Accessibility
A Guide for Educators
Empower students wi=
th
accessible technology
that enables personalized learning
Published
by Microsoft Corporation
Trustworthy Computing
One Microsoft Way
Redmond, Washington 98052-6399
Managing editors: LaDeana Huyler and Gary Moulton, Trustworthy Computing, Accessibility Outreach
Edition 3.1. Published in 2011.=
Copyright =
=
ã
2011 Microsoft Corporation. All
rights reserved.
Terms of use: www.microsoft.com/info/cpyright.mspx
Trademarks: www.microsoft.com/library/toolbar/3.0/=
trademarks/en-us.mspx
To download a copy of this guide, visit =
www.microsoft.com/enable/education<=
/span>
Microsoft, Windows, Internet Explorer, Natural, Outlook, and Intellimouse are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. All other trademarks are property of their respective owners.
Permission for Reuse: This guide may be used for non-profit educational and training purposes only. These materials may be printed and duplicated when used for educational or training purposes and not for resale. If you or your organization wants to use these materials for any other purpose, you may submi= t a request to and obtain written permission from Microsoft (www.microsoft.com/about/legal/permissions/default.mspx) Requests will be considered on a case-by-case basis.
Chapter 1: Personalized Learn=
ing
& Accessibility
What is Accessibility and Acc=
essible
Technology?
The Need for Accessible Techn=
ology in
Schools
The Challenge: Inclusive Clas=
srooms
with Equal Access for All Students=
Chapter 2: Impairment Types & Technology Solut=
ions
Defining “Disability” and Imp=
airments
Mobility and Dexterity Impair=
ments
Hearing Impairments and Deafn=
ess
Chapter 3: Selecting Accessib=
le
Technology
Identifying the Right Mix of
Accessibility Solutions
Accessibility in Microsoft Pr=
oducts
Assistive Technology Product =
Starter
Guide
Assistive Technology Decision=
Tree
Purpose of=
This
Guide
This guide from Microsoft provides information about accessibility and accessible technolog= y to help educators worldwide ensure that all students have equal access to lear= ning with technology. For educators new to accessibility and working with studen= ts with disabilities, accessibility can seem overwhelming. To help educators t= each students with all types of abilities, you will find specific information ab= out each type of impairment and accessible technology solutions.
How to Use=
This
Guide
Chapter 1 prov= ides an overview of accessibility, defines accessible technology, and discusses the importance of providing students with accessible technology in the era of personalized learning.
Chapter 2 is o= rganized by the types of disabilities and the accessibility solutions available to h= elp students who have such a disability. Each type of impairment is defined, and examples of accessibility features and assistive technology products helpful for those impairments are addressed. In many cases, specific product names = are provided as examples.
Chapter 3 prov= ides more in-depth information including an overview of accessibility features in the most recent versions of Microsoft® Windows®, Internet Explorer®, and Microsoft® Office. Chapter 3 also includes more details about assistive technology products and resources for selecting and finding assistive technology products for your students.
Download
This guide is
available for download on the Microsoft Accessibility website www.microsoft.com/enable/education/
Personalized Learning & Accessibility
Education leaders around the world are focused on prepar= ing students in primary and secondary schools for tomorrow’s world, with the objective of helping each one meet his or her maximum potential. This focus, combined with the realization that every child learns in a unique way, is at the heart of “personalized learning.” As educators have endeavored to reach this goal, technology has emerged as a key component in making personalized learning a reality.
As personalized learning shifts the focus from what is b= eing taught to what is being learned, the student’s needs and style become more central. Personalized learning requires attention to the unique needs of all students—particularly students with learning difficulties or physical disabilities.
As students are encouraged to take greater responsibilit= y for their learning and for using technology to acquire new skills, schools have= a responsibility to provide accessible technology that can be personalized for each student’s needs.
Microsoft supports the personalized learning vision by providing technology that is accessible to every student—regardless of abil= ity. Microsoft leads the industry in accessibility innovation and in building products that are safe and easy to use.
Providing accessible technology in the classroom to stud= ents with disabilities enables all students to have the same educational opportunities. For example, students with vision impairments who cannot read the small text on their screens can adjust the font and text to make it eas= ier to read, providing them with the same content and learning opportunities as their peers.
This chapter introduces accessibility, defines exactly w=
hat
accessible technology is, and why it is important to ensure all students ha=
ve
accessible technology in schools.
<= /a>What is Accessibility and Accessible Technology?
In the context of this guide, accessible technology is d= efined as computer technology that enables individuals to adjust a computer to meet their vision, hearing, dexterity, cognitive, and speech needs. Accessibility makes it easier for all students to see, hear, and use a computer, and to personalize their computers to meet their own needs and preferences. For ma= ny, accessibility is what makes computer use possible. If technology is “access= ible,” it can be adjusted to meet the needs and preferences of a diverse set of individuals.
Although many people believe that accessibility is just = for computer users with disabilities, in reality, the majority of individuals benefit from accessibility features in their products. For example, we all enjoy the option to personalize our computers and learning environments by = changing colors, font style and size, background images, and computer sounds.
Accessible technology encompas= ses three elements:
§&nb= sp; Accessibility features or settings that are built i= nto software programs and allow adjustment and customization of product settings to meet vision, hearing, mobility, language, and learning needs. For example, in Windows, changing the font size and color, and changing mouse pointer optio= ns are accessibility settings. Microsoft® Windows®, Microsoft® Office, and Mic= rosoft® Internet Explorer® include many accessibility features and settings that ma= ke the computer easier to see, hear, and use.
§&nb= sp; Assistive technology products (specialty hardware a= nd software products) that are carefully chosen specifically to accommodate an individual’s disability or multiple disabilities. Examples include a screen magnification program for a computer user who has low vision or an ergonomic keyboard for a computer user with wrist pain.
§&nb= sp; Compatibility between assistive technology products, the operating system, and software applications. This is critical for assis= tive technology products to function properly.
This guide pr= esents accessibility features and assistive technology products that are compatible with Microsoft Windows. Many of the accessibility features found in Windows= 7 and Windows Vista can be found through the Ease of Access Center (in Control Panel). The Ease of Access Center, Figure 1-1, provides a convenient, centralized place to find accessibility settings and programs to make your computer easier to use.
Figure 1-1= . Ease of Access Center is found in Windows 7 and Windows Vista
The Need for Accessible Technology in Schools
Accessible technology in schools is important for several reasons. First and foremost, many countries--including the United States--r= equire schools by law to provide equal access to technologies for students with di= sabilities, which means accommodating those students’ disabilities. Among the myriad reasons for legislating equal access is the inclusion of students with disabilities in mainstream classrooms.
In many developing countries, students with special need=
s are
being integrated into mainstream classrooms rather than schools that focus
solely on students with disabilities. This trend created a greater need for
schools and educators to understand how accessible technology can benefit t=
he
diverse needs
of students.
Prevalence of Adults and Students with Disabilities = Across the Globe
Although definitions of disability and statistics collec= ted by various organizations vary widely; by any estimate, the number of people li= ving with disabilities worldwide is very large.
The number of children with special education needs has = grown the past 20 years due to increased diversity in communities and better diagnostic tools. According to Organisatio= n of Economic Co-operation and Development, as many as 35% of school-age students need some kind of special support or have been diagnosed as having special needs.
According to the U.S. Census Bureau, 15% (15.4 million) = of U.S. children aged 6 to 14 are considered to have disabilities. Numbers for ages 15 and above are slightly higher. The definition of disabilities ranges from mental retardation or some other developmental delay to limitations in seeing, hearing, speaking, and walking, to the need for personal assistance= in daily living. About half of the studied age group had more than one of the selected developmental conditions. Needless to say, these individuals need educational aids such as accessible and assistive technology during their learning years.
Meanwhile, student use of computers is ever increasing, creating a need to provide accessibility accommodations to those with disabilities. In fact, 2003 data for primary and secondary students showed = that nearly 64 percent use computers at both home and school, indicating the need for accessible technology outside of the classroom as well.
Educational Technology in Schools and the Workforce = of the Future
As the numbers of students with disabilities integrated = into general education classrooms has increased, so has the use of computers in = classrooms. In many countries, nearly all students have access to a computer at school.=
Students with and without disabilities are our future workforce. Computer technology is an important and powerful tool, and is kn= own to increase employment opportunities for people with disabilities. Integrat= ing accessible technology into schools, and introducing it to students with disabilities early in their educational lives, will not only enhance their learning, but also their future employment options.
The Chall=
enge:
Inclusive Classrooms with Equal Access
for All Students
With the increased use of computers in schools, and the increased number of students with disabilities placed in inclusive general education classrooms, it is even more vital to ensure that all students have equal access to computer technology and the educational opportunities it provides.
