This week's blog is about the accessibility features on the computer that I am using. This is the staff issued laptop of Arlington Public Schools. The reason I am blogging about this is that my laptop is the same model and has the same features as the student laptops that are installed in the lab area of my classroom.
The computer is a Dell Laptop which is running Windows 7.
I used the features on the computer to find the "Ease of Access Center" where the accessibility features are listed.
There are a good number of features that I tried out that are specifically for visually impaired users.
The screen magnifier magnifies portions of the screen as you mouse over those parts. That feature would be helpful for somebody who has a hard time seeing small writing. I found that particular feature difficult to use and hard to figure out how to turn off once it was on. I suppose with practice it would be better. There are better ways to accomplish the same thing in windows, for example you can just magnify the whole screen all of the time.
I also tried out the Narrator feature. That was also included in the "Use the computer without a display" section. This feature is meant to allow a person with a significant visual impairment or blindness to use the computer. I tried it out with a paper covering the screen. Again, it was a little difficult to use, but with some practice it would make searching the internet, reading papers, reading textbooks possible for a person who could not see. I used it to help me write this sentence. It speaks each letter as I type and says space when I push the space bar. I type too fast and it can't keep up. I would say that this function would be very valuable for students reading, writing, and accessing physics resources. I tried using it with the LoggerPro Software that we use frequently in physics, but I wasn't able to get it to describe the graph for me.
There were also features for people with hearing difficulties. You can adjust so that the sounds of the computer give a visual cue instead. There is also a feature to turn on captions for anything that is spoken. Though it seems like that feature has to be installed on the product you are using - Youtube video would have to be set up for text for example.
There was one other accessibility function that I made use of. The notifications timer. When something goes on with your computer sometimes a message pops up. That is defaulted at 5 seconds. I find that incredibly quick, so I set mine to 7 seconds. I am going to try that out for a bit. It can be adjusted all the way up to 5 minutes. This feature helps those of us who read slowly, have trouble seeing or noticing little messages popping up or people who might have processing issues where it takes them a moment or two to figure out the meaning of the message.
There is also a section that had other recommendations for features that are available elsewhere (online). I didn't try it, but it referenced a Youtube function for visually impaired people called Yourtube.
I think that the significant reliance on print media is a significant barrier for many students. This would include visually impaired, dyslexic, other learning disabilities, and speakers of other languages. As expressed in Universal Design for Learning: Theory and Practice. This reliance has had a negative impact on many students.
"print-based environment simply did (does) not work as the single means to access and express knowledge" (Meyer, Rose, Gordon, 2014)
Also, we should consider that students with special needs just as any other student has a desire to learn. Technology increases our ability to provide optimal learning environments to all students.
"The unnecessary
barriers in traditional education extended beyond those that impeded students from accessing content and expressing knowledge.
Even more important in motivating our work were the affective
barriers. Students coming to school with curiosity and a strong desire to learn found that fire quenched when they were stigmatized—not because of anything that was in their control but because of inaccessible learning environments."(Meyer, Rose, Gordon, 2014)
According to the Center for Universal Design, "universal designs are increasingly more evident in many hardware and
software products.
Color coding on the backs of desktops and laptops match device connectors, accessibility
features embedded within computer operating systems offer expanded functions,and ergonomic designs of keyboards ease repetitive use." I thought I would include this detail, because it includes a detail that is often overlooked in technology. Color-blindness is a real barrier for some people and color coding to match peripherals or the color coded keys on the keyboard is not a help and in many cases actually gets in the way of the person trying to use the device. Being color blind myself, I would report that it has no effect on my day to day function. The place where it has had the biggest impact is in education and work. The simple act of color coding or using color-coded keys is extremely difficult. While most people would notice the color coding and then the key strokes or answer would be intuitive. I often have no idea that the colors are different or have any meaning. It can be a significant issue in map reading or with colored charts. So, while color-blindness is not really a disability it becomes a disability if distinguishing colors is made to be a mandatory skill in order to succeed or succeed in a timely manner.
I looked up the Tech Act of the Federal Government. The purpose of this act is "to support State efforts to improve the provision of assistive technology to individuals with disabilities through comprehensive statewide programs of technology-related assistance, for individuals with disabilities of all ages"
Two state departments of Education that I reviewed on this issue were Virginia and Massachusetts.
The MA DOE states
"The principal reason for providing assistive technology in
school is to enable students to meet the instructional goals set forth for
them. School personnel should look at tasks that each student needs to
accomplish, the difficulties the student is having, and the ways that various
devices might help the student better accomplish those tasks."
VA DOE States
" Assistive technology can ensure that students with
disabilities receive a free and appropriate public education (FAPE) by allowing
access to the general education curriculum and settings, providing
opportunities for active participation with same age peers, and facilitating
progress toward their educational goals. In addition, AT can significantly
impact independence, self-expression, self-esteem, and overall
quality of life."
PUBLIC LAW 108–364—OCT. 25, 2004 118 STAT. 1707
Meyer,
A., Rose, D.H., & Gordon, D. (2014). Universal design for learning:
Theory and Practice. Wakefield, MA: CAST Professional Publishing.
