Training Document
Assistive Technology for Persons with Disabilities
The Training of Information and Communication Technology
and Assistive Technology for the Equity in Society
At Information and Communication Technology and
Assistive Technology Services Center
October 23-25, 2013
ICT Usage Promotion and Development Bureau
Office of the Permanent Secretary
Ministry of Information and Communication Technology
Thailand
INDEX
Subject
Page
Background, importance and objectives of using assistive technology for
persons with disabilities
- Disability and Technology
- Assistive Technology Assessment - Finding the Right Tools
5
6
How to use Windows accessibility tools
11
Information access for persons with physical challenges
19
Information access for persons with Impaired communication
- Information access for speech impaired persons
- Information access for persons with hearing impairment
Information access for persons with learning disability
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24
27
Information access for persons with visual impairment
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Screen Magnification
Using iPhone and iPad
Using Braille displays
Using Braille embossers
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36
42
44
Information of Speaker
- Personal Information
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The Training of Information and Communication Technology and Assistive Technology for the Equity in Society
Assistive Technology for Persons with Disabilities
ICT Usage Promotion and Development Bureau,
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The Training of Information and Communication Technology and Assistive Technology for the Equity in Society
Assistive Technology for Persons with Disabilities
Duration: 15 Hrs
Course Description
Background, importance and objectives of using assistive technology for persons with
disabilities toward information access; Disability assessment and technology for different
disabilities including persons with physical challenges, speech impaired persons, persons with
learning disability, persons with hearing impairment and persons with visual impairment.
Course Objective(s)
1. After successful completion of this course, students will be able to understanding the
different types of disabilities and abilities of the rest for evaluate the disability and
Recommend appropriate technologies for clients.
2. Have overview understanding and gain basic experience assistive technology for help
people with disabilities use computers and information technology nicely
3. Be able to work with equipment, tools, software/hardware and material production
techniques according to international standard as well as applying to the needs
locally.
Qualifications of Trainees
1. Basic command of Windows Operating System (OS)
2. Basic command of Internet
3. Basic knowledge for Applications usage
4. Basic knowledge for ICT and AT
Course Outline
• Background, importance and objectives of using assistive technology for persons with
disabilities
- Background and importance of using Assistive Technology for Disability
- Guidelines on using computer with special software and peripherals
- Guidelines on using technology media production
- The computer technology for media production in local languages.
- Disability assessment for appropriate technology
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• How to use Windows accessibility tools
- Basic operation and installation of computer technologies
- Using Windows accessibility tools
• Information access for persons with physical challenges
• Information access for persons with Impaired communication
- Information access for speech impaired persons
- Information access for persons with hearing impairment
• Information access for persons with learning disability
• Information access for persons with visual impairment
- Screen Magnification
- Using iPhone and iPad
- Using Braille displays
- Using Braille embossers
Teaching Methods
• lecture, demonstration, practice, group discussion, working on assignments
Training Methodologies: Lecture, demonstration and hands-on practice
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Assistive Technology for Persons with Disabilities
Wiraman Niyomphol and the team
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Background, importance and objectives of using assistive technology for persons
with disabilities
Background, importance and objectives of using assistive technology for persons with
disabilities
Guidelines on using computer with peripherals and special equipment
Guidelines on using technology for material production
Adaptation of computer technology and material production technology for local use
Disability assessment for appropriate technology
Disability and Technology
1.1 Persons with Disabilities (PWDS) impairment, disability, handicap
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Visual: blind, low vision
Hearing: deaf, hard of hearing
Physical & mobility impaired
Speech impaired
Learning disability, mental disability
Behavior, emotional
Multiple disability
Functional perspective
Disability and remaining ability
Seeing, touching
Speaking, listening
Writing, reading
Sitting, standing, walking
Sensory, physical, cognative
1.2 Technologies
• Assistive technology
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•
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Assistive devices
Access technology
Adaptive technology
Low tech
Medium tech
High tech
Universal design
Special design
Computer access
Internet communication
1.3 Proper assessment is important
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Consider limitation and remaining ability
Consider client’s goal
Consider technology
Consider implementation and follow up
 Reference
http://www.techpotential.net/assessment
Assistive Technology Assessment - Finding the Right Tools
Why is AT assessment so important?