Often, computerized instructional materials are not avai= lable in formats that are accessible to students with disabilities. And, inaccess= ible materials can stigmatize children with disabilities by preventing them from learning along with their peers, thereby limiting their educational opportunities. Therefore, as technology becomes more prevalent in classroom= s, students with disabilities face even more challenges in keeping pace with t= heir classmates if they can’t use that technology.
Fortunately, personal productivity software publishers a= nd educational software developers are beginning to include children with disabilities in their target audiences. As an educator, you can help ensure that students with disabilities have the same access to technology as gener= al education students by seeking out solutions that are accessible for students you know to have disabilities. In the process, you will notice other studen= ts with various learning styles who will also benefit. Accessibility benefits every= one.
Impairment Types & Technology Solutions
In this chapter, the term “disability” is discussed, and= the different types of impairments are outlined including vision, mobility and dexterity, hearing, language, learning, and age-related impairments. Specif= ic examples of accessible technology solutions are provided for each type of impairment.
Defining “Disability” and Impairments
A quick Internet search on the question “What is the definition of disability?” is likely to net thousands of matches. Each pers= on who tackles the question does so from a particular perspective and bias. In fact, most of us already have formed our own definition of what disability means to us based on our own frame of reference. In many cases, the definit= ion is all about legal contracts and insurance benefits.
The definition of a disability or impairment, however it= is defined, is relevant in this discussion only because we discuss accessible technology solutions for different types of impairments. Before determining= how accessible technology can benefit your students, it is beneficial to unders= tand the types of impairments and how those impairments impact computer use.
|
More Info=
|
Below, find descriptions of impairment types and suggested accessibility features and assistive technol= ogy products for:
§ Vision impairments
§ Learning impairments
§ Mobility and dexterity impairments
§ Hearing impairments and deafness, and
§ Language impairments.
Among computer users in the United States, approximately= 1 in 4 (27%) has a vision impairment that impacts computer use. There are many options for individuals with vision difficulties to modify their computer displays and appearance to make them easier to see, or, alternatively, to receive information through sound or touch.
|
Did You K=
now? |
Vision impairments include:
§ Low vision. Students with low vision = do not have clear vision even with the use of eyeglasses, contact lenses, or intraocular lens implants. There are many ways to adjust and personalize the appearance of Windows to make it easier to see for an individual with vision impairment. For students with vision impairments and low vision, the comput= er monitor, appearance, text and icon size, and resolution should all be modif= ied to make text and images more legible and easier to see. For students who st= ill have difficulty seeing things on the screen, sound and touch options are available through Windows and compatible assistive technology products to m= ake computing possible. Below you’ll find options in Windows to increase clarity and legibility on the screen to make the computer easier to see.
§ Colorblindness. Students who are colorblind have difficulty seeing particular colors or distinguishing betwe= en certain color combinations. Computer programs that allow users to choose the display’s color combinations and adjust screen contrast are helpful for peo= ple who are colorblind. Individuals with a variety of vision impairments often = find it easier to read white text on a black background instead of black on whit= e. Windows lets you use High Contrast schemes, or select your own color scheme= s so you can find colors that are easiest for you to read.
§ Blindness. Blindness occurs in a vari= ety of degrees, and many people who are considered blind do have some measure of sight. For example, a person whose level of sight is equal to or less than 20/200—even with corrective glasses or lenses—is considered “legally blind”= in the United States. A person who is completely sightless is considered “blin= d.” Many diseases and conditions contribute to, or cause, blindness, including cataracts, cerebral palsy, diabetes, glaucoma, and multiple sclerosis. Accidents, diabetes, and macular degeneration account for most blindness in= the United States. Worldwide, according to the World Health Organization, the number of people blinded by infectious diseases has been greatly reduced, b= ut age-related impairment is increasing. Cataract remains the leading cause of blindness globally.
Students who a=
re blind
can interact with a computer through screen readers, keyboards, Braille
devices, and audio/voice rather than a traditional monitor and mouse. The u=
se
of sophisticated assistive technology provides for both computer input and
output, and is critical for people who
are blind.
Students who a= re both deaf and blind can also use computers through assistive technology products. To someone who is both deaf and blind, captioning and other sound options are = of no use, but Braille assistive technology products are critical. People who = are both deaf and blind can use computers by using refreshable Braille displays= and Braille embossers, discussed below.
Accessibility Features in W= indows
Windows makes it easy to find options helpful for studen= ts who have difficulty seeing the screen, or for students who are blind and need to use the computer without a display. Below you will find accessibility featu= res in Windows 7 and Windows Vista organized by how to make the computer easier= to see, how to use the computer without a display (or monitor), and by keyboard shortcuts.
Make the computer easier to see
For students who have vision impairments and low vision,= start by using the Make the computer eas= ier to see page in the Ease of Access Center found in Windows 7 and Windows Vi= sta.
|
Tip |
1.&n=
bsp;
In Windows 7=
or
Windows Vista, open the Make the com=
puter
easier to see page by clicking the Start button
2. =
On
the Make the computer easier to se=
e page,
you can select the options that you want to use:
<= ![if !supportLists]>– = Choose a High Contrast theme. This option allows you to set a high-contrast color scheme that heighte= ns the color contrast of some text and images on your computer screen, making those items more distinct and easier to identify.
<= ![if !supportLists]>– = Turn on or off High Contrast when= Left ALT+LEFT SHIFT+PRINT SCREEN is pressed. This option allows you to toggle a high-contrast theme on or off by pressing the LEFT ALT+LEFT= SHIFT+PRTSCN (Print Screen) keys.
<=
![if !supportLists]>– =
Turn on Narrator.
This option sets Narrator to run when you log on to your computer. Narrator
reads aloud on-screen text and describes some on-screen events (such as err=
or
messages appearing) while you're using the computer. For more information a=
bout
using Narrator, see
Hear text read aloud with Narrator.
<= ![if !supportLists]>– = Turn on Audio Description.= This option sets Audio Descriptions to run when you log on to your computer. Audio Descriptions describe what's happening in videos.
<= ![if !supportLists]>– = Change the size of text and icons= . This option allows you to make text and other items on your screen appe= ar larger, so they're easier to see. For more information, see Make the text on your screen larger or smaller.
<=
![if !supportLists]>– =
Figure 2-1.
Magnifier in lens mode
= – = Adjust the color and transparency= of the window borders. This option allows you to change the appearance of window borders to make them easier to see.
= – = Fine tune display effects.= This option allows you to customize how certain items appear on your deskto= p.
= – = Make the focus rectangle thicker<= /span>.= This option makes the rectangle around the currently selected item in dialog boxes thicker, which makes it easier to see.
= – = Set the thickness of the blinking cursor. This option allows you to make the blinking curso= r in dialog boxes and programs thicker and easier to see.
= – = Turn off all unnecessary animatio= ns. This option turns off animation effects, such as fading effects, when y= ou close windows and other elements.
– = Remove background images.= This option turns off all unimportant, overlapped content and background im= ages to help make the screen easier to see.
For additional information about how to use accessibility features in Windows and other Microsoft products, see the Microsoft Accessibility Tutorials available online at www.mic= rosoft.com/enable/training/.
Use the computer without a display
For students who are blind, or partially blind, assistive technology products will be critical for productive computer use. To get started, Windows has many features that enable students to use the computer without a display. For example, you can have screen text read aloud by using Narrator or you can have Windows describe sc= reen activity to you.
For students who are blind and cannot use a monitor you = can turn on or adjust settings to Use = the computer without a display in the Ease of Access Center. Below, you’ll find assistive technology products that will be needed for students who are blin= d or partially blind.
|
Tip |
1.
In Windows 7 or Windows
Vista, open the Use
the computer without a display page by clickin=
g the Start button
2. On the Use the computer without a display page, select the o= ptions that you want to use:
– = Turn on Narrator. Windows co= mes with a basic screen reader called Narrator, which reads text on the screen = aloud and describes some events (such as an error message appearing) that happen while you're using the computer. This option sets Narrator to run wh= en you log on to Windows. Narrator reads a= loud on-screen text and describes some on-screen events (such as error messages appearing) while you're using the computer. For more information about Narrator, see Hear text read aloud with Narrator.
– = Turn on A= udio Description. This option sets Audio Description to run when you = log on to Windows. Audio descriptions descr= ibe what's happening in videos.
– = Turn off = all unnecessary animations. This option turns off animation effects, such as fading effects, when windows and other elements are closed.
– = How long = should Windows notification dialog boxes stay open? This option sets how long notifications are displayed on the screen before = they are closed.
