Auditory medium

Computers have the ability to produce sound via an internal sound card. The speech output used in talking applications varies in quality and it is of two types:

• digitized – this is real speech or sound that has been recorded on the computer and is played back when initiated by the user. The quality of the speech is very good, and the author can make the material more interesting by speaking in a lively voice. However, the pupil is limited to hearing the sound clips that have been recorded. A welcome or reward message might be created using digitized speech, for example.
• synthesized – the words are spoken with a computer generated voice. The speech sounds a little more robotic than a recorded voice but, as any text in the computer can be spoken using this technique, it is far more flexible. The child’s preferences for speed, pitch and volume can all be accommodated. This type of speech might be used to read back words that have been typed into a word processor.

The amount of speech support varies within educational software. In many applications, a positional mouse click is necessary to activate audio files whereas some applications have the capability to announce text entered and read the text in menus. Eventually a pupil who is totally blind will need to use a program known as a screen reader, which will give access to all areas of the computer. It is therefore vital that listening skills are developed early and the pupil becomes accomplished at extracting information through sound.

When a person without sight wishes to compose text using a computer, there has to be the addition of speech output. The word processor must be able to provide feedback such as speaking the entered text, give a read-back facility to check entered text and also provide access to functions such as print and save. Talking word processors have many benefits for the pupil with a visual impairment; they provide speech feedback as text is entered and offer speech feedback to proof-read text. For pupils with a useful level of vision the appearance and layout of the screen can be configured to meet their individual needs.

Example 2c – Amy

Amy has aniridia and nystagmus, which for her means that she becomes tired after prolonged periods of reading. Her handwriting is poor, often illegible, and she has become demotivated to produce work. She has started to use a talking word processor with on-screen word banks to develop her writing and increase her vocabulary. By positioning the word banks on the screen, the effects of the nystagmus are minimized as she does not have to continually refocus between paper word lists and the screen. The display of the word processor has been changed to best meet Amy’s visual needs by setting the background colour to black and the text to white. The toolbars have also been configured to reduce surplus information and unused icons. To help Amy proof-read her text without fatigue, speech output is used to read back what she has written without the need to track or refocus on the screen.

Key skills and equipment

The key skills for the above example are the ability to:

• use a talking word processor with on-screen word banks – designed to reflect the vocabulary needs and interests of Amy
• configure the screen to allow Amy to maximize use of her functional vision
• configure the speech output options to respond to Amy’s preferences for speed, pitch etc.

The key equipment is:

• talking word processor with the option to change speech and screen preferences
• application to design on-screen word banks / grids

Tactile medium

Pupils who are totally blind have no access to printed pictures and diagrams unless they are presented in a tactile form. Turning material into a tactile form can make the information accessible to the pupil with a visual impairment, improving the opportunity for a broader curriculum. However information is not made meaningful by simply raising it above the surface of the paper. Consideration must be given to the nature of the information being presented. Tactile representations of drawings are rarely of use to blind pupils if they bear no relation to a child’s experience of the texture, shape and sound of the object.

However, with thought, a representation can be drawn on paper with a dark pen. Equipment is available which then raises these dark lines to produce a tactile version. Examples of tactile resource production equipment can be found in Appendix 5.

Braille is still the main communication medium for pupils who are totally blind, although Moon is also used by a few who find the Braille code too complicated to learn or who have difficulty with fine tactile discrimination. Braille can be produced by hand or through the use of software which converts text into Braille and uses a Braille printer (embosser) to produce hard copy. Electronic Braillers can be used by teachers and pupils in class to produce instant Braille and may also be connected to an ink printer to produce a text copy. For further information on more advanced ICT systems see Unit 10 – ICT for visually impaired pupils.

Example 2d – Richard

Richard has recently experienced loss of his vision, meaning he can no longer access print. He is beginning to develop his Braille skills and uses a Mountbatten electronic Brailler to produce hard copy Braille. Unfortunately, only one of the teachers within the school is able to read or write Braille so the Brailler has been connected to an ink printer to produce a text copy of his work alongside the Braille copy. The Brailler is also used by teachers who do not have Braille skills by attaching a ‘QWERTY’ keyboard to the Brailler and inputting text. This is then translated and a Braille copy is printed. This additional facility means that other pupils in his class can write notes to Richard in Braille and he can write to them in print.

Key skills and equipment

The key skills for the above example are the ability to:

• set up the Mountbatten with additional peripherals, keyboard and printer
• understand the commands and operation techniques for the Mountbatten

The key equipment is:

• Mountbatten electronic Brailler plus peripherals

Example 2e – Cameron

Cameron is registered blind and has both physical and learning difficulties. To develop his literacy and communication skills he has begun to learn Moon. He is able to identify the letters of the alphabet and is currently developing early reading skills. The Moon is sized to ensure he has good tactile discrimination and tactile areas are added to enhance understanding and enjoyment.

Short Moon books have been created by his teacher which also have pictures and text in them so his peers can also enjoy the reading activity. The books are created using a Moon font which is printed onto swell paper; this is then heated through a fuser to produce raised Moon in the required size. To further enhance and supplement learning opportunities, Moon overlays are used in conjunction with an overlay keyboard and an application called Soundbook which has digitized sound programmed to specific cells. This allows Cameron to independently ‘read’ tactile books whilst at the same time developing his tactile discrimination abilities for the Moon communication code.

Key skills and equipment

The key skills for the above example are the ability to:

• produce Moon resources with a fuser – both reading materials and tactile overlays
• program an overlay keyboard application to produce digitized sound

The key equipment is:

• Moon font and fuser to produce raised tactile resources
• overlay keyboard and appropriate software e.g. Soundbook, Concept Plus

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