Introduction

The main reason for a pupil to use a computer within an educational context is to enhance their learning. It is important, then, that careful consideration is given to how a pupil is expected physically to control the computer, before thought is given to what they are going to use it for. The physical access must be as easy as possible, to enable a pupil to put their mind to the cognitive task in hand and achieve success. Unless this is addressed, there will always be doubt as to whether the pupil’s difficulty within a task is due to physical or cognitive causes.

For most people, the accepted way to control computer technology is still through a keyboard and mouse. However, for pupils with physical and / or learning difficulties, these methods of control may not be easy or, in many cases, impossible.

There are, thankfully, many ways to make the control of a computer easier for these pupils. This Unit aims to provide an overview of the equipment, methods and techniques available.

Children with complex physical difficulties might be dependent on technology, not just for accessing and recording their school work, but also for giving them access to a speaking voice and to aid their mobility. In some cases the same access method can be used for all three areas. For example a switch might be used not only to control a computer, but also for their communication aid and with scanning directional controls for their mobility. However, in another case a joystick might be used for mobility and a switch for computer and communication aid.

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