Keyboard shortcuts
Keyboard shortcuts are combinations of two or more keys = that, when pressed, can be used to perform a task that would typically require a mouse or other pointing device. Keyboard shortcuts can make it easier for students with all kinds of impairments, particularly vision impairments, to interact with their computers. Memorizing a few keyboard shortcuts makes it= easier for some students who have difficulty seeing the monitor or keyboard to qui= ckly accomplish tasks.
A list of keyboard shortcuts for Windows is available at=
Keyboard-shortcuts
Assistive Technology Products for Students with Visi= on Impairments
For the operating system or an application to be accessi=
ble to
someone who is blind, it must provide information about its interactions wi=
th
the user so that assistive technology can then present it in an alternative
format. For example, if the computer provides a list box containing several
selections to choose from, the assistive technology product must inform a
computer user who is blind that he or she needs to choose from a list of
selections. The list of selections might be spoken or presented in a tactile
fashion with a Braille display. A common assistive technology product used =
by people
who are blind is a screen reader. Screen
readers are software programs that present graphics and text as speech.
Computer users who are blind also may use Braille displays and Braille prin=
ters—in
fact, a combination of assistive technology products is quite common.
|
Assistive
Technology Product Guide
|
Assistive technology products= with different capabilities are available to help people with vision impairments. Some assistive technology products provide a combination of capabilities th= at help specific individuals. Assistive technology products that are helpful t= o students and adults with vision impairments are described in the following list.
§ Screen magnifiers<=
span
style=3D'font-size:9.5pt'> work like a magnifying glass. They enlarge a por=
tion
of the screen as the user moves the focus—increasing legibility for some us=
ers.
Some screen enlargers (software or hardware) allow a user to zoom in and ou=
t on
a particular area of the screen. Learn about Magnifier in Windows 7 and Windows V=
ista, and the built-in zoom and magnify features in <=
/span>Microsoft’s
mouse and keyboard products. Ano=
ther
example of a screen magnifier program is ZoomText by AiSquared.
§ Screen readers are software programs that present graphics and =
text
as speech. A screen reader is used to verbalize, or "speak,"
everything on the screen including names and descriptions of control button=
s,
menus, text, and punctuation. An example of a screen reader is Window-Eyes.=
§ Braille
§ Braille displays
Figure 2-2. Braille display
§
Braille noteta=
kers enable a student=
who
is blind to capture notes and then transfer them to a PC. Braille notetakers
take advantage of refreshable Braille technology. In some cases, Braille
notetakers replace or supplement a standard keyboard. An example of such a
notetaker is the Eurobraille Esys.
§ Book readers.
Learning impairments can range from conditions such as dyslexia and attention deficit disorder to retardation. Processing problems= are the most common and have the most impact on a person’s ability to use a com= puter. These conditions interfere with the learning process.
Many students with these impairments are perfectly capab= le of learning if information is presented to them in a form and at a pace that is appropriate to them individually. Information that is presented in short, discrete units is often easier to understand. In addition, many individuals with learning disabilities learn more efficiently using their visual abilit= ies rather than their auditory skills. Many are primarily visual or auditory le= arners, whereas other learners are “ambidextrous.” Control over the individual learner’s single- or multisensory experience is critical.
|
Did
You Know? |
Accessibility Features in Windows
The simplified interface in Windows 7 and Windows Vista benefits people with learning impairments, as well as people with language impairments, because it helps reduce the number of competing elements on the screen. Complicated user interfaces can interfere with learning. User inter= face engineers found that an emphasis on a consistent user experience had the greatest positive impact on individuals with processing problems. Consider = the student who can’t read his own handwriting but can edit for others by using= a computer. Additional computer settings such as adjustable text and screen element sizes, speech capabilities, choice of visual or sound warnings for system events, and Internet display options can benefit those with learning impairments.
Features in Windows and Office that might be useful for students with learning impairments include:
§ Making it easier to focus on reading and typ= ing tasks
§ Checking spelling and grammar in Office prog= rams
§ Using AutoComplete in Office
Making it easier to focus on reading and typing task= s
You can use the settings on the Make it easier to focus on tasks page in the Ease of Access Cen= ter in Windows 7 and Windows Vista to reduce the amount of information on the scre= en and to help students focus on reading and typing tasks.
In Windows 7 or Windows Vista, open the Make it easi=
er to
focus on tasks page by clicking the Start button
Checking spelling and grammar in Office programs
In Micro= soft Office 2010, the Spelling & Grammar command is on the Review tab. = Also on the Review tab, are the Research, Thesaurus, and Translate comman= ds which also may be helpful for students.
Figure 2-3.= Office 2010 Spelling & Grammar button on the Review tab
Assistive Technology Products for Students with Lear= ning Impairments
Assistive technology products used with computers by peo= ple with learning impairments are described in the following list.
§ Word prediction programs allow the us= er to select a desired word from an on-screen list located in the prediction window. The program predicts words from the first one or two letters typed = by the user. The word can then be selected from the list and inserted into the text by typing a number, clicking the mouse, or scanning with a switch. The= se programs help support literacy, increase written productivity and accuracy,= and increase vocabulary skills through word prompting. ClaroRead Standard and TextHelp’s Read & Write Standard are just two examples of such programs= .
§ Reading tools and learning disabilities programs include software designed to make text-based materials more accessible for people who struggle with reading. Options can include scanni= ng, reformatting, navigating, or speaking text out loud. These programs help pe= ople who have difficulty seeing or manipulating conventional print materials; pe= ople who are developing new literacy skills, or who are learning English as a foreign language; and people who comprehend better when they hear and see t= ext highlighted simultaneously. The Universal Reader is an example of assistive technology that can make reading easier.
§ Speech synthesizers (also known as text-to-speech) speak information aloud in a computerized voice. Speech synthesizers can be helpful for students with learning, language, or vision impairments. Products such as Scan and Read Pro produce natural sounding sp= eech synthesis that can support reading skills development.
§ Speech recognition programs allow computer navigation by voice rather than entering data by keyboard or mouse. You can still use a mouse and keyboard as well as voice, to enter data, wri= te text, and navigate applications. Students who have difficulty typing or rea= ding text because of a learning, language, or mobility impairment can often successfully work on a computer with the use of speech recognition. Speech Recognition is available in Windows 7 and Windows Vista. Some may prefer or requir= e a more robust speech recognition program, such as Dragon NaturallySpeaking. <= /p>
Mobility and Dexterity Imp= airments
Mobility and dexterity impairments can be caused by a wi= de range of common illnesses and accidents such as cerebral palsy, multiple sclerosis, loss of limbs or digits, spinal cord injuries, and repetitive st= ress injury, among others. As a result of accidents or conditions, students migh= t be unable to use (or be without) arms or fingers to interact with their comput= ers using a standard keyboard or mouse.
Others who have dexterity impairments or pain in their h= ands, arms, and wrist might need to adjust settings to make it more comfortable to use a keyboard or mouse. For example, some people cannot press multiple keys simultaneously (like CTRL+ALT+DELETE). Still others might strike multiple k= eys or repeat keys unintentionally. Some students might have use of their hands= and arms but have a limited range of motion. All of these conditions can make u= sing a standard mouse or keyboard difficult, if not impossible.
Mobility and dexterity impairments need to be individual= ly addressed to choose the right mix of accessibility features in Windows and assistive technology hardware and software solutions.
There are many types of products available to allow stud= ents to use a computer, even if the students can move only their eyes. Outlined = below are accessibility features in Windows to make the mouse and keyboard more comfortable. In addition, you can set up a computer for a student who needs= to use an on-screen keyboard and other alternative input options rather than a standard keyboard or mouse. Following are examples of assistive technology hardware and software products.
Accessibility Features in Windows
Accessibility features built into Windows that are usefu= l to people with mobility impairments include keyboard filters that compensate somewhat for erratic motion, tremors, slow response time, and similar conditions. For example, Sticky Ke= ys (a feature in Windows) allows the user to enter key combinations without ha= ving to hold one key down while depressing a second. Other options allow users to adjust how quickly a letter appears on the screen when they hold down a key= . In addition, Windows allows users to adjust mouse options such as button configuration, double-click speed, pointer size, and how quickly the mouse pointer responds to movements of the mouse. Users can also increase the siz= e of screen elements to provide a larger target, which can benefit people who ha= ve disabilities related to fine motor skills.