Assessing an individual's assistive technology needs makes it far more likely to identify AT
devices and services which will improve their functional capabilities. A poor match between
technology and user more often than not leads to abandonment of the technology, and thus loss
of the desired outcome. Various studies and surveys indicate that half and possibly as much as
80% of assistive technology is abandoned by the prospective user. Often, this is because the
technology was not a good match for the user's abilities, needs, preferences, the task to be
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accomplished, or the context of the technology's use. So the first and arguably most important
step is to identify the right tool for the job.
AT assessment starts with asking the right questions
More than anything, matching an individual with the appropriate assistive technology
involves asking, and seeking answers to, the right questions -- about the tasks where the student has
difficulties, the student’s abilities and challenges, and the context in which the student performs
those tasks.
The most effective technology tools are those selected with these factors in mind. The
more we understand about the interaction between the PERSON, the TASK or activity they have
difficulty with, and the ENVIRONMENT or context in which they perform that task -- WHO needs to
do WHAT, WHERE? -- the better equipped we are to identify TOOLS (the assistive technology) to
help produce the desired outcomes.
"What is the best tool for ___?" That depends...
A common question is "What's the best technology for [reading, writing, taking notes, etc.]?".
By way of analogy, let's look at the "best" cooking tools (utensils, appliances) to prepare a meal.
The first question that comes to mind is "What kind of meal will you prepare?". Choice of tools will
vary greatly depending on whether you wish to make a sandwich, cook a frozen microwave meal, or
prepare a multi-course Thanksgiving dinner. The second question to ask is "Who will do the
cooking?". Is it a college student with moderate cooking experience, a young child, or chef Julia
Child? Lastly, we need to ask about the context in which the meal is prepared. Is it to be cooked in
a well-equipped kitchen, a college dorm room, or at a campsite? Do you have several hours or only
10 minutes? Will the meal be prepared independently, or is help available?
By asking the right questions in advance, we can identify the "best" tools for making that
meal. Likewise, to identify the most appropriate technology learning tools for an individual, we
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need to first know about the person, the nature of the task, and the environment in which they will
perform that task.
AT assessment is a collaborative process, not a one-time event by a specialist
This is especially true when identifying technology tools for students. The Individuals with
Disabilities Education Act (IDEA) instructs school district IEP (Individualized Education Program) teams
to consider if a student requires "assistive technology devices and services" to achieve their goals,
and then integrate that AT which proves to be effective into the student's IEP. Determining which AT
will be effective often requires an "assessment of assistive technology needs".
Rather than a one-time “event” conducted by a specialist, assistive technology assessment
is best thought of as a collaborative process by which a team (e.g., IEP team) determines what
technologies would improve a student's performance, participation, and independence. As
illustrated above, this process should take into account not only the student's learning strengths
and weaknesses, but also the nature of specific tasks to be performed, and the environments in
which the student performs these tasks -- the physical environment, social environment, and the
context (such as working independently or with others). Accomplishing this relies on the collective
knowledge and skills of the individual team members, each of whom has a unique perspective of
the student and his/her abilities, level of performance, curricula, etc. both in school and at home.
Depending on the expertise within the team, they may seek the services of an outside AT
specialist to conduct specialized evaluation and training, recommend specific assistive technologies,
and coordinate the needs assessment process, but the inputs and involvement of the entire team
are what produce successful results.
Lastly, a proper AT assessment also considers necessary supporting services such as training
for student and/or staff, integration of the AT into school and home life, and technical support
issues. It also provides a plan for implementation and for evaluating student progress with the AT.
And AT assessment always considers the perspective and inputs of the student.
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NOTE: Because understanding the individual's learning weaknesses and strengths is such an
important part of the AT assessment process, it is often helpful to obtain a diagnostic or psychoeducational evaluation from a qualified professional prior to conducting an assistive technology
needs assessment.
Pick the features, not the product
Let's say the student is a slow reader and the team believes he or she might benefit from
literacy software with text-to-speech which reads books aloud. What software, if any, would be
most beneficial? Before answering that, we need to ask other questions.
Knowing the cause of the slow reading (decoding problems, weak vocabulary, visual
processing, attention?) and the need for associated tools (e.g., assistance with writing), would help
the team to decide which generic technology features might be effective (e.g., text highlighting;
adjusting colors, fonts, and word spacing; built-in reference tools; word prediction). The student's
social circumstances and personal preferences (e.g., not wanting to appear different) might call for a
less conspicuous solution in certain settings, such as software with a more subtle user interface, or
listening to a book with an MP3 player while following along in the printed version. After matching
the student's specific needs with functional features, the team can make educated choices as to
which technologies are most likely to produce the desired outcomes.
