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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