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Physical Access to ICT

When thinking about the kinds of ICT resources for pupils with special needs the first consideration should be the physical access to the equipment and then the effective use of that equipment. This is influenced by several factors including:

Physical Stability and Positioning
Communication
Cognition and Learning

Physical Stability and Positioning

For those who have some kind of physical difficulty, for example; dyspraxia, Cerebral Palsy, types of muscular dystrophy or other conditions, there may be issues with balance and /or stability. The objective is to enable access to the equipment by overcoming any stability problems.

Correct seating and postural stability is the foundation for comfortable and efficient use of any equipment. Imagine trying to operate the mouse or touch the screen accurately while sitting on a large ball with no firm footing. This would make using the equipment more difficult because the brain has to process and manage all the signals from the body and compensate and correct movement at the same time as concentrating on the task and controlling the equipment. When coordination has not become fully automated or is interrupted because of a person’s physical difficulty, the effort of controlling the extra movement can take up more of the “working memory” which is also needed to cope with the processing of the instructions and information related to the task.

In general stability will be improved with:

  • Appropriate seating and foot, back and arm rests where necessary.
  • The type of furniture. Many tables, or shelving on which computer technology is placed is not conducive to ease of access and precludes the above happening. Monitors can be placed on extendable arm brackets if the table cannot be raised or lowered.
  • The mounting and position of the monitor
  • The correct input device and its positioning for the user

A user’s reach and range of movement along with the quality and consistency of that movement is also linked with stability. Some users may use an access device other than a mouse and mounted as a head, foot or mouth switch for instance. Equipment needs to be placed in a position that allows the user to manipulate it with as much control as possible without over-stretching, extension or flexion of limbs or joints.

A Physiotherapy and Occupational Therapy advice needs to be obtained to ensure that proper seating, furniture and adaptations are recommended for those with Physical Disabilities and this advice should be sought by the school as well, especially where disability carries a risk of developing scoliosis of the spine and contractures of the joints.

Types of Access Equipment

This is not an exhaustive list and suppliers such as SEMERC and Inclusive Technology have on line catalogues of a full range of access devices and solutions. MGL consultancy can also provide advice and assessment for schools and individual pupils who need to review their ICT Access, by emailing alastair.fielden@mglworld.com

Alternative Mouse inputs:

Touch Pad

Various Switch types

Roller Ball

Joystick

Touch Screen or Monitor

Eye track and head pointing devices

Alternative Keyboard inputs:

Voice recognition software

Various sized keyboards such as Big Keys, Small keyboards

On-screen keyboards – Win Xp has an in-built one in the Accessories panel

Concept keyboards such as Intellikeys

To Teach typing skills or Not?

One issue that is sometimes hotly debated is whether to “teach” formal keyboarding skills in this context. Adding another layer of physical manipulation, and thereby learning, in the case of pupils with motor control and processing difficulties, by requiring them to physically learn the placing of the fingers on the Keyboard using the finger isolations and targeting the keys accurately, can work against success and be a cause of frustration. If the user is not going to type, use an on-screen keyboard or other form of letter by letter input device then this is a moot point. However, keyboard familiarity can be taught away from the computer with a keyboard game such as Keyboard Crazy from www.keyboardcrazy.co.uk/

Communication

The area of Communication covers verbal, non-verbal, signing and the use of symbols, such as REBUS, or pictures such as PECS (Picture Exchange Communication Symbols). Where there is a difficulty with Communication then referral to the Speech and Language Therapy service should have been made. Where it is suspected that a specific learning difficulty such as Dyslexia is may be present then a referral for a specialist assessment would be needed. MGL Consultancy is able to provide assessment for Dyslexia.

A difficulty with communication can often be a main source of stress and frustration, which can sometimes show itself as:

  • A general avoidance of language-based activities – Could also show in behavioural outbursts
  • Excuses for not reading and /or writing
  • Passive communication, relying on others to communicate for them,
  • Reduced written output either because of a lack of physical stamina, or problems with language processing and output

There are a large number of ICT resources designed for developing and aiding communication, reading and writing. As a guiding principle for choosing software and tasks on the computer the following will be helpful:

  • Speech Feedback; The program speaks the letter, word, phrase or whole page text
  • Age and Reading age appropriate text
  • Clear uncluttered screen layout
  • Writing frames and structure to help learn spelling conventions and grammatical structure
  • With the flexibility for symbol or picture support should this be needed

Cognition and Learning

This area is likely to be addressed by the school through the educational psychology assessments and the advice that results from this. In general terms, the areas of cognition that can influence the choice of equipment, software and tasks, need to take account of a pupil’s:

  • Attention Control
  • Concentration
  • freedom from distractibility
  • Sequencing and Processing instructions and information along with formulating and producing a response
  • Memory and recall, digit span
  • Main strength for information gathering; Visual, auditory or kinaesthetic.

It is worth remembering that when pupils with such learning needs are using ICT it is the QUALITY of the activity rather than the QUANTITY of time at an activity that is important. The pupils’ ability to remember the task, recognise the target and work through the steps of the task, while navigating the program and controls can influence the complexity of the task and speed at which the user can accomplish it.

One of the benefits of using ICT as a tool in the learning process is that it does not “criticise” the user. There is a correct or incorrect response from the program which is non-judgemental. Some pupils enjoy the “rewards” built in to some of the programs. An appropriate program, used effectively, can:

  • Remove or at least reduce a lot of the stress that pupils often associate with language work
  • Speech feedback and visual prompts can take away the guess-work of spelling involved
  • Structured activities and frameworks can guide the user through the production of a piece of text
  • Word prediction software also reduces an amount of physical typing needed and can help to speed up output
  • An adult working with the pupil can use the computer as an intermediary and reduce the potential for conflict “what is the computer wanting you to do now?”, rather than, “Now I want you to do..?”
  • The formatting available and the printed output looks neat and tidy and this presentation can help the pupil’s self esteem.

When working with pupils at a lower level of ability then the general principles of differentiation apply. When differentiating the task through ICT build in time to become familiar with the program and the task.