How I Conduct AT Assessments
Working collaboratively with individuals, families, school teams, and other providers, I use a
“best practices” approach to gather information, conduct trials with various assistive technologies,
and brainstorm potential solutions aimed at minimizing the impact of learning deficits and
capitalizing on the individual's learning strengths.
Generally, the initial AT assessment process comprises five "phases":
1. Define the problem and "consider" assistive technology - What does the student need to
do, but can't (or has difficulty doing) because of a disability or learning difference? If the student
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cannot adequately perform these tasks using existing strategies and accommodations, consider
whether use of assistive technology tools might help. (IDEA requires IEP teams to consider assistive
technology.)
2. Gather relevant data about the student strengths and needs, tasks, barriers to
performance, learning environments, and the student's current level of performance in his/her
customary environments. Much of this comes from existing documents (IEP, 504 plan, educational
evaluations), but also from interviews with teachers or family, classroom observations (if necessary),
and working one-on-one with the student.
3. Generate potential solutions - Based on the information collected, identify tools,
strategies, and supporting services which hold promise to improve performance, increase
participation, and/or increase independence.
4. Conduct AT trials - Develop and implement an AT trial plan, including timelines and
criteria for determining success, and collect measurable data on the impact to student performance
in the student's customary environments. This is often conducted over a extended period in
collaboration with the school district staff and others. The goal is to validate the effectiveness of
the chosen technologies so as to provide greater confidence about the decisions.
5. Integrate successful/appropriate AT tools and strategies - Analyze results, determine most
appropriate tools and strategies based on the trials (or whether additional trials are needed), and
develop a plan to implement the recommended technology. Document required tools and
strategies in student's IEP (if they have one).
Reconsideration and additional assessment should be conducted as needs change, tasks
change, performance improves, or the student's needs are no longer being met by the current
technology.
 Reference
Copyright 2008-2013 by Rachael M. Haven
http://www.techpotential.net/assessment
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How to use Windows accessibility tools
Principle and basic operation of technologies
Using Windows accessibility tool
Windows 7 accessibility features. Many features for all types of disabilities. These features are
already included without having to purchase additional software. However, certain type of disability
may use third-party software for better and more powerful access
 Reference
http://www.microsoft.com/enable/products/windows7/
Accessibility in Windows 7
Windows 7 includes accessibility options and programs that make it easier to see, hear, and
use your computer including ways to personalize your PC. Windows 7 includes significant
accessibility improvements. 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. Compare accessibility in Windows and find the Guide to transitioning to
Windows 7 for people with disabilities.
Ease of Access Center
The Ease of Access Center provides a convenient, centralized place to locate accessibility
settings and programs to make your computer easier to use. The Ease of Access Center can be
found in the Control Panel by selecting Windows logo key+U and also when logging into Windows.
The Ease of Access Center includes:
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• Quick access to common tools. Start Magnifier, On-Screen Keyboard, Narrator, and High
Contrast quickly.
• 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 about your eyesight, dexterity, hearing, and more. A custom list of recommended
settings is provided so you can choose which options you want to try.
• Explore all settings by category. Instead of looking for accessibility settings in various places,
settings are organized so you can explore how to:
- Use the computer without a display
- Make the computer easier to see
- Use the computer without a mouse or keyboard
- Make the mouse easier to use
- Make the keyboard easier to use
- Use text or visual alternatives for sounds
- Make it easier to focus on tasks
Make things on screen appear bigger with Magnifier
Magnifier enlarges portions of the screen making it easier to view text and images and see
the whole screen more easily. Magnifier in Windows 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. The online video and how-to guide for Windows 7 Magnifier shows how to:
• Choose where Magnifier focuses so that it follows the movement of the mouse cursor,
keyboard focus, or text editing
• Change the zoom level
• Set the zoom increment
• Set the lens size
• Turn on color inversion for better screen legibility
• Display the Magnifier toolbar
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Type without using the keyboard (On-Screen 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 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 enabled, as you type, On-Screen Keyboard displays a list
of words that you might be typing.
The online video and how-to guide for Windows 7 On-Screen Keyboard shows how to:
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Change how information is entered into On-Screen Keyboard
Select a layout for On-Screen Keyboard
Change the font for On-Screen Keyboard keys
Set On-Screen Keyboard to use audible clicks
Enable text prediction in On-Screen Keyboard
Hear text read aloud with Narrator
Windows comes with a basic screen reader called Narrator, which reads aloud text on the
screen and describes some events (such as error messages appearing) that happen while you're
using the computer. You can find Narrator in the Ease of Access Center. To open Narrator, click the
Start button, type "Narrator" in the search box, then select Narrator from the list of results.