Make the mouse easier to use
For students who have pain or discomfort when using the = mouse, or other dexterity impairments, consider a different style of mouse (options discussed below), and try changing the size of the mouse cursor and the mou= se button options to make the mouse easier to use. Start by exploring the mouse options available on the Make the mouse easier to use page in the Ease of Access Cente= r.
|
Tip To go to=
the
Ease of Access Center, press Windows logo key |
1. =
In
Windows 7 or Windows Vista, open the Make the mou=
se
easier to use page by clicking the Start button
2. =
On
the Make the mouse easier to use <=
/b>page,
select the options that you want to use:
– = Change the color and size of mouse pointers. You can use these options to make the mo= use pointer larger, or change the color to make it easier to see.
– = Turn on Mouse Keys. You can use this option to control the movement of the mouse pointer by= using the numeric keypad.
– = Activate a window by hovering ove= r it with the mouse. This option makes it easier to select and activate a window by pointing at it with the mouse rather than by clicking = it.
– =
Prevent
– =
You can also change mouse settings in=
cluding
customizing the mouse in a variety of ways, such as reversing the functions=
of
your mouse buttons, making the mouse pointer more visible, and altering the
scroll wheel speed. In Windows 7 and Windows Vista, open the Mouse Control
Panel by clicking the Start button
Make the keyboard easier to use
For a student who has pain or discomfort when using the keyboard, consider a different style of keyboard (options discussed below) = and also make sure to adjust the keyboard controls. You can adjust these settin= gs on the Make the keyboard easier to use page in the Ease of Access Center.
1.
In Windows 7 or Windows
Vista, open the Make
the keyboard easier to use page by clicking th=
e Start button
2. On the Make the keyboard easier to use page, select the options that you want to use:
– =
Turn on M=
ouse
Keys. This option sets Mouse Keys to run when you log on to Windows. Instead of using the mouse, you can =
use
the arrow keys on your keyboard or the numeric keypad to move
the pointer.
– =
Turn on S=
ticky
Keys. This option sets Sticky Keys to run when you log on to
– =
Turn on T=
oggle
Keys. This option sets Toggle Keys to run when you log on to
– =
Turn on F=
ilter
Keys. This option sets Filter Keys to run when you log on to
– = Underline keyboard shortcuts and access keys. This option makes keyboard access in dialog boxes easier by highlighting access keys for the controls = in them. (For more information about keyboard shortcuts, see below).
– = Prevent w= indows from being automatically arranged when moved to the edge of the screen.= This option prevents windows from automatically resizing and docking along = the sides of your screen when you move them there.
Keyboard shortcuts
Keyboard shortcuts are combinations of two or more keys = that, when pressed, can be used to perform a task that would typically require a mouse or other pointing device. Keyboard shortcuts can make it easier for students with all kinds of impairments, particularly dexterity impairments = who might find using the mouse tiresome. Memorizing a few keyboard shortcuts ma= kes it faster for students to get to where they need to go.
A list of keyboard shortcuts for Windows is available at=
htt=
p://windows.microsoft.com/en-US/Windows7/
Keyboard-shortcuts
Here are a few keyboard shortcuts for the features menti= oned in this section:
|
Press this key |
To do this |
|
RIGHT SHIFT for eight seconds |
Turn Filter Keys on and off |
|
LEFT ALT+LEFT SHIFT+PRTSCN (or PRTSC) |
Turn High Contrast on or off |
|
LEFT ALT+LEFT SHIFT+NUM LOCK |
Turn Mouse Keys on or off |
|
SHIFT five times |
Turn Sticky Keys on or off |
|
NUM LOCK for five seconds |
Turn Toggle Keys on or off |
|
Windows logo key |
Open the Ease of Access Center |
Use the computer without = the mouse or keyboard
Windows has two features that make it possible to=
use
the computer without using a mouse or keyboard: Speech Recognition, which l=
ets
you use voice commands to navigate Windows 7 or Windows Vista, and On-Screen
Keyboard, which lets you enter text by selecting keys on a visual keyboard =
on
the screen.
You can turn on or adjust settings for these features on= the Use the computer without a mouse or keyboard = page in the Ease of Access Center.
|
Tip |
1.
In Windows 7 or Windows
Vista, open the Use
the computer without a mouse or keyboard page =
by
clicking the Start button
2. Select the options that you want to use:
– = Use On-Sc= reen Keyboard. On-Screen Keyboard displays a visual keyboard with all= the standard keys. Instead of relying on the physical keyboard to type and enter data, you can use On-Screen Keyboard to select keys using the mouse or anot= her pointing device. On-Screen Keyboard in Windows 7 can be resized and customi= zed to make it easier to see and use. On-Screen Keyboard now also includes text prediction in eight languages. When text prediction is enabled, as you type, On-Screen Keyboard displays a list of words that you might be typing. For m= ore information, see Type without using the keyboard (On-Screen Keyboard).
Figure
2-4. On-Screen Keyboard in Windows 7 with text prediction
–&nb=
sp;
Use
Speech Recognition. Use this option to control the computer with your voice. With a
microphone, you can speak commands that the computer will understand and
respond to, as well as dictate text. For more information about setting up
Speech Recognition, see Set
up Speech Recognition.
Assistive Technology Products for Students with Mobi= lity and Dexterity Impairments
The following list describes assistive technology produc= ts used with computers by people with mobility and dexterity impairments.
§ Ergonomic keyboards and mice. Ergonom= ic keyboards and mice are designed to be more comfortable than a standard keyb= oard and mouse. To improve the quality and health of your PC experience, Microso= ft designers and ergonomists created industry-leading keyboard and mouse produ= cts to encourage healthier hand and wrist positions. Microsoft® Natural® keyboa= rds and mice have set the industry standard for comfort, and can significantly reduce carpal tunnel syndrome symptoms. Microsoft keyboards and mice also have built-in zoom and magnifier options.
§ Joysticks can be plugged into the computer’s mouse port and used to control the cursor on the screen. Joystic= ks benefit users who need to operate a computer with or without the use of the= ir hands. For example, some people might operate the joystick with their feet = or with the use of a cup on top of the joystick that can be manipulated with t= heir chin. An example of a joystick is the SAM-Joystick.
§ Trackballs look like an upside down m= ouse with a movable ball on top of a stationary base. An example of a trackball = is shown in Figure 2-5. The ball can be rotated with a pointing device or a ha= nd. People who have fine motor skills but lack gross motor skills can use these devices more easily and comfortably than a traditional mouse. BigTrack is an example of a trackball style mouse that is more comfortable for many people with dexterity issues.
Figure
2-5. Trackball
§ On-screen keyboard programs provide an image of a standard or modified keyboard on the computer screen. The user selects the keys with a mouse, touch screen, trackball, joystick, switch, or electronic pointing device. On-screen keyboards often have a scanning optio= n. With the scanning capability turned on, the individual keys on the on-screen keyboard are highlighted. When a desired key is highlighted, the user is ab= le to select it by using a switch positioned near a body part that he or she h= as under voluntary control. On-Screen Keyboard is found in Wi= ndows 7 and Window= s Vista. Another example is ScreenDoors 2000 which is another on-screen keyboard pro= duct that can be helpful for some students.
§ Keyboard filters include typing aids = such as word prediction utilities and add-on spelling checkers. These products c= an often be used to reduce the number of keystrokes. As an example, imagine you have to type the letter “g.” However, in order to type the letter, you first have to move your finger over the entire first row of your keyboard and hal= fway across the second row. Along the way, you might accidentally depress “R,” “= P,” or “D” keys, but you only want the letter “g.” Keyboard filters enable user= s to quickly access the letters they need and to avoid inadvertently selecting k= eys they don’t want. SoothSayer Word Prediction is an example of a keyboard fil= ter.
§ Touch screens are devices placed on t= he computer monitor (or built into it) that allow direct selection or activati= on of the computer by touching the screen. These devices can benefit some user= s with mobility impairments because they present a more accessible target. It is easier for some people to select an option directly rather than through a m= ouse movement or keyboard. Moving the mouse or using the keyboard for some might require greater fine motor skills than simply touching the screen to make a selection. Other users might make their selections with assistive technology such as mouth sticks. With Windows 7 and a touch-screen monitor, you can ju= st touch your computer screen for a more direct and natural way to work. Use y= our fingers to scroll, resize windows, play media, and pan and zoom. Additional touch screen technologies are available for Windows.
§ Alternative PC hardware and all-access workstations. In some cases, alternative PC hardware is needed. Some individuals with mobility impairments find it challenging to open the monit= or of a laptop because the laptop latch isn’t accessible for them. Or, some students might need a laptop to be mounted to a wheelchair. Such assistive technology solutions are referred to as “all-access workstations.” The Desk= top SenseView DSV is an alternative PC workstation that is easy to control with dexterity impairments and enlarges text for students with vision impairment= s.
§ Alternative input devices allow users to control their computers through means other than a standard keyboa= rd or pointing device.
