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Figure 1: Tools Selected for the First Stage. © Novática Information Technologies for Visually Impaired People Dance mat / joystick Touch screen Songs Songs Action-Reaction Visual stimulation Keyboard: cursors, enter. Interactive stories & games De Acción-Reacción Pen tablet. Tablet PC Games Magic touch Reading & writing PowerPoint games Keyboard: numeric keyboard QUERTY keyboard Talking calculator Typing cial training is provided by their classroom teachers and support teachers from ONCE. Every so often they attend ONCE’s Educational Resource Centre in Catalunya where they receive special training in a number of subjects, including assistive and adaptive technology for the visually impaired. The selection of the appropriate resource for a blind learner or one with low vision depends on many variables at the same time: the learner’s maturation process, their learning capacity, when ICT is first introduced, the priority given to learning Braille, and other aspects. Teachers must bear in mind and take advantage of the recreational and motivational value of ICT, the children’s integration with their classmates, and the opportunity to reinforce learning with play. We go on to show how we introduce peripherals and software, based on our experience at the Resource Centre and at regular schools. 2.1Tools The tools selected (see Figure 1) are basically the following: Dance mat or dance pad. Dance mat and/or joystick. Pen tablet and Tablet PC. Touch screen. Digital projector and interactive whiteboard. QWERTY keyboard (basic keys: enter, cursor arrows, spacebar, etc.). A dance mat is a game device that works like a joystick which allows little ones to access computers as it can be operated with either the feet, the hands, or any part of the body. This device, used in conjunction with open educational software for creating stimulus-action-reaction activities, enables visually impaired learners to access computers and play. Objects and different textures can be placed on the surface of the mat to encourage visually impaired children to explore and investigate the play area which emits an audio response whenever an object is touched. We use this game to work on concepts of action-reaction, spatial orientation, motivation, and educational concepts such as children’s songs, animal noises, colours, etc. [2][3]. Pen tablet and Tablet PC. The pen tablet is a communication peripheral which replaces the keyboard and allows embossed overlays to be placed over its surface in order to provide a schematic representation of what is on the screen. The visually impaired learner operates the application’s controls by moving an optical pen over the area represented by the embossed overlay and so is able to interact with the computer. UPGRADE Vol. VIII, No. 2, April 2007 63
Information Technologies for Visually Impaired People The pen tablet allows users to work with any software – Internet games, PowerPoint presentations, educational games – provided that these applications meet two requirements: they must be guided applications (i.e. they must be equipped with sound to guide the learner), and the screens used in the activity must not change too often. An example of these activities can be seen in [4]. To find out about making and adapting the overlays, see the guide in [5]. Tablet PC enables learners with low vision to work with an application using an optical pen instead of mouse. Windows Journal provides an easy way for pupils to start learning reading and writing skills by transforming the information directly to a word processing program. Touch screen. This peripheral is an indispensable ally for learners with very low vision as it provides computer access to learners who cannot yet control a mouse. The hand is a direct prolongation of what they see with their eyes and they don’t need to perform the necessary hand-eye coordination via any intermediary device. Digital projector and interactive whiteboard. The digital projector is a basic tool in a visual stimulation room. It allows us to project the image of a computer screen wherever and as large as we want. This tool, used in an appropriate working environment with dim lighting and sound etc. and with appropriate visual stimulation software, allows professionals working with learners with low vision to evaluate the visual acuity of their charges and conduct visual training exercises. Examples include the EVO program (Estimulación Visual por Ordenador or Computer Generated Visual Stimulation) [6] and EFIVIS. QWERTY keyboard. From 7-8 years old, learning the QWERTY keyboard is fundamental to accessing computers and their applications. This learning process is structured in stages. First the basic keys are introduced (cursor arrows, enter, spacebar) by means of interactive games such as stories (Sleeping Beauty, Little Red Riding Hood, etc.) [7]. Next the numeric keyboard is introduced, using talking calculator software or specific games, for example. Finally, the whole keyboard is Screen reader Screen magnifier Jaws Zoomtext – Magic OFFICE AUTOMATION – INTERNET – EMAIL Computer Tablet PC (low vision) Laptop Braille display Figure 2: Tools Selected for the Second Stage learned using traditional typing instruction methods (for example, learners with low vision can use Teclado 2.0 software which lets you alter letter fonts and background colours, and blind learners can use word processing and a screen reader, or ONCE’s DIO interactive typing program). Strategy and skill games that are controlled by the keyboard may also be used [7]. 3 Working Methodology and Basic Resources in the Second Stage In the second stage, once learners with visual impairment have learned how to use the QWERTY keyboard, they can go on to use most of the applications included in the curriculum. Some specialized applications are now introduced (the JAWS screen reader and screen magnifiers), and the use of standard (computer, laptop) and special (braille display) devices. Below we show how we introduce peripherals and software based on our experience at the Resource Centre and at regular schools. 3.1Tools The tools selected (see Figure 2) are basically the following: Laptop. Once the learner has learned how to use the QWERTY keyboard, we introduce the use of the laptop in the classroom as a tool that provides access to information and the day-to-day work in an effective and independent manner. For blind learners we use laptops with the JAWS screen reader, and for learners with low vision we use laptops with screen magnifiers. JAWS screen reader. This program captures information from the computer and delivers it to the user as voice and/or braille output. Zoomtext or Magic screen magnifiers. These magnify the characters and enable the colours to be configured according to the needs of low vision users. Braille display. This is a device that is connected to a computer and converts the information on the screen, line by line, into braille for blind users. At [8] interested readers can obtain further information and download demos of the abovementioned programs. 3.2 Working Methodology Since learners with low vision generally have no difficulty following the set curriculum in spite of having to use a screen magnifier, our working methodology will concentrate on blind learners. It is important to bear in mind that, while the tools we use are fairly standard, the way we teach them is necessarily special, since the graphical environment provided by the Windows operating system, and practically all applications, enable most normally sighted people to use them in an almost intuitive manner whereas the visually impaired, and especially the totally blind, find them difficult to use. 64 UPGRADE Vol. VIII, No. 2, April 2007 © Novática
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