Assistive Technology for Accessing Computers and Mobile Devices

Assistive Technology for Accessing Computers and Mobile Devices Alan Mellon, Chapter 9.

This chapter presents special technology for accessing computer and mobile devices that covers the full range of the assistive technology continuum, beginning with low-tech tools. This is the point at which technology consideration should begin, progressing to mid-tech and high-tech solutions only if a student’s needs remain unmet. The main topics we will be focusing on are: • Low-Tech adaptions for computer use. • Alternative input devices: Mouse alternatives. • Alternative input devices: Alternative keyboards. • Alternative output options.

Low-Tech Adaptions for Computer Access

In general, Low-tech adaptations use no electronic components and are relatively low-cost items. These items play an important part in augmenting access to technology when a simple solution is required, and when accessibility features/devices available through Universal Design do not offer a viable solution.

Keyboard Labels. • Some students have difficulty using the standard keyboard because they cannot see clearly or cannot see the Printed labels. • Other students may find that seeing all of the keys on a keyboard is distracting. • Others have difficulty finding, identifying, or remembering the keys. • Standard computer keyboards can be customized to meet individual needs by affixing a variety of selfadhesive keyboard labels to keys such as: • Contrasting colors (visually impaired). • Braille lettering for blind touch typists. • Blank labels to lessen distraction for students with attention issues.

Pointing Devices. • Students who benefit from selecting/pointing devices are those who can control their upper extremities but are unable to point a finger to select a key, and students who have good head control but limited ability to use their upper extremities. • Devices can be commercially bought, or home made. • Can be controlled/ held by the head , the mouth, or even the foot. • May be the only intervention required.

Keyguards. • Acrylic or metal covers with holes that are placed atop the computer keyboard; there is a corresponding hole for each of the keys. The holes allow only one key at a time to be pressed at a time, minimizing unintentional typing errors • Can be bought commercially, or custom made. , which can be customized only to suit certain apps etc. • Allow students with poor motor control to optimize accuracy of typing. • Aid students as they act as hand rests, and allow students to slide their wrists, fingers across the keyboard without registering keys.

Moisture Guards. • Also known as keyboard protectors or keyboard skins, are flexible, polyurethane covers that fit over the computer keyboard to protect it from moisture, dirt, dust, or other damaging substances. • Can be bought commercially for long term use (Ideal for students with multiple disabilities. • Disposable guards can be purchased for computers used by multiple users. • Can be transparent in order that high contrast labels can be seen. • Can also be bought with high contrast labels pre-attached.

Keyboard shortcuts often do not meet the needs of all students with disabilities, especially those with physical impairments which challenge their use of standard Graphical User Interface’s (GUI), in other words, a computer mouse and pointer. Mouse Emulators are alternatives to a standard mouse, through which physically, and visually impaired students can find more reliable, and controllable use of the mouse pointer. These include: • Trackballs. • Joysticks. • Head Pointing Systems. • Eye-Gaze Systems.

Mid-Tech to High-Tech Alternatives to a Computer Mouse

Trackballs • Remain static, unlike a computer mouse, and have buttons which operate in a similar fashion. • Come in a variety of sizes and shapes, many designed specifically for Special needs. • Can be operated using a variety of body parts. • Mini Trackballs – students with good fine motor skills/limited range of motion e. g. Muscular Dystrophy. • Standard trackballs - require a greater range of motion, but can be operated with a whole hand, a fist, a single finger, or a selecting/pointing device. • Large trackballs, such as BIGtrack (Able. Net) with its 3 -inch roller ball (see image), are ideal for younger students, those with poor fine motor control in their upper extremities, and as a foot operated trackball.

The key to using trackballs is making sure the keys are both accessible, and protected from unintentional use. • Keyguards, similar to those used on keyboards can be used if the students has an adequate range of motions, or can isolate specific finger movements/pointer movements • Switch-adapted trackballs have ports to which switches can be connected. The student activates an individual switch using a variety of body parts in order to utilize a specific mouse function.

Joysticks • Joysticks are similar to trackballs in that they provide a stationary base, but students must be able to grasp the joystick handle. They may be a good solution for students who have limited control of their fingers and hands. • Keyguards can again be used to protect buttons. • Adapted joysticks—such as SAM (Switch-Adapted Mouse; RJ Cooper & Associates) and Traxsys—offer features such as specialized grips, or click-lock buttons

Head-controlled Head Pointing Systems devices can be used to position the mouse pointer and access all mouse functions. These devices are high-tech solutions; they are sophisticated electronic devices which are relatively expensive such as Head. Mouse Extreme. • Available for many devices including Android. • Comprised of a wearable attachment, and a receiver. • Infrared sensors track the position of the reflective material attached to the wearer • Are used in conjunction with an on-screen keyboard. • May be an option for students with good head control such as spinal chord patients, or those with Muscular Dystrophy.

