Assistive Technology Considerations for Students: Math

Transcription

1 SET-BC works in partnership with BC schools to provide assistive technology (AT) services for students with physical disabilities, autism spectrum disorders, moderate to profound intellectual disabilities, dependent handicaps, visual impairments, and deaf-blindness. Our services for districts include planning for students use of technology, equipment loan and technical support, training, resource provision, and ongoing support for AT implementation. SET-BC developed this Assistive Technology Considerations document to help school teams identify effective technology solutions that students can use to achieve their educational goals. Physical Considerations: Direct Selection Issues of: Pain Fatigue Strength Range of motion Tremor and drag 1. Does the student struggle using pen and paper? 2. Would the student benefit from keyboard use and/or keyboard adaptations? 3. Does the student struggle with using a mouse? Operating system modifications: PC Accessibility features: Mac Universal Access: (sticky keys, nonrepeating keys etc) Adapted Keyboard On screen keyboards Mini and small keyboards Large keyboard Keyguards plug & play adapted keyboards Refer to the chart comparison math tools Adapted mouse, joystick, trackball etc 4. Would reducing keystrokes increase completion of Math activities? keyboard shortcuts highlight/drag and drop text Software based templates Software based voice recording Keystroke Reduction on-screen keyboard software based voice recording software based templates refer to the chart comparison math tools 5. Does the student have issues with dragging across the keyboard, miss-hits, repeats, multiple hits, and trouble releasing keys? 6. Would the student benefit from ergonomic adaptations? Operating system modifications: PC Accessibility features: Mac Universal Access: (sticky keys, filter keys, etc) arm or wrist supports on-screen keyboard dwell software keyguard alternative keyboards Mounting of AT solution Ergonomic keyboards 7. Does the student have difficulty organizing work on the page? Graph paper Templates Equation Editor in MS Word MathPad or MathPad Plus Kurzweil 3000 Math Type? 8. Does the student have difficulty physically using manipulatives? etext plus Notebook (Smart Board software) Kidspiration Online resources MathPad Plus 1 of 5 September 2010

2 Physical Considerations: Alternate Access Issues with : Motor function and control 1. Does the student struggle with, or have an inability to use direct selection methods? (i.e. mouse, touch screen) Voice recorder Eye gaze with choice cards Scanning with switches in adaptive software (MathPad, MathPad Plus, Clicker 5, ) On screen keyboards with scanning ability Scanning software with software based voice recording (Discover with MS Word or Kurzweil) mouse emulation software 2. Is the student non-verbal (and uses alternate access)? Eye gaze with choice cards In addition to choices above: communication device as mouse emulation function communication device with programmed macros 3. Is the software compatible with the student s access method? See chart comparison math tools 2 of 5 September 2010

3 Physical Considerations: Vision (Low Vision) Low vision Difficulties with: seeing keyboard seeing screen navigating the computer seeing the text in textbooks and worksheets 1. Does the student benefit from having auditory support when doing Math? 2. Would the student need support to be successful moving around menus, computer screens and in documents? Auditory support solutions: Voice Over in MAC OS? Navigational support solutions: Cursor locator pointer trail Microsoft Narrator or Voice Over in MAC Audio Graphing Calculator MathPad and MathPad Plus 3. Would the student benefit from larger icons, menus/fonts and/or adapted visual access? Magnification solutions: Accessibility features in OS: font size letter spacing icon size zoom magnifier zoom caps explore freeware 4. Does the student benefit from high contrast/colour display/font? Operating System accessibility features (contrast, font size, font/background colour etc) 5. Does the student have difficulty with the amount of visual information on the page? Adding separation between questions Reducing number of questions per page MathPad and MathPad Plus 3 of 5 September 2010

4 Physical Considerations: Vision (Blindness) Blindness Requirement for: alternate input and output problem solving support 1. Would the student benefit from Braille input? (textual materials for the student to read) Materials prepared with Perkins Brailler Materials from PRCVI Materials prepared with QuickTac (graphing, geometry, diagrams) Materials prepared with Corel Draw Materials prepared with Mountbatten Materials prepared with Duxbury and an embosser (Romeo) Materials prepared with Scientific Notebook, Duxbury and embosser Refreshable Braille display 2. Would the student benefit from Braille output? (student producing work) Perkin s brailler Mountbatten Brailler Materials created with Duxbury and an embosser 3. Does the student need to create text output? Mountbatten Brailler and dot matrix printer Materials created with Duxbury and an embosser 4. Would the student benefit from manipulative support? Abacus Talking calculator Audio Graphing Calculator 4 of 5 September 2010

5 Intellectual Considerations Issues with: Mathematical concepts Sequencing Reasoning Engagement Confidence Vocabulary Memory 1. Does the student require curricular adaptations and/or modifications to the Math program? Explore Math content software Explore online resources Functional hands on life skill activities Teams can generate curricular activities using and Clicker 5 Issues with: Reading 2. Would the student benefit from having auditory support when doing Math because of reading difficulties? Picture supports Voice recorder Reader Text to speech software Online resources Kurzweil 3000 Math Pad Plus, Math Pad Clicker 5 5 of 5 September 2010