Scan and Read Software

Scan and read software is a great form of technology for those individuals who have difficulty reading paper based materials.  These difficulties may surface due to dyslexia, visual impairment, learning difficulties and/or physical disabilities.  This software allows individuals to scan papers onto a computer and translates the information into digital format.  It then reads and edits the material, making this process much easier for anyone, especially those with disabilities.  Scan and read software programs also give users the opportunity to turn their scanned material into word-processing and/or spreadsheet documents.

The information in the picture below was scanned onto a computer, translated into digital format, and appears as a word document.  As you can tell, the scan and read software has read and corrected the material.

References:

SNOW: Education, Access, & You (2013).  Scanning and Reading Software. Retrieved from http://www.snow.idrc.ocad.ca/content/scanning-and-reading-software

Naturally Speaking Voice Recognition Software

After watching this tutorial, you can see how easy it is to access speech/voice recognition software through Windows 7.  If the computer you are using does not have Windows 7, speech/voice recognition software can be purchased. Software, such as Dragon Speech Recognition, is very similar to the software used in Windows 7.  Regardless if you are using speech recognition software through your computer or you have downloaded it using a purchased package, an individual has the opportunity to make computer tasks easier and faster just by speaking into a microphone or headset.  After your speech recognition software is prepared and ready, you open any document and begin speaking into your device.  As you are speaking, the words you are saying are shown on the computer screen.  This technology is beneficial to many individuals, including those who have poor fine motor control and muscle weakness in their arms, wrists, and hands.  

References:

http://www.youtube.com/watch?v=xMvskNZCkso

Nuance Communications. (2014).  Dragon Speech Recognition Software. Retrieved from www.nuance.com/dragon/index/htm

Talking Word Processor Software

According to Dr. John D. Barge, "talking word processor software programs provide speech feedback as text is being typed" (Georgia Department of Education). Students with low vision or who are blind, as well as those who experience difficulty editing their writing, can benefit from these programs because the material they are typing is read back to them in individual letters, words, or full sentence options.  Along with reading words aloud, talking word processor software programs allow students to adjust the size of letters, as well as change the color in the background and highlighting text.  Although there are many talking word processor software programs, the three most frequently used are the following: Classroom Suite by IntelliTools, Write OutLoad by Don Johnston and Talking Word Processor by Premier Assistive Technology.  

The following video is a brief introduction on how talking word processor software works, as well as tutorials on how to use the programs.  

References

http://www.youtube.com/watch?v=ieR6MWHcEik

Barge, Dr. J.D. (n.d). Talking Word Processing Software. Retrieved from www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/WS-Talking-Word-Processing-Sotware.aspx

Word Prediction Software

Word prediction software has the ability to predict a word while the student is typing in the first few letters. This software can provide those students with physical disabilities the ability to complete their work in a timely matter.  If the student has difficulty writing, poor fine motor control, or low muscle tone in their wrists or hands, word prediction software will allow them to complete their work faster, as they don't have to fully type each word.  Word prediction software also "prompts kids who struggle with writing to use proper spelling, grammar, and word choices, with fewer keystrokes" (Stanberry, 2014).

As you can see in the picture above, students will begin typing a word, and after a few letters are pressed on the keyboard, a box will appear that shows a list of words they can choose from.  As the student continues to type letters, the words will change until the correct word they are looking for appears.  According to Kristen Stanberry, "predictions are based on spelling, syntax, and frequent/recently used words" (2014).



References:

Stanberry, K (1998-2014).  Word Prediction Software Programs. Retrieved from http://greatschools.org/special-education/assistive-technology/966-word-prediction-software-programs.gs

Gaining Knowledge through Assistive Technology Modules

Upon completing each of the assistive technology modules, new information was gained. Each module brought new information to the table by reviewing specific areas in which assistive technology is assessed and considered within the school environment. By completing each module, I have learned how important it is to be knowledgeable on assistive technology and how devices work in a students learning environment.  These modules have helped me to understand the assessment process and have helped me to build confidence.  Now when I enter IEP meetings, I can participate with team members and contribute information on assistive technology that they may not know.

1. Assistive Technology Assessment Process in the School Environment:

• In a school environment, the assessment process for students who may need assistive technology takes time as there are many steps involved.  Although I was aware that assessment processes are lengthy, I was not aware that doing one for assistive technology could take much longer.  The team not only needs to gather records and evaluate the student, but also needs to identify the students strengths and preferences, as well as evaluate the environments in which the student works and the assistive technology that is going to be used. 

2. Assistive Technology Consideration in the IEP Process:

• Under IDEA 1997, the IEP team is required to consider the assistive technology needs of all students who receive special education services.  I guess I never realized that every student who receives special education services, may need assistive technology.  While many of them may not, the team still needs to ask whether or not the student can complete specific tasks without the use of technology to assist them.  

