Assistive Technology Considerations for Students: Writing

Transcription

1 SET-BC works in partnership with BC schools to provide assistive technology (AT) services for students with physical disabilities, autism spectrum disorders, moderate to profound intellectual disabilities, dependent handicaps, visual impairments, and deaf-blindness. Our services for districts include planning for students use of technology, equipment loan and technical support, training, resource provision, and ongoing support for AT implementation. SET-BC developed this Assistive Technology Considerations document to help school teams identify effective technology solutions that students can use to achieve their educational goals. Physical Considerations: Direct Selection Issues of: Pain Fatigue Strength Range of motion Tremor and drag 1. Would reducing keystrokes increase written output? Macros or word expansion Word templates Keyboard shortcuts Highlight/drag and drop text from word banks etc. Framework, scaffolds (templates, word banks) Computer operating system adjustments Adapted Keyboard Abbreviation expansion Word prediction Sentence frames On-screen keyboard PDA with word prediction Software based voice recording Software based templates 2. Does the student struggle using pen and paper? Keystroke Reduction 3. Would the student benefit from keyboard use and/ or keyboard adaptations? Operating system modifications: PC Accessibility features: Mac Universal Access: (sticky keys, nonrepeating keys etc) On screen keyboard Mini and small keyboards Large keyboard Keyguards Plug & play adapted keyboard Dedicated word processor (Dana, Fusion) 4. Would the student benefit from ergonomic adaptations? Arm or wrist supports Mounting of AT solution 5. Does the student have issues with dragging across the keyboard, miss-hits, repeats, multiple hits, and trouble releasing keys? Accessibility features in OS: Operating system modifications: PC Accessibility features: Mac Universal Access: (sticky keys, nonrepeating keys etc) Repeat delay, sticky keys Repeat rate, slow keys Onscreen keyboard within operating system On-screen keyboard and software features (dwell, scanning etc.) Keyguard 1 of 5 September 2010

2 Physical Considerations: Alternate Access Issues with : Motor function and control 1. Does the student struggle with, or have an inability to use direct selection methods? (i.e. mouse, touch screen) Tape recorder Scanning with switches in adaptive software On screen keyboards Abbreviation expansion Word prediction Sentence frames and templates Software based voice recording Morse code Physical Considerations: Vision seeing keyboard seeing screen navigating the computer 1. Would the student do better having auditory support during the writing process? Auditory support solutions: WordTalk in Word System auditory supports (toggle keys, Microsoft Narrator etc.) Voice Over in MAC OS Talking word processor Integrated scan read/write software 2. Would the student need support to be successful moving around menus, computer screens and in documents? Navigational support solutions: Cursor locator Pointer trail Microsoft Narrator/Voice Over in MAC 3. Would the student benefit from larger icons, menus/fonts and/or adapted visual access? Magnification solutions: Accessibility features in OS: Font size Letter spacing Icon size Zoom Magnifier Zoom caps 4. Does the student benefit from high contrast/ colour display/font? Display solutions Operating System accessibility features (contrast, font size, font/background colour, etc) 2 of 5 September 2010

3 Intellectual Considerations: Writing Composition Pre-writing stage Generating ideas Organization/structure Sequencing Vocabulary 1. Would student outcomes be improved if pictures and text were used in the writing process? 2. Would the pairing of pictures, text and auditory support improve writing outcomes? 3. Would a writing framework support the student through the writing process? Graphic organizers (i.e. Inspiration) Word processing templates for writing and note taking Input interface with word-picture pairing with or without auditory feedback to produce single letters, words, phrases etc. Forced order templates Writing grids Digitized graphic organizers and outlines Errorless writing 4. Would the student benefit from vocabulary support? Digital vocabulary support (ie. Word bank or list, thesaurus, on line dictionary) Vocabulary lists Thematic word prediction Intellectual Considerations: Writing Mechanics Grammar Syntax Punctuation Spelling 1. Does the student have difficulties producing sentences that follow standard writing conventions? Spell check Grammar checks x x Automatic capitalization etc. (i.e. built in features of Word) Digital vocabulary support (i.e. Word bank or list, thesaurus, on-line dictionary) Grammatically based word prediction Auditory feedback support Errorless writing Automatic punctuation supports Spelling supports Auditory feedback Automatic capitalization, punctuation (settings) 3 of 5 September 2010

4 For this Feature Question School Based Assistive Solutions Assistive Technology Solutions Abbreviation Expansion: Screendoors WIVIK Co:Writer Speaking Dynamically Pro Word Banks/Word Lists: Co:Writer Personalized Word Prediction: Word Q Co-writer Speaking Dynamically Graphic Organizer: SOLO Software-based Voice Recording: Voices notes in Outline Structure: SOLO Speech Recognition: Dragon Naturally Speaking Mac Speech Dictate Speak Q/Word Q Grammar Support: Talking processor: see above Forced order gridsets: Grammatical word prediction: Co-Writer, Screendoors Software Based Templates: Write: Outloud Vocabulary Support: Co-Writer Auditory Support within Program: Write OutLoud Co-Writer WordQ Discover Boardmaker Plus Errorless Writing: 4 of 5 September 2010

5 For this Feature Question School Based Assistive Solutions Assistive Technology Solutions Picture-Symbol Support : Writing with Symbols Boardmaker 6/Plus Automatic Capitalization and Punctuation: Co-writer WIVIK Writing Framework: Boardmaker Plus Spelling: Write out loud 5 of 5 September 2010