Expected outcomes

By the end of this Unit, teachers will have…

• knowledge of the equipment available for pupils with physical and learning difficulties that can give them control of computer technology
• knowledge of useful techniques for the introduction of computer access to facilitate successful control by their pupils
• confidence to begin to identify which control methods are most appropriate for their pupils
• ideas of which software may be suitable for assessment and training in the use of different devices
• knowledge of where to get the appropriate equipment and further help.

Key skills covered in this Unit

Analysis and selection of the position of the pupil and the computer equipment
Understand the importance of correct seating of the pupil, and correct positioning of the equipment for effective use of the technology.

See Scenario 1

Find an alternative means of control for the computer
Understand, and be able to make use of, alternatives to the mouse and keyboard for controlling the computer.

See Scenarios 2, 3, 4, 5, and 6

Use of a word predictor for speeding-up output
Use software to speed up text input for a pupil whose typing is slow and laborious.

See scenario 2, example 2a; Scenario 3 – supportive word processing

Use an overlay / membrane keyboard
Use an overlay keyboard to provide an alternative means of access to the keyboard or mouse.

See scenario 2, example 2d; Scenario 3, example 3c

Use Accessibility Options of the PC or Universal Access (previously called Easy Access) on the Macintosh
Understand how to make use of Accessibility Options and Control Panels to enhance control of the computer for pupils who require adjustments.

See Scenario 2, examples 2c, 2f; Scenario 3, examples 3a, 3b, 3d

Make a tactile overlay for a membrane keyboard
Enhance access for a pupil with visual difficulties by providing tactile information.

See Scenario 3, example 3c

Use an on-screen grid program and set up different grids.
Understand the use of on-screen grids to provide access to learning and recording learning.

See Scenario 2, example 2a; Scenario 3, example 3d; Scenario 6

Use the speech options in software to support emerging literacy
Provide pupils with speech output from the computer, so they can hear the text they have entered.

See Scenario 3, example 3d

Set up a touch screen for appropriate access by an individual pupil
Understand when and how the use of touch is useful and appropriate. Consider how to encourage pupils to be able to access through touch.

See Scenario 4

Select relevant software to use with the touch screen (this need not only be software written for the touch screen)
Understand how to select suitable software for use by particular pupils through touch.

See Scenario 4, example 4a

Identify and set up the most appropriate type of voice recognition software
Understand how voice recognition software works, and in what circumstances it may benefit particular pupils.

See Scenario 5

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