Assistive Technology for Computer Access

Continuing with my last post about access to computers, some students with disabilities require additional adaptations to be successful computer users. This post will be based on chapter eight of my course textbook. The focus for this post is the assistive technology continuum.


So lets start off with what is the assistive technology continuum, and what is its significance?
Assistive technology that facilitates computer access for students with disabilities exists on a continuum from low-tech to high-tech. You should always begin with the low-tech end, moving to mid-tech or high-tech solutions only if a student's needs remain unmet. 

One-Handed Keyboard

What are the major types of alternative keyboards?
Expanded Keyboards                         Mini-Keyboards
One-Handed Keyboards                     On-Screen Keyboards
Customizable Keyboards                    Morse Code
Single Switch Scanning                      Speech Recognition

Joystick

           What are the major types of mouse emulators?
           Keyboard Shortcuts
           Trackballs
           Joysticks
           Touch Screens
           Head-pointing Systems
           Eye-Gazing Systems 
              * I found the eye-gazing system AMAZING and I would love to  
              see this in action. The system tracks the movement of students' eyes  
              to direct the mouse pointer!


But, what about those students with vision impairments and blindness?
I have a 5 year old cousin with vision impairments so I can relate to this question very well. Before she was born, I didn't know much about vision impairments or blindness. However, throughout her journey, I have learned a lot. I know that a traditional computer screen would not be effective for her. Rather, she would need alternatives such as screen magnification, screen readers, Braille displays, and Braille embossers. 

"With assistive technology there are no hard and fast rules;" (p.175)

I think this is an important quote to remember as a teacher. Assistive technology decisions should be student centered and based on their specific needs. There is no one piece of technology that is going to be effective for every student with a disability. Therefore, an appropriate device must be determined on a case-by-case basis after careful evaluation.  

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 8) 2012. Second Edition.