Assistive Technology in the Computer Learning Center
According to the most recent census report, one in ten people have a disability. Millions of these individuals use assistive technology devices to compensate for functional limitations and to enhance and increase learning, independence, mobility, communication, environmental control and choice. The Technology-Related Assistance for Individuals with Disabilities Act defines assistive technology as, "any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified or customized, that increases, maintains, or improves functional capabilities of individuals with disabilities." This brief article will pertain to computer-related assistive technology that we use in the Computer Learning Center at the Cerebral Palsy Center.
Computers enable many individuals with developmental and cognitive challenges to be active participants in the educational process for the first time. In the Computer Learning Center we teach students across a broad curriculum spectrum that compliments our non-computer based classes.
Some students begin with "cause & effect" concepts. They activate a switch and the monitor screen is filled with animated graphics accompanied by music. They learn that they can control their environment and this skill and concept is transferred to the independent living skills class where they may use a switch, computer or communication device to access an environmental control unit (ECU) which in turn operates a blender, the TV or the radio.
Other students use a computer to match communication symbols which paves the way for them to operate a communication device. Some devices use picture-based dynamic display screens. The user has a main menu with picture items representing categories such as, basic needs and feelings. The user selects the picture that communicates what they want to say which is spoken by the device. Students also use software that predicts words based on syntax, frequency of use and other variables. Abbreviation expansion is utilized too when, for example, a student types the letters "HH" and the communication device says, "Hi, how are you?"
We use authoring software to create our own phonics, reading and math software. Our computers all have voice output and we use it to transfer text to speech. We use the Internet to download short stories and books. Students who have difficulty reading can follow along with the computer as it highlights and reads each word. This helps them to learn words they don't know and it reinforces those they already know.
Computers are often accessed by switches that are operated by touch, motion, proximity, "sip & puff" and "dwell". Students often use the switch to operate an on-screen keyboard. Letters and characters are scanned. When the desired letter is highlighted it is selected by the users.
For a student with disabilities, the computer becomes a tool for improved literacy, language development, mathematical, organizational, and social skill development. Computers empower students by enabling them to actively learn at their own pace while receiving consistent and immediate feedback. The use of multi-media makes the learning process positive and fun.
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