Alternative in= put devices include:
<= span style=3D'mso-list:Ignore'>o&nb= sp; Alternative keyboards available in different sizes with different keypad arrangements and angles. Larger keybo= ards (one example is BigKeys LX) are available with enlarged keys (see the examp= le shown in Figure 2-6, following page), which are easier to access by people = with limited motor skills. Smaller keyboards are available with smaller keys (or keys placed closer together) to allow someone with a limited range of motio= n to reach all the keys. Many other keyboards are also available= ¾one hand keyboards, keyboards with keypads located at various angles, and split keyboards where the keypad is split into sections.
Figure 2-6. Alternative keyboard with larg= e keys and ABC layout
<= ![if !supportLists]><= span style=3D'mso-list:Ignore'>o&nb= sp; Electronic pointing devices allow the user to control the cursor on the screen using ultrasound, an infrared beam, eye movements, nerve signals, or brain waves. When used with an on-screen keyboard, electronic pointing devices also allow the user to enter text or data. The assistive technology product HeadMouse Extreme is an example of a pointing device.
<= ![if !supportLists]><= span style=3D'mso-list:Ignore'>o&nb= sp; Sip-and-puff device, shown in Figure = 2-7, refers to just one of many different types of switch access. In typical configurations, a dental saliva extractor is attached to a switch. An individual uses his or her breath to activate the switch. For example, a pu= ff generates the equivalent of a keystroke, the pressing of a key, a mouse cli= ck, and so on. Maintaining constant “pressure” on the switch (more like sucking than sipping) is the equivalent of holding a key down. With an on-screen keyboard, the user “puffs” out the letters. Moving the cursor over a docume= nt’s title bar and “sipping” enables the user to drag items around on the screen just as you would with a mouse. This technology is often used with on-screen keyboards. The Jouse 2 is an example of a sip-and-puff device.
Figure 2-7. Sip-and-puff device
<= ![if !supportLists]><= span style=3D'mso-list:Ignore'>o&nb= sp; Wands and sticks are typing aids used= to strike keys on the keyboard. They are most commonly worn on the head, held = in the mouth, strapped to the chin, or held in the hand. They are useful for people who need to operate their computers without the use of their hands or who have difficulty generating fine movements. The majority of these devices are customized for a user by adapting a pencil, or wooden dowel which can be purchased in any hardware store.
H= earing Impairments and Deafness
Hearing impairments encompass a range of conditions—from
slight hearing loss to deafness. It is estimated that 1 in 5 computer users has some form of
hearing loss.
Hearing impairments include:
§ Hearing loss and hard-of-hearing. Stu= dents who have hearing loss or are hard-of-hearing may be able to hear some sound, but might not be able to distinguish words. People with this type of hearing impairment can use an amplifying device to provide functional hearing. On t= he computer, adjusting sounds, using alternatives for sounds such as visual indicators and captions, and headphones to eliminate background noise can be helpful options.
§ Deafness. Students who are deaf may n= ot be able to hear any sounds or words spoken. It is helpful to adjust the computer to use visual alternatives for sounds.
Computer Use among People Who Are both Deaf and Blin= d
Although it’s not well known, people who are both deaf a= nd blind can use computers with the aid of assistive technology. To someone wh= o is both deaf and blind, captioning and other sound options are of no use, but Braille assistive technology products are critical. People who are both deaf and blind can use computers with assistive technology such as refreshable Braille displays and Braille embossers.
Accessibility Features in Windows
Accessibility features for those with hearing impairments include changing notifications from sound to visual notifications, volume control, and captioning. These features are available in Windows 7 and Wind= ows Vista. Visual notifications (Sound Sentry) and captions (Show Sounds) allow users to choose to receive visual warnings and text captions, rather than s= ound messages, for system events such as a new e-mail message arriving.
Accessibility features helpful for students who have hea= ring impairments include:
§ Adjusting volume
§ Changing computer sounds
§ Using text or visual alternatives for sounds=
Adjusting volume
Although most speakers have a volume control, you can al=
so control
speaker volume using Windows. The quickest way to change the speaker volume=
for
your computer is to click the Speakers button
speaker volume.
To adjust overall sound volume in Windows 7 or Windo= ws Vista:
1.
Open Volume Control<=
/b> by
clicking the Start button
2.&n= bsp; Under Main Volume, move the slider up or down to raise or lower the volume.
Change computer sounds
You can select the sounds that play when certain events = occur on screen. This is helpful for students who have trouble hearing some sounds—high or low-pitched sounds, for example, or sounds associated with o= ther devices. To change sounds in Windows 7 or Windows Vista:
§
Open Sound by clicking the Start button
§
Click the Sounds t=
ab.
§
In the Sound Scheme list, click the sound scheme that
you want to use, and then click OK.
To change an individual sound, select an event (under Pr=
ogram
Events) to which you want to assign a new sound. You can click Test =
to
hear each sound.
Figure 2-8. Sound options
Use text or visual alternatives to sounds
Windows provides settings for using visual cues to replace sounds in many programs. You can adjust these settings on the Use text or visual alternatives for sounds pa= ge in the Ease of Access Center.
1.
In Windows 7 or Windows
Vista, open the Use text or visual
alternatives for sounds page by clicking the <=
/span>Start button
2. On the Use text or visual alternatives for sounds page, select the options that you want to use:
– = Turn on v= isual notifications for sounds. This option sets sound notifications to run when you log on to Windows. Sound notifications replace system sounds with visual cues, such as a flash on the screen, so that system alerts are noticeable even when they're not heard. Y= ou can also choose how you want sound notifications to warn you.
– = Turn on t= ext captions for spoken dialog. This option causes Windows to display text captions in place of = sounds to indicate that activity is happening on your computer (for example, when a document starts or finishes printing).
Figure 2-9. Use text or visual alternatives for = sounds page in the Ease of Access Center
Assistive Technology Products for Students with Hear= ing Impairments
Individuals with hearing impairments may need a classroo= m sign language interpreter or other accessibility solutions to be able to communi= cate actively in their classroom.
Personal
listening devices and personal amplifying products can also be helpful for
students with
some hearing.
One
product that may be useful for schools is iCommunicator which is a graphical
sign language translator that converts speech to sign language in real time=
to
enable people who are deaf to communicate more easily with hearing people. =
For
more information, see: http://www.icommunicator.com.
Depending on the learning environment, students may be a=
ble to
use Microsoft Outlook, Microsoft Office Communicator and other instant
messaging services, and Office Live Meeting solutions for receiving text ra=
ther
than spoken dialogue to communicate between fellow classmates. A combination of speech recognition
(available in
Language Impairments <= /p>
Language impairments include conditions such as aphasia =
(loss
or impairment of the power to use or comprehend words, often as a result of
brain damage), delayed speech (a symptom of cognitive impairment), and other
conditions resulting in difficulties remembering, solving problems, or
perceiving sensory information. For students who have these impairments,
complex or inconsistent visual displays or word choices can make using
computers more difficult. For most computer users, in fact, software that is
designed to minimize clutter and competing objects on the screen is easier =
to
use, more inviting, and
more useful.
Some individuals wi=
th
language impairments do not have the ability to communicate orally. These
individuals can use augmentative and assistive communication devices to “sp=
eak”
for them. To communicate, these individuals either type out words and phras=
es
they wish to “say” or select from a series of images that, when arranged in=
a
particular way, generate a phrase. For example, an individual could use the
combination of a picture of an apple and a representation of McDonalds’ gol=
den
arches to order a hot apple pie. Pairing the picture of the arches with a
picture of a car could say, “Let’s take a ride to McDonalds.”
Accessibility Features in Windows
When Windows 7 and Windows Vista were developed, there w= as a focus on reducing screen clutter to help individuals focus on only the thin= gs important to them on their computer screens. Windows 7 and Windows Vista let you choose to eliminate shortcuts and icons from the desktop if they are not helpful. Reducing unnecessary options on screen benefits people with langua= ge and learning impairments, in particular, because it reduces visual clutter = on screen, which can be confusing.
Other options that allow for abbreviated menus and custo=
mized
toolbars, for example, also help reduce the number of competing elements on=
the
screen. Spelling and grammar checkers are also helpful for those who common=
ly reverse
the order of letters because of dyslexia and other learning impairments.
Make it easier to focus on reading and typing tasks<= /p>
You can use the settings on the Make it easier to focus on tasks page in the Ease of Access Cen= ter in Windows 7 and Windows Vista to reduce the amount of information on the scre= en and to help students focus on tasks.
1.