3. Automatic Speech Recognition (ASR):

• Before beginning this class, I was unaware that speech recognition software is inexpensive and can easily be used by individuals who are in need.  This form of technology is beneficial for individuals with both physical and learning disabilities, and allows the user to gain full control of the computer; both keyboard and mouse functions.  

Mouse Emulators

As we just learned, there are many keyboard alternatives that help students with disabilities gain computer access.  Those students who have poor fine motor control benefit from keyboard alternatives, just as those students who have difficulty with fine motor control or have vision impairments or blindness would benefit from the use of a mouse emulator, or mouse alternative.  

Trackballs

• A regular computer mouse must be moved across a horizontal surface, while a trackball remains in one place.  In order to move this mouse pointer, a ball which is stationed in the base, is rotated leaving the mouse pointer to move in response to the rotation of the ball.  

Joysticks

• Similar to trackballs, joysticks have a stationary base, however instead of a ball, joysticks have a moveable handle that is perpendicular. The handles do not need to be moved very far in order to direct the mouse pointer on the computer screen.  Joysticks are a great resource for students who have physical disabilities and/or have limited control of their fingers and hands. 

Touch Screens

• Touch screens, or touch windows, "provide computer input by a direct touch to the computer monitor" (Dell, 2012).  Touch screens can be found in a variety of places, including ATM's, smart phones, and iPads.  They are a great way to interact with the computer and benefit those individuals with physical disabilities, as well as poor fine motor control.  

Head-Pointing Systems

• Much like headsticks and mouthsticks that were discussed previously, "head-controlled devices can be used to position the mouse pointer and access all mouse functions" (Dell, 2012).  Like a standard mouse, the head-pointing system requires the student to execute a left-click, right-click and/or double click, however these are done through the use of wearable components, rather than the student clicking with their fingers.  In order to use this system, students must be capable of moving their heads, as a result, this form of mouse alternative would NOT be beneficial for those students with cerebral palsy. 

Eye-Gaze System

• "Eye-gaze systems track the movements of students' eyes to direct the mouse pointer" (Dell, 2012).  Many eye-gaze systems provide on-screen keyboards that the user looks at to select letters, words, or computer functions.  "Using eye movement to direct the mouse pointer can provide computer access for people who have no reliable muscle movements except good voluntary control over their eyes" (Dell, 2012).  This system would benefit students with muscular dystrophy, spinal muscular atrophy, high-level spinal cord injuries, or brainstem strokes. 

References:

Dell, A.G., Newton, D.A., Petroff, J.G. (2012).  Assistive Technology in the Classroom; Enhancing the School Experiences of Students with Disabilities. 2nd Edition. 

Alternative Keyboards

For many people, when they hear the word keyboard they think of a standard computer keyboard with an arrangement of letters and numbers.  However, students with disabilities may see keyboards differently, as they may use alternative keyboards to help them gain access to computers.  These alternative keyboards fall under major categories, including, expanded keyboards, mini-keyboards, one-handed keyboards, and on-screen keyboards.

Expanded Keyboards

• These keyboards are enlarged or oversized and benefit students with poor fine motor control who need a large target area to execute a keystroke.  

Mini-Keyboards

• Mini-keyboards are smaller than the standard keyboard; are beneficial for students with motor impairments such as restriction with range of motion. This alternative keyboard would be great for students with muscular dystrophy and spinal muscular atrophy.

One-Handed Keyboards

• One-Handed keyboards are used for individuals who have good finger dexterity but use of only one hand.  There are a variety of one-handed keyboards, including, half-QWERTY keyboards, Dvorak keyboard layout, and Chorded keyboards.  Half-QWERTY keyboards allow individuals to use one-handed touch typing with the left hand; users hold down the space bar with their thumb to type the keys normally typed with the right hand.  Dvorak keyboard layout "places the most frequently used keys in the home-row position" (Dell, 2012).  Chorded keyboards has very few keys and are available for either the left or the right hand. 

On-Screen Keyboards

• On-Screen keyboards "place an image of the keyboard on the computer monitor" allowing the individual to select letters and functions by clicking on them with a mouse or any mouse alternatives.  On-Screen keyboards provide computer access to students who have motor skills that are necessary to use when typing, but can control a mouse, as well as help students have have difficulty with visually refocusing when they transfer their attention from the monitor to the keyboard.  

References:

Dell, A.G., Newton, D.A., Petroff, J.G. (2012).  Assistive Technology in the Classroom; Enhancing the School Experiences of Students with Disabilities. 2nd Edition.