Introduction

This Unit covers basic ICT in the context of pupils with a visual impairment. The different media (visual, auditory and tactile) are explained, and their role in developing initial listening and the tactile skills of pupils is considered.

After introducing underpinning concepts, a number of scenarios are presented and explained, which demonstrate effective use of ICT for pupils in a range of circumstances.

Pupils with a visual impairment can make use of ICT such as overlay keyboards, talking word processors and touch screens to develop fundamental skills and concepts. These are the building blocks that can be used by older pupils to be independent and effective learners.

Both this Unit and Unit 10 – ICT for visually impaired pupils cover a similar range of underpinning concepts. However, the latter Unit also considers the technologies that pupils can use to study independently such as note-takers, text scanning systems and Internet access. It is anticipated that teachers will choose between these Units as appropriate to their pupils’ needs and their own professional development plans.

Visual impairment

Visual impairments in pupils take many forms; for example, pupils may be born blind, or may lose their sight as a result of injury or slow deterioration; in some cases the visual impairment is one aspect of multiple disability.

In these Units the term ‘visual impairment’ is used broadly to refer to both blind and partially sighted pupils.

Pupils are often grouped according to the classifications blind or partially sighted, but these two classifications give little indication of levels of functional vision. The vast majority of pupils have some useful sight; the two key measures of vision, which give information concerning the impact of the visual impairment, are:

• acuity – how sharply and in how much detail the object is seen
• field – the area seen by the pupil as they look straight ahead

Each child’s eye condition is quite specific and the impact it has on their learning is unique. How this functional vision is utilized will determine the impact it has on their development.

Much information is gathered concerning the pupil and assessments often take a multidisciplinary approach. Input is gathered concerning the child’s functional vision, mobility needs, psychological functioning and curriculum access needs, including the possibility of utilizing technology. Once gathered, this information must be collated to evaluate the overall effectiveness of the organization of the learning environment, make recommendations for the strategic implementation of specific strategies to afford greater independence when accessing the curriculum and, at the same time, provide further tools to complement existing teaching programs.

Expected outcomes

By the end of this Unit, participants will…

• have an understanding of what basic ICT means in the context of pupils with a visual impairment
• have an understanding of the key issues involved in making appropriate ICT choices for pupils with a visual impairment
• be aware of the complex and unique needs of pupils with a visual impairment in relation to technology intervention
• be aware of possible basic technology solutions to implement within the learning environment of pupils with a visual impairment
• be aware of ICT-based activities to support pupils’ progress towards identified teaching objectives
• have an understanding of the contribution technology makes to the assessment of learning, being able to make decisions concerning its appropriateness.

Key skills covered in this Unit

Adapt the input medium through the use of tactile or visual labels

Alter the labels on the input device, for example using keyboard stickers or adapting the labels on a programmable robot.

See Scenario 1

Use a programmable floor robot

Develop spatial awareness, positional concepts and improved use of functional vision through the use of a programmable floor robot.

See Scenario 1

Use a low vision aid to access printed materials independently

Control the size, contrast and position of an image through the use of a magnification system. (CCTV)

See Scenario 2, Example 2a

Use a talking word processor with on-screen word banks

Adopt a multi sensory approach to support emergent literacy skills through speech output and enlarged on screen text.

See Scenario 2, Example 2c

Configure the screen to allow a pupil to make the most use of their functional vision

Configure toolbars, screen presentation, enlarged mouse pointer and text presentation size to suit the individual visual needs of the pupil.

See Scenario 2, Example 2c

Configure speech output options to respond to a pupil’s preferences

Alter the voice, pitch, speed, prosody, character and word or sentence echo to suit the preferred needs of the pupil.

See Scenario 2, Example 2c

Set up and configure a Brailler with additional peripherals, keyboard and printer

Provide a Braille production system, which provides hard copy Braille, has Braille and ‘QWERTY’ input and has the flexibility to provide speech output for people with and without Braille skills.

See Scenario 2, Example 2d

Design and create tactile overlays

Use equipment to produce tactile diagrams to support the demands of the curriculum through the use of specialist equipment.

See Scenario 2, Example 2e Scenario 3, Examples 3a, 3c, and 3d

Design and create on-screen grids (with / without switch access)

Develop tailor made and differentiated grids to support a breadth of curriculum requirements and access needs, altering content, presentation and input method.

See Scenario 3, Example 3a

Use authoring software to develop appropriate curriculum materials

Use framework packages such as PowerPoint, IntelliPics and SwitchIt! Maker to design differentiated materials to develop appropriate curriculum materials.

See Scenario 3, Example 3b

Use technology to support the development of eye-hand coordination

Use commercially produced or individually tailored applications to assess and develop eye-hand coordination, making adaptations where appropriate.

See Scenario 3, Example 3e

Use ICT to support the development of keyboard familiarity and keyboard skills

Use PC-based exercises to develop keyboard familiarity and skill through the enhancement and adaptation of the screen presentation and speech output.

See Scenario 3, Example 3f

Use key strokes as appropriate to replace the need for positional mouse clicks

Develop and awareness and understanding of the use of key strokes to replace the need for positional mouse clicks where movement of the pointer inhibits visual tracking and location.

See Scenario 3, Example 3g

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