Computer+Access

=// Computer Access //=



As Curt Johnson, a UWMC rehabilitation counselor who provides assistive technology evaluations and training for computer access, says: //“ It's hard to imagine anything anymore-vocational, educational or avocational-that doesn't use computers. Today, if you can operate a computer, you can access the world." //

**Importance of Computer Access:** Computers have the capacity to aid students with disabilities participate in educational, social, and leisure activities. In order for the student to participate in these activities, they must be able to use a computer. Some students with disabilities can use a computer effectively simply by taking advantage of adjustments and settings readily available within their computer’s operating system. Other students may need assistive technology in order to access a computer. It should be noted that computer access solutions must be decided on a case-by-case basis according to each student’s specific needs and preferences.

**Using Computer’s Operating Systems to Access a Computer:** The second principle of universal design, flexibility in use, has been incorporated in operating systems, and it benefits students with disabilities. The following table shows the operating system features adhering to flexibility-In-Use Principle that can benefit students.

-Receive information by reading or listening || -Keyboard use supports students who have poor fine motor control, limited range of motion, and difficulty in visually tracking a mouse pointer. -Text-to speech (listening) supports students with reading disabilities or attention deficits. || -Visual perceptual issues -Hand-eye coordination problems -Cognitive deficits || -Set timing for double-click -Set keyboard repeat delay -Set keyboard repeat speed || -Increases mouse speed for students with limited range of motion -Decrease mouse speed for students with visual tracking difficulty -Increase repeat delay for students with poor fine motor control, and difficulty raising head to check for typing accuracy ||
 * Flexibility-in-Use Guideline ||  Operating System Features  ||  Student Characteristics  ||
 * Provide choice in method of use || -Control computer with a mouse or keyboard
 * Accommodate left- and right-handed users || -One-button mouse || -Student able to use only one hand or has better control with one hand ||
 * Take into account variations in precision and accuracy of mouse use || -Enlarged icons || -Low Vision
 * Adaptability to user’s pace || -Set speed of mouse travel

**//Keyboard Modifications//** They can increase students’ productivity and eliminate much of the frustration associated with using the standard keyboard and mouse. Examples: It allows students to press keys sequentially to execute functions that typically require pressing the keys simultaneously. When activated, the modifier keys respond as if they were being held down until the next non-modifier key is pressed. Also, when StickyKeys are combined with keyboard shortcuts, it enables students who are able to press only one key at a time to control applications and operating system functions. The video below shows you how to use StickyKeys in Windows 7.
 * -STICKYKEYS**

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It increases the amount of time a key must be depressed before registering a keystroke so that brief keystrokes will be ignored. It is very useful on increasing productivity by eliminating the frustrating sequence of typing too many letters.
 * -SLOW KEYS**

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It allows users to direct the mouse pointer and execute all mouse functions using the keyboard’s numeric keypad.
 * -MOUSEKEYS**

**//Modifications for Students with Sensory Impairments//** These modifications enhance computer accessibility and eliminate the need for additional assistive technology hardware or software. -High-contrast color scheme for those who required a higher visual contrast and font size. -Screen magnification that makes enlarges the image on the monitor, to make the computer more accessible for user with low vision. -Enlargement of the mouse pointer. -Voiced Feedback to allow students who have visual impairments or blindness use computer.
 * For Hard of Hearing and Deafness, computers provide accessibility controls to replace auditory prompts and signals with visual signals, icons, or captions.
 * For Visual Impairments or Blindness you can use:

**Using Assistive Technology to Access a Computer:** //**Low-Tech Adaptations**// Here, the standard keyboard can be customized to meet individual needs by affixing a variety of self-adhesive keyboard labels such as, large letters, high-contrast colors, braille, and blank. They are usually used by students who have visual issues, have low vision, are blind, are braille readers, have cognitive deficits, have perceptual issues and attention deficit. The following picture is a picture of a high-contrast color keyboard labels.
 * -Keyboard Labels:**

These are devices controlled by movements of the hand, arm, head, or foot. By using devices such as mouthsticks, headsticks, and chinsticks, students who have physical disabilities that unable them to press a single key on the standard keyboard, can access computers. The picture below is a headstick device.
 * -Selective/Pointing Devices:**

//**Alternative Input: Mouse Alternatives**// There are different types of trackballs such as mini-trackballs, standard trackballs, large trackballs, and adapted trackballs. Each type of trackball is helpful for students with certain characteristics. For example, the large trackball is very useful for students who are very young, have poor fine motor skills, and operate the trackball with feet. Overall, trackballs provide a stationary base where the ball is set into the base. The following picture is a picture of a large trackball. There are different types of joysticks such as, software that converts game joystick input to a mouse control, and adapted joysticks. Each type of joystick is helpful for students with certain characteristics. For example, the adapted joystick is very useful for students who need to operate the joystick with a body part other than hand. The following picture is a picture of a joystick.
 * -Trackballs: **
 * -Joysticks: **

//**Alternative Input: Alternative Keyboards**// ** -Expanded Keyboards: ** They are keyboards that offer a larger surface area than the standard keyboard. They are very useful to students with poor fine motor control. They are two types of expanded keyboard layout: the QWERTY and the alphabetical layout. The following picture is a picture of an expanded keyboard.

**-One-Handed Keyboards:** These keyboards provide full keyboard functionality and are designed to allow students to type without having to look at the keyboard. There are different types of one-handed keyboards such as, half-QWERTY keyboards, Dvorak keyboard layout, and chorded keyboards.The following picture is a picture of a one-handed keyboard.

Resources:

Dell, A. G., Newton, D., & Petroff, J. (2011). //Assistive technology in the classroom, enhancing the school experiences of////students with disabilities//. (2 ed.). Pearson education, Inc //Using aac devices//. (2005). Retrieved from http://atto.buffalo.edu/registered/ATBasics/Populations/aac/usingDevices.php