In Windows 7 or Windows
Vista, open the Make it easier to focus on ta=
sks page by clicking the Start button
2. Then, select the options that are most helpf= ul:
– =
Turn on Narrator. This option sets Narrator to run when you l=
og on
to Windows. Narrator reads aloud on-scr=
een
text and describes some events (such as error messages appearing) while you=
're
using the computer. For more information about using Narrator, see Hear
text read aloud with Narrator.
– = Remove background images. This option turns off all unimportant, overla= pped content and background images to help make the screen easier to see.
– =
Turn on S=
ticky
Keys. This option sets Sticky Keys to run when you log on to
– =
Turn on T=
oggle
Keys. This option sets Toggle Keys to run when you log on to
– =
Turn on F=
ilter
Keys. This option sets Filter Keys to run when you log on to
– = Turn off = all unnecessary animations. This option turns off animation effects, such as fading, when windows and other elements are closed.
– = Choose ho= w long Windows notification dialog boxes stay open. With this option, you can choose how long notifications are displayed on the screen before they close.
– = Prevent w= indows from being automatically arranged when moved to the edge of the screen.= This option prevents windows from automatically resizing and docking along = the sides of your screen when you move them there.
|
Replacement for Serial Keys |
Assistive Technology Produc= ts for Students with Language Impairments
Assistive technology products used with computers by peo= ple with language impairments are described in the following list.
§ Augmentative and assistive communication (AAC) devices are used by individuals who cannot speak or who find spea= king difficult. The user types in a word, phrase, or sentence to communicate—or selects a series of symbols or pictures on the device—and the device “speak= s” aloud for the user. Often these devices are used to replace a PC keyboard. = In these cases the user is able to use one device for both communicating and computer input. One example of an augmentative communication device is Qual= iSPEAK Pro.
§ Touch screens are devices placed on t= he computer monitor (or built into it) that allow direct selection or activati= on of the computer by touching the screen. Earlier we discussed how touch scre= ens benefit people with mobility impairments, but they also benefit users with language disabilities. The ability to touch the computer screen to make a selection is advantageous for people with language and learning disabilities because it is a more simple, direct, and intuitive process than making a selection using a mouse or keyboard. With Windows 7 and a touch-screen moni= tor, you can just touch your computer screen for a more direct and natural way to work. Use your fingers to scroll, resize windows, play media, and pan and z= oom. Additional touch screen technologies are available for Windows. The Gus Communicator PC10 Touch Screen Tablet PC is an example of an assistive technology product that can be used via touch to communicate.
§ Speech synthesizers, defined earlier, provide the user with information through a computer voice. Also known as text-to-speech (TTS), the speech synthesizer receives information in the fo= rm of letters, numbers, and punctuation marks, and then “speaks” it out loud to the user in a computer voice. Scan and Read Pro is an example of an assisti= ve technology product that produces more natural sounding speech synthesis.
When selecting technology for your school or classroom, = it is important to consider accessibili= ty features and assistive technology products that will be helpful to individuals with specific disabilities. It is also important to plan for the onset of temporary disabilities that will inevitably occur.
This chapter includes guidance on how to go about identi= fying accessibility solutions for students, details about accessibility settings = in Microsoft products, a starter guide to assistive technology hardware and software, and a needs assessment tool.
Identifying the Right Mix = of Accessibility Solutions
Improving the learning experience can mean different thi= ngs to different individuals: having a multisensory experience of audio paired wit= h a visual representation may benefit one student, while reducing visual and auditory distractions may be better for another. There are hundreds of type= s of accessibility solutions available¾both built-in features and assistive technology hardware and software products ¾ so it is important to take the time to identify the right mix of accessibility solutions for each student.
Needs Assessments
Identifying the =
best
assistive technology solution often requires an in-depth needs assessment to
understand how a difficulty or impairment impacts computer use. It is impor=
tant
to take the time to evaluate a student’s needs through an assessment tool o=
r provide
assistive technology consultation with an AT expert before purchasing produ=
cts.
Many schools and
districts have accessibility and special education staff for student
assessment. If your school doesn’t have those resources available, an assis=
tive
technology decision tree tool is provided later in this guide to help you. =
In
addition, many accessibility consultants are available through various
organizations including those listed below.
Accessibility Consultants
Many assistive technology centers and occupational thera= pists have accessibility consultants to help individuals identify the right mix of accessibility features and products. Some centers offer computer training a= nd many organizations have lending libraries, so you can try a product before committing to purchase it.
In the United States
§ Microsoft Accessibility Resource Centers<= /b> (www.microsoft.com/e= nable/centers) are available in the United States. These centers provide expert consultati= on on assistive technology and accessibility features built into Microsoft products.
§ The Alliance for Technology Access (www.ataccess.org) and the Assistive Technology Act Programs (www.atapor= g.org/) are other U.S. national networks dedicated to providing information and technology support services to children and adults with disabilities.
§ The Rehabilitation Engineering and Assist= ive Technology Society of North America, known as RESNA, (www.resna.org) offers certification programs for assistive technology practitioners. RESNA= is another source for identifying AT experts who can assist schools in North America.
In Asia
§
Tokyo Information Technology Regional Sup=
port
Center for persons with disabilities
(www.tokyo-itcenter.com/)
delivers training, organizes IT support, and has an exhibition room for
people with disabilities.
§ Osaka IT Station (www.itsapoot.jp/) provides work-related training, organizes IT support, and has an exhibition room for people with disabilities.
In Latin America
§ POETA Accessible Centers in Latin Ame= rica (www.poetaweb.org) deliver training in information and communications technology, civic educat= ion, and job readiness to thousands of at-risk youth and people with disabilities across Latin America and the Caribbean.
In Europe
§ AbilityNet in the UK (www.abilitynet.org.uk/) ensures people with disabilities in the UK, whether as individuals or throu= gh supporting organizations, have accessible IT that enables and improves their lives. AbilityNet is the leading UK charity for computing and disability, a= nd has a network of centers. A range of free resources are available from their website. AbilityNet also offers advice on Web and software accessibility including user testing.
§
ONCE The Spanish National Organizatio=
n for
the Blind (www.once.=
es)
and its foundation, ONCE Foundatio=
n for
Cooperation and the Social Integration of People with Disabilities in Spain=
(www.fundaciononce.es),
provide work-related training and employment for people with disabilities, =
and universal accessibility, promoting the creation of universally accessib=
le
environments, products, and services.
§ Enable Ireland (www.enableireland.ie/) works in partnership with those who use its services to achieve maximum ind= ependence, choice, and inclusion in their communities. Enable Ireland runs a national assistive technology training service specializing in electronic assistive technology, providing advice and training on AT products to Enable Ireland service users and staff.
§
Charta 77/PCs without Barriers in the
Czech Republic (en.kontobarier=
y.cz/)
provides technology knowledge and support to those living with disabilities
through 16 PC centers across the
Czech Republic.
§ The Organization of People with Disabilit= ies and Their Friends APEIRONS in Latvia (www.apeirons.lv/) has a goal to integrate people with disabilities into society as well as creating more accepting attitudes towards them from the general public. The organization operates a lab in downtown Riga where people can take classes, learn about accessible technologies, and test various options.
§ The eCentrum project in Poland (www.idn.org.pl/) specializes in the use of modern technologies= in education and mobilization for those living with disabilities, creating e-learning and blended learning educational programs as well as desktop training at several locations throughout Poland.
Online Training
In addition, online training and Web seminars are availa= ble for learning specific types of assistive technology products. Two primary sources for online training include:
§ The Assistive Technology Industry Associatio= n (ww= w.atia.org)
§ HP’s Guide to Selecting Assistive Technology=
(
Accessibility in Microsoft Products
Following is a list of accessibility features of these products:
§ Windows 7
§ Windows Vista
§ Internet Explorer 9
§ Office 2010
|
More
Info |
Accessibility features are fo= und in current and earlier versions of Microsoft products including Windows, Offic= e, and Internet Explorer. Find more information at www.= microsoft.com/enable/products/.
Accessibility in Windows 7
Windows 7 includes accessibility options and programs th= at make it easier to see, hear, and use your computer including ways to personalize your PC.
Windows 7 includes significant accessibility improvement= s. Magnifier now includes a lens mode and full-screen mode. On-Screen Keyboard= can be resized to make it easier to see and includes text prediction. Windows 7 also gives you more ways to interact with your PC by taking advantage of new strides in speech recognition and touch technology.