How-to Guide for Narrator shows how to:
• Choose which text Narrator reads aloud
• Change the Narrator voice
• Start Narrator minimized
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Personalization
Add a personal touch to your computer by changing the computer's colors, sounds, desktop
background, screen saver, font size, and user account picture. You can also decide which gadgets to
display on your desktop.
• Desktop background—(also called wallpaper) is a picture or design on the desktop. It
provides a backdrop to your open windows.
• Colors—You can change the color of windows, window borders, title bars, menus, the
desktop, and more.
• Sounds—You can change the sound your computer makes when you receive email, start
Windows, or shut down your computer.
• Screen saver—A screen saver is a picture or animation that appears on the screen when you
haven't used the mouse or keyboard for a specified period of time. Windows includes a
variety of screen savers to choose from.
• Font size—You can make the text, icons, and other items on your screen easier to see by
increasing the dots per inch (DPI) scale to make them larger. You can also decrease the DPI
scale to make text and other items on your screen smaller, so that more information fits on
the screen.
• User account picture—A user account picture helps identify your account on a computer.
The picture is displayed on the Welcome screen and on the Start menu. You can change
your user account picture to one of the pictures included with Windows, or you can use
your own.
• Desktop gadgets—Desktop gadgets are customizable mini-programs that can display
continuously updated information, such as headlines or a slide show, without having to
open a new window.
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Personalize your PC
• Change on-screen colors
• Adjust the sound level on your computer
• Make text on your screen larger or smaller
You can make the text and other items on your screen, such as icons, 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.
Interact with your PC with Speech Recognition
Speech Recognition in Windows 7 allows you to command your PC with your voice including
the capability to dictate into almost any application. You can dictate documents and email and surf
the Web by saying what you see. An easy setup process and an interactive tutorial are available to
familiarize you with the speech commands and train your computer to better understand you.
Learn what you can do with Speech Recognition and how-to set up Speech Recognition
including how to set up your microphone, teach yourself how to talk to your computer, and train
your computer to recognize your speech.
Also explore how to:
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Dictate text using Speech Recognition
Use the dictation scratchpad
Add or edit words in the Speech Dictionary
Use Common commands
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Windows Touch
While 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 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 zoom.
Assistive technology products for Windows
Assistive technology products are specialty hardware and software products that provide
essential accessibility to computers for those with significant vision, hearing, dexterity, language, or
learning needs. Many assistive technology products are compatible with Windows. Find more
information about selecting and shopping for assistive technology products for Windows.
Overview of accessibility features in Windows 7
• Ease of Access Center
Provides a centralized location in the Control Panel where you can adjust accessibility
settings and programs. You can also get recommendations for settings to make your PC
easier to see, hear, and use.
• Magnifier
Magnifies the screen or a portion of the screen to make text, images, and objects easier
to see.
• On-Screen Keyboard
A visual, on-screen keyboard with all the standard keys that you can use instead of a
physical keyboard. On-Screen Keyboard also lets you type and enter data with a mouse
or other pointing device.
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• Narrator
Reads aloud on-screen text and describes some events (such as error messages
appearing) that happen while you're using the computer.
• Speech Recognition
Enables you to interact with your computer using only your voice while maintaining, or
even increasing, your productivity.
• Change text size
Lets you make text and objects larger and easier to see without losing graphics quality.
• Personalization
You can add a personal touch to your computer by changing the computer's theme,
color, sounds, desktop background, screen saver, font size, and user account picture.
You can also select specific gadgets for your desktop.
• Touch
If you've got a touch-screen monitor, 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 zoom.
• Keyboard shortcuts
Keyboard 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 to interact with your computer, saving you time and effort.
• Sticky Keys
Instead 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.
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• Mouse Keys
Instead of using the mouse, you can use the arrow keys on the numeric keypad to move
the pointer.
• Filter Keys
Ignore keystrokes that occur in rapid succession and keystrokes that are held down for
several seconds unintentionally.
• Visual Notifications
Replace system sounds with visual cues, such as a flash on the screen, so system alerts
are announced with visual notifications instead of sounds.
• Captions
Get information via animations and video that some programs use to indicate that
activity is happening on your computer.
