Alternative Input and Output Devices

Alternative input and output devices are things such as: expanded keyboards, mini keyboards, one-handed keyboards, speech recognition, screen magnification, refreshable Braille, and Braille embossers. All of these items make computers more accessible for students with vision impairments and blindness. For example, screen magnification allows the screen text and images to be enlarged for a student to see the material better. A mini-keyboard allows students with motor impairments and limited movement to utilize the keyboard without having to move their fingers or hands a lot. Be sure to have training on how these devices allow your students to successfully complete the work you are giving.

The Assistive Technology Continuum

The assistive technology continuum is a continuum of technology devices that assist students. These devices can range from low-tech devices to high-tech devices. These devices can be as simple as a slant board, pencil grip, or keyboard labels (all of which are low-tech devices). Devices can also be very extensive such voice recognition software, portable word processer, or word prediction software. Consideration for assistive technology should begin at the low-tech end, and then gradually progress to mid-tech and high-tech if the students’ needs are not being met. This continuum is very important to the functionality of many students requiring assistive technology services.

Computers and Universal Design

Computers are now also becoming universally designed in order to allow people with disabilities to utilize them. Flexibility in use has allowed this to happen. Some of the universal design features include: using a keyboard instead of a mouse (using keyboard shortcuts), computers controlled by voice, enlarging the size of icons, allowing for various mouse structures, and adjusting the keyboard repeat rate. Using a keyboard instead of a mouse would be good for a students with problems using fine motor skills required to click and move a mouse. Computers controlled by voice would be ideal for students with motor control issues such as muscle fatigue or weakness. Enlarging the size of icons on the computer screen can assist students with visual impairments. Using a mouse on a laptop without buttons but a scroll touch pad is easier than trying to manipulate a mouse. Lastly, adjusting the keyboard repeat rate can help students who have fine motor control and have difficulty releasing a key after pressing it.

Best teacher practices for a student who is hard of hearing

Have a student who uses an assistive listening system? 

If you want to give a student in your class who is hard of hearing the best chance at success....follow these guidelines:
       ~ become knowledgeable about the device (request training)
       ~ always face the student when speaking
       ~ if wearing a microphone, place the microphone 3-5 inches away from your mouth
       ~ use the device in all situations, especially during audiovisual presentations and lectures
       ~ make sure the device is receiving routine maintenance and listening checks

These few practices will help you help your student who uses an assistive listening system.

How can we help students who are hard of hearing?

What obstacles do students who are hard of hearing face in a typical classroom? 

Students who are hard of hearing are typically students who do not use Sign Language, but often have hearing aids. These students can usually understand speech with the use of the hearing aids as well as their well developed lip reading skills. Students who are hard of hearing often cannot hear if a teacher asks a question in a classroom, and therefore cannot respond appropriately to the question. This will then create a barrier for the child because they cannot communicate their level of understanding of the subject matter. The students can also often miss other peer comments during lunch. The lunch room is a noisy place and students with hearing aids hear so many things at once while in this type of environment. This will then cause the student to not be able to carry out social conversations with other students. All of these issues relate to one word…ISOLATION. Students who are hard of hearing often feel isolated.

Think about a time you had an ear infection or ear ache…how did it feel? Could you hear everything correctly and clearly? IT’S FRUSTRATING!! Remember that whenever you are working with a student who is hard of hearing.

I took my own advice....and revised a lesson plan using UDL!!

Okay, so now instead of preaching to you about how you should use Universal Design to enhance your own lessons, I am going to tell you about how I used the UDL guidelines to enhance my own lesson. My lesson already had  few of the aspects UDL instructs to use. I was fairly strong in the area of Means of Representation. I had several ways of representing my material throughout my lesson, but that was one of the areas that I changed or added during my lesson reconstruction.  I also added more technology and collaboration into a section of my lesson plan. Another aspect I added to my lesson was in the Means of Engagement section. I allowed students to choose their own topic to write about, and also provided  time for students to share their final product. Students then will give feedback to their partner about the final product.
These small changes will help my lesson plan be more universal for students understanding.
Look back to my previous post to find the full guidelines.

If I can use these UDL guidelines then so can you!