E-Z Gaze Systems • Eye-gaze systems track the movements of students’ eyes to direct the mouse pointer. Eye-gaze systems use an infrared-sensitive video camera, or several cameras, to determine where a student is looking and then position the mouse pointer at that spot. • Smart. Nav hands-free mouse, and an all-inone scanner. • https: //www. youtube. com/watch? v=v 9 y. TF 6 Pqo. Jg • http: //www. inclusive. co. uk/mygaze-p 7061

Alternative Input Devices: Alternative Keyboards. • Many students with disabilities are unable to use the standard keyboard and alternatives must be found. A wide variety of alternative keyboards are available. These keyboards are organized into the major categories of: • Expanded keyboards • Mini-keyboards • One-handed keyboards • On-screen keyboards.

Expanded Keyboards, and Mini Keyboards Expanded Keyboards • Offer a larger surface area than standard keyboards. • Aid students with poor fine motor skills. • Keys are larger than standard keys and can switch between QWERTY, an Alphabetical. • Big Blu Vision. Board Bluetooth Keyboard are connected via Bluetooth. • Intelli. Keys (Able. Net, Inc. ) provides access to the standard QWERTY layout as well as specialized keyboard layouts that meet a variety of needs. it is possible to tailor the keyboard to a student’s individual needs. Mini Keyboards • Smaller than standard keyboards. • Aid students with a restricted range of motions. • Include I-Phone keyboards. • For alternative I-pad keyboards, Keedogo Plus, and Keeble keyboards (Assistive. Ware) offer additional features that may improve a student’s access

One-Handed Keyboards, and Mini Keyboards One Handed Keyboards • Offer an option for students with good dexterity in only one hand. • Half-QWERTY keyboards have the physical appearance of a standard keyboard and serve the needs of both left-handed and right-handed typists; the student simply uses the appropriate side of the keyboard • Dvorak keyboard layouts that is available free of charge for Windows and Macintosh computers and place the most frequently used keys in the home row. On-Screen Keyboards • On-screen keyboards for computer access, such as Keystrokes (Assistive. Ware), place an image of the keyboard on the computer monitor. • Provide computer access for students who do not have the motor skills necessary to use the keyboard but can control a mouse or mouse emulator. • Help those struggling to maintain focus as they look from keyboard to screen.

Single Switch Scanning. • Some students who have severe physical disabilities do not have enough motor control to use any previously discussed method. But, by using a single movement (or speech recognition), they may be able to access a computers using a single switch with scanning, however this can be very slow. • Single Switches - hardware devices that send signals to the computer or mobile device to emulate typical computer inputs such as a mouse click or an Enter command. • Scanning - refers to a selection method in which a highlighter moves from item to item, from row to row, or from group to group in an on-screen keyboard or other array. When the highlighter lands on the desired item, the user activates the switch to select the item

Speech Recognition. • Is included with most operating systems and allows users to use their voice to access programs. • Are also available on most mobile devices. • However, they require users to audibly produce phrases which lessen confusion. • Can be distracting within a classroom setting. • Are susceptible to contamination from environmental factors.

Screen Magnification, and Screen Readers. Screen Magnification Apps • Magic Screen Magnification (Freedom Scientific) and Zoom. Text (Ai Squared) can provide magnification power of text/images up to 36 times the actual size to aid students with low vision. • Offer change of contrast colors. • Full or art screen magnification. • Enlarge mouse cursors. Screen Readers • Provide speech output for all of the elements that are visible on a computer monitor or mobile device. • Can support Braille output. • Can speak keyboard commands, toolbar buttons, or desktop icons to aid navigation. • Are customizable to rate, pitch and verbosity.

Refreshable Braille • Allows Braille readers to read on screen text. • Uses computer controlled pins which raise/lower as each line of text is read. • Uses an eight dot system rather than traditional six dots so it can be tailored to computer symbols. • Some are incorporated into Braille notetaking devices so students can monitor/review their work. • Allows for real-time feedback, while Braille Embossers provide a hard copy.

Resources • https: //www. assistivetechnologycenter. org/ • A website dedicated to helping people with disabilities, their families, teachers and employers identify and learn to use the technology that will be most effective in meeting their goals, such as Bookshare. org an online library of digital books that operates under an exception to U. S. copyright law which allows copyrighted digital books to be made available to people with qualifying disabilities. • http: //www. augsburg. edu/class/groves/assisti ve-technology/everyone/ • Assistive Technology tools you may find useful when completing various tasks both in or out of school. Many of these tools may help you complete tasks more quickly, easily, or independently. Tools are broken down into sub-categories such as Reading, Writing, or Notetaking, for example. All apps and programs on the following pages are free or cost less than $25.