Scenario 9 - Using MouseKeys

Joanne is fourteen years old and has cerebral palsy. She drives an electric wheelchair using a ‘plate’ switch made by her father; she rocks the switch with her foot to move the wheelchair forward, back, left and right. Her father was keen to find a way for Joanne to use the same switch to access Clicker grids on her computer. The four wires from the switch were plugged into the numeric keypad sockets on a SwitchBoard (a standard keyboard modified with switch sockets) and MouseKeys was switched on.

Then, when the switch was operated it had the same effect as pressing the keys on the numeric keypad, and so moved the mouse pointer around the screen. To click, she used a separate switch also plugged into the SwitchBoard.

Using this arrangement, Joanne could have full access to all mouse-controlled programs, including Clicker.

Key skills and equipment

The key skills for the above example are:

• awareness of the range of access devices available
• technical skills, to connect and set up switches, interfaces, and MouseKeys

• a four direction switch, joystick, or four switches
• SwitchBoard or programmable SwitchBox
• MouseKeys Accessibility Options

Practical teaching activities

Please choose and complete one or more of the following activities:

1. Organize ICT in class
Review the positioning of the ICT within your class or group. Create a layout showing where the equipment should go, and why. If new equipment is required to position the technology, list it and if possible apply and arrange for purchase.

2. Organize the positioning of equipment
Look at the positioning of a computer workstation, or other ICT resource (speech output communication aids, switches, toys, appliances), and investigate whether it can be improved. Pay attention to the location of the monitor, keyboard, mouse, or other access devices. Consider whether a table or trolley is appropriate. Make improvements if necessary.

3. Organize the computer desktop
Organize the computers’ desktop, file structures and if necessary, user profiles so that each pupil can easily find the necessary applications and their files without having to wade through the filing structure.

4. Create activity templates
Pick a paper worksheet that the pupils in the class are tackling. Choose one that uses text or numbers only. (If you have time, and clip art, create templates with graphics.) Create an ‘on-screen’ version of the worksheet using a word processor or desktop publishing program and save it as a template or stationery document. Teach the children how to complete the template activity, and print it out. Write down the advantages and disadvantages of these computer activities compared to paper worksheets.

5. Adjust the keyboard, mouse and other settings for individual pupils
Review the options and settings in the Control Panels on your computer(s); try out the effects of key and mouse response adjustments, and of MouseKeys. Create user profiles if necessary. Devise a checklist for all the pupils in your class or group and monitor and then record any particular keyboarding and / or mouse requirements. Add these details to crib sheets for the pupils.

6. Create crib sheet(s)
Create a crib sheet for a pupil. A computer crib sheet might detail: the access tools that the pupil uses; how they are positioned; and how to load and set up programs. A crib sheet for a single message speech aid might describe how a message is recorded and played back, and what sort of situations and messages are appropriate.

7. Audit software
Create a list of the software in the school and / or class, and the machines on which it is installed. Pick one or more appropriate curriculum topic(s), and review selected software packages to create a resource list and / or database of which curriculum areas and learning activities are addressed by software.

8. Audit hardware and peripherals
Review the specialized hardware (e.g. keyboards, pointing devices, interfaces, switches, communication aids, battery-powered devices) available in school and in class. Create a resource list and / or database recording the devices, the extras (cables, adaptors), the machines they can be used on, and the location where they can be found. Use a portable label printer to label all equipment together with the adaptors, cables etc.

9. Undertake a Health and Safety audit
Use the Health and Safety checklist on page 9 to check all the workstations and other ICT equipment in your class or school. Complete the checklist for each item of equipment and create a file of checklists. If issues and problems are identified, take action to rectify them.

10. Write an ICT policy
Use the equipment and Health and Safety audits in activities 6, 7 and 8 to write an ICT policy for your school. Refer to the Web sites and documents listed earlier to help guide you through the process.

This ICTS website is maintained by Inclusive Technology.