the target letter. He could rest his hand on the keyguard without pressing down on keys unintentionally. However, this did not prevent him from sometimes putting his finger into the wrong hole. The SlowKeys element of the FilterKeys option in the Accessibility Options was used. This was set so that the pupil had to hold his finger on the key for 0.7 seconds before the key would register. He found it difficult to hold his finger down for any longer than that, but as it took him time to lift his finger off an incorrect key there had to be more that a mere 0.1 seconds.

Introduction to the activity

After his keyboard was adjusted this pupil was not interested in any of the other things the computer could do for him; for the first week he just wanted to write at every opportunity.

Key skills and equipment

The key skill for the above example is the ability to:

• use Windows Accessibility Options of the PC or Universal Access (previously called Easy Access) on the Macintosh

The key equipment is

• Accessibility Options on the PC or Universal Access on the Macintosh

Touch enabling devices (dibbers)

Some pupils have sufficient physical control of their arms and hands to use a keyboard, but are unable to isolate a finger to press individual keys. Such pupils are sometimes able to make use of an implement (an unsharpened pencil, for example) to press the keys.

Splash guards for keyboards

Some keyboards get subjected to a degree of saliva when the pupil is looking at the keys. It is possible to get splash guards to protect the keyguard and the user.

Alternative keyboards (see Appendix 2 for product list)

Small (mini) keyboards

For some pupils, a standard-sized keyboard makes access difficult. Pupils who are only able to use one hand, or pupils with more severe physical difficulties, may find the distance they have to travel to reach the whole keyboard restrictive. Such pupils may find that a more compact keyboard makes typing easier and less tiring for them.

When some individuals go to make a large movement (such as might be required to get from one side of a standard keyboard to the other) their movement is expanded further involuntarily. These people can sometimes cover the smaller surface without difficulty. Compact keyboards can also be easier to position because of their smaller size.

Laptop computer keyboards are more compact than standard desktop keyboards. However, if a smaller keyboard is needed for use with a desktop computer, there are several available commercially (see Appendix 2).

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