Figure 3-1. Windows 7 Ease of Access Center
Overview of Accessibility Features in Windows 7
|
Feature |
Description |
|
A central location to explore accessibility settings=
and
programs to make your computer easier to use. The Ease of Access Center c=
an
be found in the Control Panel by selecting Windows logo key Th= e Ease of Access Center includes: §&=
nbsp; Qui=
ck access
to common tools. Start Magnifier, On-Screen Keyboard, Narrator, and High Contrast qui=
ckly. §&=
nbsp; Get
recommendations to make your computer easier to use. An optional questionnaire provides a personalized =
list
of recommended settings based on your answers to a series of questions ab=
out
your eyesight, dexterity, hearing, and more. A custom list of recommended
settings is provided so you can choose which options you want to try. §&=
nbsp; Explore
all settings by category=
. Instead of=
looking
for accessibility settings in various places, settings are organized so y=
ou
can explore how to: o
Use the computer without a d=
isplay o
Make the computer easier to see=
o
Use the computer w=
ithout
a mouse or keyboard o
Make the mouse easier to use o
Make the keyboard easier to use=
|
|
|
Enab= les you to interact with your computer using only your voice, significantly reduc= ing the use of a mouse and keyboard while maintaining overall productivity. Dictate documents and e-mail, browse the Web, and command programs by say= ing what you see. Interactive training guides you through an easy setup proce= ss and will familiarize you with the voice commands. |
|
|
Enlarges portions of the screen making it easier to vi= ew text and images and see the whole screen more easily. Magnifier in Window= s 7 now includes full-screen mode, lens mode, and docked mode. The magnification quality is improved and you can set = the magnification level up to 16 times the original size and choose to track = what you magnify by movement of your mouse, the keyboard, or text editing. Opt= ions includes: |
|
|
Make the text and other items, such as icons, on your = screen easier to see by making them larger. You can do this without changing the screen resolution of your monitor or laptop screen. This allows you to increase or decrease the size of text and other items on your screen while keeping your monitor or laptop set to its optimal resolution. |
|
|
Displays a visual keyboard with all the standard keys. Instead of relying on the physical keyboard to type and enter data, you c= an use On-Screen Keyboard to select keys using the mouse or another pointing device. On-Screen Keyboard in Windows 7 can be resized and customized to make it easier to see and use. On-Screen Keyboard now also includes text prediction in eight languages. When text prediction is enab= led, as you type, On-Screen Keyboard displays a list of words that you might be typing. Options include: |
|
|
Command your PC with your voice including the capabili= ty to dictate into almost any application. You can dictate documents and e-mail= and surf the Web by saying what you see. An easy setup process and an interac= tive tutorial are available to familiarize you with the speech commands and tr= ain your computer to better understand you. Options include: |
|
|
Whil= e great for a lot of tasks, using a keyboard and mouse is not always the easiest = way to do things. With Windows 7, if you've got a touch-screen monitor, you c= an just touch your computer screen for a more direct and natural way to work. Use your fingers to scroll, resize windows, play media, and pan and zoom.= |
|
|
Windows comes with a basic screen reader called Narr= ator, which reads text on the screen aloud and describes some events (such as an error message appearing) that happen while you're using the computer. You= can find Narrator in the Ease of Access Center. Options include: §
Choose which t=
ext
Narrator reads aloud §
Change the Nar=
rator
voice §
Start Narrator
minimized |
|
|
Keyb=
oard
combinations of two or more keys that, when pressed, can be used to perfo=
rm a
task that would typically require a mouse or other pointing device. Keybo=
ard
shortcuts can make it easier to interact with your computer, saving you t=
ime
and effort. |
|
|
Inst=
ead of
using the mouse, you can use the arrow keys on the numeric keypad to move=
the
pointer. |
|
|
Inst= ead of having to press three keys at once (such as when you must press the CTRL, ALT, and DELETE keys simultaneously to log on to Windows), you can press = one key at a time when Sticky Keys is turned on.<= o:p> |
|
|
Igno=
re
keystrokes that occur in rapid succession and keystrokes that are held do=
wn
for several seconds unintentionally. |
|
|
Repl=
ace
system sounds with visual cues, such as a flash on the screen, so system
alerts are announced with visual notifications instead of sounds. |
|
|
Get information via animations and video that some programs use to indicate t= hat activity is happening on your computer. |
Replacement for Serial Key=
s
Windows 7 does not include Serial Keys. In previous versions of Windows, Se=
rial
Keys provided support so that alternative input devices, such as augmentati=
ve
communication devices, could be plugged into the computer's serial port. For
individuals who used these devices, it is important to install an alternati=
ve
solution prior to upgrading to Windows 7. Recommended solutions:
AAC Keys from AAC Institute (www.aacinstitute.org/=
) and
SKEYS from Eyegaze (www.eyegaze.com/).
Accessibility in Internet Explorer 9
The Internet is easier to see and explore with accessibi= lity settings and features in Internet Explorer 9. Internet Explorer 9 lets you = select text and move around a webpage with the keyboard, makes it easier to copy a= nd paste text from webpages, and lets you zoom in on a webpage. Enhanced keybo= ard access can also be found in the toolbar buttons, search box items, address = bar, and tabs. Find more information including tutorials for how to use these features at www.microsoft.com/enable/products/ie9/.
Figure 3.2.= Zoom adjustment in Internet Explorer 9
Overview of accessibility features in Internet Explo= rer 9
|
|
|
|
Zoom lets you enl= arge or reduce the view of a webpage. Unlike changing font size, zoom enlarges or reduces everything on the page, including text and images. |
|
|
Rather
than using a mouse to select text and move around within a webpage, you c=
an
use standard navigation keys on your keyboard—HOME, END, PAGE UP, PAGE DO=
WN,
and the ARROW KEYS. This feature is called Caret Browsing and is named af=
ter
the caret—or cursor. This makes it easier to select, copy, and paste text=
to
another document with a keyboard instead of a mouse. |
|
|
Make
tasks like copying, navigating, and pasting easier by using accelerators =
to
save time and keystrokes. Accelerators help you quickly perform tasks wit=
hout
navigating to other websites to get things done. Highlight text from any =
webpage,
and then click on the blue Accelerator icon that appears above your selec=
tion
to obtain driving directions, translate and define words, e-mail content,=
or
search. |
|
|
Make
webpages easier to see by changing the text, background, link and hover
colors. Internet Explorer 9 supports the system link color, so High Contr=
ast
mode and color preferences you have chosen in Windows will work in Intern=
et
Explorer too. |
|
|
Customize
Internet Explorer 9 to work with a screen reader or voice recognition
software |
Some
Internet Explorer 9 features can cause screen readers to give confusing or
incorrect information, but you can customize to make them work more smoot=
hly. |
Accessibility in Microsoft = Office 2010
Microsoft Office 2010 makes it easier for everyone to cr=
eate
documents, spreadsheets and presentations with rich content. Finding comman=
ds
you need is easier with the redesigned user interface. Find
more information at www.microsoft.com/enable/products/office2010/.
Ov= erview of accessibility features in Office 2010
|
|
|
|
Word= 2010, Excel 2010, and PowerPoint 2010 include an Accessibility Checker that hel= ps users create more accessible content. By identifying areas that might be challenging for users with disabilities to view or use, and providing a t= ask pane to review those areas, users can fix potential problems with their content. |
|
|
Add = closed captions to video and audio files you include in your PowerPoint presentations. If you work with captioned video and audio files that alre= ady have Timed Text Markup (TTML) files associated with them, this add-in lets you import them directly into your presentation. |
|
|
Use the Save as DAISY add-in for Word to convert files to an accessible forma= t |
Use Microsoft Word to convert Open XML files to the Digital Accessible Information System (DAISY) format so files are accessible for people with print disabilities using talking books and compatible software. |
|
Acti= ons previously found on the File menu or Microsoft Office button, such as Print and Save, can now be found in the Microsoft Office Backstage view. By presenting commands more logically and providing more detail, users will have more context and information about the commands they use. |
|
|
At t= imes you may receive email messages or documents that contain words in unfamiliar languages. With the Microsoft Office 2010 Mini Translator, you can point = to a word or selected phrase with your mouse and the translation displays in a small window. The Mini Translator also includes a Play button so you can = hear an audio pronunciation of the word or phrase, and a Copy button so you can paste the translation into another document. |
|
|
Add alternative text descriptions to shapes, pictures, tables, and graphics |
You can now add a description to tables,
PivotTables, images, shapes, and other objects, similar to a second level=
of
alternative (ALT) text. This helps authors describe complex content to
readers who cannot see those objects. |
|
The = menus and toolbars in all Office 2010 programs have been replaced with the ribb= on. To move through the ribbon with a keyboard instead of a mouse, you can pr= ess CTRL+RIGHT ARROW or CTRL+LEFT ARROW on a ribbon tab to move to the next or previous ribbon group tab. |
|
|
Shar= ePoint Designer 2010 includes a built-in compatibility checker for common accessibility standards to help make sure websites are easy to use for everyone. "More Accessible Mode" in SharePoint Services provides greater accessibility for custom controls. |
|
|
Text= -to-speech (TTS) is the ability of your computer to play back written text as spoken words. Depending upon your configuration and installed TTS engines, you c= an hear most text that appears on your screen in Word 2010, Outlook 2010, PowerPoint 2010 and OneNote 2010. |
|
|
Word= 2010 includes a Full Screen Reading view that improves the resolution and disp= lay of text for reading on the screen. |
|
|
Tagg= ed PDF files make it easier for screen readers and other assistive technologies = to determine a logical reading order and navigation for the file, as well as allowing for content reflow when using large type displays, personal digi= tal assistants (PDA) and mobile phones. |
<= /a>Assistive Technology Product Starter Guide
The following tables
provide lists of assistive technology hardware and software products by
category. Specific examples of the assistive technology products are provid=
ed.
The table is by no means exhaustive or an endorsement of these products but=
is
provided as a sampling of what is available today. These types of assistive
technology products are also referenced in the assistive technology decision
tree which follows.
Assistive Technology – Hardware Products
|
|
Vision |
Mobility |
Hearing |
Language |
Learning |
|
||||||||||||||
|
Amplified phone |
|
|
● |
|
|
Ameriphone Dialogue XL |
||||||||||||||
|
Augmentative Communicati=
on
Device |
|
|
|
● |
|
GoTalk 4+ |
||||||||||||||
|
Alternative input |
|
● |
|
|
|
HeadMouse Extreme and
Tracker Pro |
||||||||||||||
|
Alternate keyboard |
● |
● |
|
● |
|
ZoomText Large-Print
Keyboard and Orbitouch Keyless Keyboard |
||||||||||||||
|
Alternative mouse or
pointing device |
|
|
|
|
|
BigTrack |
||||||||||||||
|
Braille display |
● |
|
|
|
|
Eurobraille Esys 12 |
||||||||||||||
|
Braille printer |
● |
|
|
|
|
|
DAISY Reader |
● |
|
|
|
|
|
Ergonomic keyboard |
|
● |
|
|
|
|
|
Foot mouse |
|
● |
|
|
|
Footime™ Foot Mouse |
||||||||||||||
|
Hands-free telephone |
|
● |
|
|
|
|
||||||||||||||
|
High-resolution monitor<= o:p> |
● |
|
|
|
|
HP w1858 18.5" Diag=
onal
Monitor |
||||||||||||||
|
Large-button phone |
● |
● |
|
|
|
Ameriphone Dialogue XL |
||||||||||||||
|
Listening aid |
|
|
● |
|
|
Motiva™ Personal FM Syst=
em |
||||||||||||||
|
Monitor glare guard |
● |
|
|
|
|
Fellowes Anti-glare Scre=
en |
||||||||||||||
|
Movable numeric keypads<= o:p> |
|
● |
|
|
|
Maxim Low-Force Keypad (=
USB) |
||||||||||||||
|
Notetaker |
● |
|
|
|
● |
Livescribe Pulse Smartpen
and GW Sense Navigation |
||||||||||||||
|
One-handed keyboard |
|
● |
|
|
|
Maltron One-Handed Keybo=
ard |
||||||||||||||
|
Optical character
recognition system |
● |
|
|
|
● |
Scan and Read Pro** |
||||||||||||||
|
Oversized or undersized
keyboard |
|
● |
|
|
|
BigKeys LX and WinMini |
||||||||||||||
|
Oversized monitor |
● |
|
|
|
|
HP w2338h 23" Diago=
nal |
||||||||||||||
|
Scanner |
● |
|
|
|
● |
Scan N Talk Ultra |
||||||||||||||
|
Screen magnifier/Magnifi=
er |
● |
|
|
|
|
Desktop SenseView DSV,
SmartView Graduate and ColorMouse |
||||||||||||||
|
Switch |
|
● |
|
● |
|
Big Red Twist Switch |
||||||||||||||
|
Talking calculators |
● |
|
|
|
● |
Sci-Plus 300 Large Displ=
ay
Talking Calculator |
||||||||||||||
|
Touch screens |
|
● |
|
● |
● |
Magic Touch Add-On Touch
Screens |
||||||||||||||
|
TTY |
|
|
● |
|
|
Compact/C |
||||||||||||||
|
Voice synthesizer/ |
● |
|
● |
● |
● |
TextSpeak TS Wireless AAC
Speech Generator and iCommunicator*** |
*
Requires PC to phone line connection, ** Requires flatbed scanner (e.g. Sca=
n N
Talk Ultra), ***Requires installation on a PC
Assistive Technology – Software Products
|
|
Vision |
Mobility |
Hearing |
Language |
Learning |
|
|
Braille translator |
● |
|
|
|
|
Duxbury Braille Translat=
or |
|
Communication aid |
|
|
|
● |
|
Overboard |
|
Graphical idea trees |
|
|
|
|
● |
Read & Write GOLD |
|
Macro writing software |
|
|
|
|
● |
ClaroRead Standard |
|
On-screen keyboard |
|
● |
|
|
|
ScreenDoors and SofType<= o:p> |
|
Reading aid |
● |
|
|
|
|
gh Player 2.2 |
|
Scanner software |
● |
|
|
|
● |
Scan N Talk Ultra |
|
Screen magnifier |
● |
|
|
|
|
ZoomText v9.1 |
|
Screen readers |
● |
|
|
|
|
Window-Eyes v7.0 |
|
Speech recognition/ |
|
|
|
|
● |
Dragon Naturally |
|
Talking calculators |
● |
|
|
|
● |
Sci-Plus 300 Large Displ=
ay
Talking Calculator* |
|
Task organizer software<= o:p> |
● |
● |
● |
● |
● |
MyLifeOrganized |
|
Voice synthesizer/ |
● |
|
● |
● |
● |
TextSpeak TS Wireless AAC
Speech Generator and iCommunicator |
|
Word prediction software=
|
|
|
|
|
● |
Read & Write GOLD an=
d ClaroRead
Standard |
*
Includes a large-display calculator
Purchasing Assistive Techn= ology
The Enablemar= t website (www.enablemart.com) is one source where you can purchase assistive technology products for schools. Education and government custome= rs may be eligible for volume pricing.
Assistive Technology Decision Tree
UnumProvident’s Assistive Technology Decision Tree, shown in Figure 3-3, leads you through questi= ons based on the type of impairment to identify assistive technology products t= hat you might consider. By asking questions regarding the extent and type of impairment (including range of motion, quadriplegia, back impairment, vision impairment, hearing/auditory impairment, speech impairment, and psychologic= al impairment), the decision tree narrows down technology that might be helpful for an individual.
Assistive
Technology Decision Tree by UnumProvident
Figure 3-3a. Assistive Technology Decision Tree
Figure 3-3b. Assistive Technology Decision Tree
Figure 3-3c. Assistive Technology Decision Tree
Figure 3-3d. Assistive Technology Decision Tree
Microsoft’s mission is to enable people and businesses throughout the world to realize their full potential. Computer technology i= s an important and powerful tool that enables and empowers individuals of all abilities. At Microsoft, we strive to develop technology that is accessible= and usable by everyone, including individuals who experience the world in diffe= rent ways because of impairments or disabilities.
For two decades, we have been exploring and evolving accessibility solutions that are integrated with our products. Microsoft’s accessibility work is a part of Microsoft Trustworthy Computing (www.microsoft.com= /mscorp/twc/) business practices which focus on integrity and responsibility.
Microsoft Acces=
sibility
Website www.microsoft.com/enable/=
§ Accessibility Update newsletter www.mic= rosoft.com/enable/news/subscribe/
§ Accessibility in Microsoft Products www.microsoft.com/e= nable/products/
§ Accessibility Tutorials www.microsoft.c= om/enable/training/
§ Accessibility Demos www.microsoft.com/e= nable/demos/
§ Assistive Technology Products www.= microsoft.com/enable/at/
§ Microsoft Accessibility Resource Centers www.mic= rosoft.com/enable/centers/
Additional Resources and A= nnual Conferences
Teaching Children with Disabilities in Inclusive Sett=
ings
www2.unescobkk.org/elib/publications/032re=
vised/index.htm
This toolkit published by UNESCO provides activities for embracing diversit=
y in
the classroom.
Annual Conferences about Accessible Technology
The following organizations host annual accessible technology conferences.<=
/p>
§
Assistive Technology Industry Association
§
Technology and Persons with Disabilities
Conference at CSUN
ww=
w.csun.edu/cod/conf/
§&nb=
sp; Rehabilitation
Engineering and Assistive Technology Society of North America www.resna.org