 Reference
http://www.microsoft.com/enable/products/windows7/
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Information access for persons with physical challenges
 Reference
http://www.gmc-uk.org/accessibility/assistive_technologies/physical_impairments.asp
Assistive technologies for people with physical impairments
Physical impairments come in many forms and can generally be classified as a loss or
limitation of function in muscle control or movement or a limitation in mobility. This may include
hands that are too large or small for a keyboard, shakiness, arthritis, paralysis, and limb loss, among
other difficulties.
There is a wide range of assistive technologies available to help with all these impairments.
Below are some of the most popular ones. You can find a fuller range by using the useful links at
the foot of the page.
• Mouth stick - a device that enables users to control input through a stick that they
manipulate with their mouth.
• Head wand - Head wands are very similar in function to mouth sticks, except in this case the
stick is strapped to the head.
• Single-switch access – for people with very limited mobility. For instance, if a person can
move only the head, a switch could be placed to the side of the head that would allow the
person to click it with head movements. This clicking would then be interpreted using
special software.
• Oversized trackball mouse - A trackball mouse has the rollerball on top rather than
underneath the mouse. Instead of moving the mouse to control movement, you move the
rollerball. Some users find this easier to control. It also works well in conjunction with other
devices, for example, head wands or mouth sticks.
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• Adaptive keyboard - There are a wide range of alternative keyboards on the market to help
motor-impaired users including compact, expanded, ergonomic, on-screen, concept, rubber
and ABC keyboards.
• Eye tracking - Eye tracking devices can be a powerful alternative for individuals with no
control, or only limited control, over their hand movements. The device follows the
movement of the eyes and allows the person to navigate through the web with only eye
movements.
• Voice recognition software - Voice recognition programs enable the user to enter text and, in
some cases, carry out common computer tasks simply by speaking into a microphone,
without having to use a keyboard or a mouse. In case of text entry, the computer analyses
the user's voice, tries to recognize the words, and types them, instead of the user as he or
she speaks.
• "Sticky Keys" - a method of typing where modifier keys, such as Shift, Control, Command,
and Alt/Option, will "stick" down and apply to the next keystroke, so that only one key
needs to be pressed at a time. This is extremely useful for people who have motor
impairments that make it difficult to press combinations of keys.
• "Slow Keys" - a keyboard feature that prevents keystrokes from registering until a key has
been held down for a certain period of time. This is extremely useful for people with motor
impairments that make it difficult to target keys accurately or that cause unpredictable
motion.
Useful links
The following website links provide more information about assistive technologies for
people with physical impairments.
• WebAim - Motor disabilities: Assistive technologies
• Gateway - Provides case studies of users with physical impairments and information about
assistive technologies
• AbilityHub - A good resource for available assistive technologies
 Reference
Copyright General Medical Council 2013. All rights reserved
http://www.gmc-uk.org/accessibility/assistive_technologies/physical_impairments.asp
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Information access for persons with Impaired communication
 Information access for speech impaired persons
 Reference
http://atcoalition.org/article/alternative-and-augmentative-communication-aac-what-areoptions
Assistive Technology for People with Speech and Language Disabilities
Speech disabilities cover a wide range of conditions, including the physical inability to
produce sound and/or cognitive difficulties producing language. This article provides a summary of
ways that assistive technology can be useful, and links to other Assistive Technology for Cognition
(ATC) articles on specific topics. (For those who have some physical ability to speak but need help
with sound production, see our article on Speech Amplifiers and Artificial Larynxes.
Some people with speech disabilities prefer not to use assistive technology, feeling that
they can best express themselves using their natural voice. For those who do choose to use
assistive technology, however, the following types of products are available.
• Assistive Technology for Alternative Communication
Some people have little or no physical ability to speak, others may have cognitive
difficulties generating language, and still others may fall into both categories. All of these individuals
may benefit from using Augmentative and Alternative Communication (AAC) devices. These can be
as simple as a piece of paper with words that the user points or as complex as a programmable
speech output device, with several options in between. People who have standard cognition can
use AAC devices that are text-based; these include basic or customized word lists, and generally
also permit users to type in their own words. (Probably the most famous user of this type of AAC is
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the physicist Stephen Hawking.) Individuals who have cognitive disabilities, whether present from a
young age or acquired later, may need AAC devices that use pictures and symbols instead of or in
addition to text to help them better recognize the concepts they wish to communicate.
High-tech AAC devices have traditionally been very expensive and often could not be used
for other purposes, such as accessing the Internet. This has changed dramatically in recent years,
largely thanks to the availability of AAC applications on mainstream devices such as the iPad. In
addition to the affordability implications of this development, this may permit some individuals to
explore AAC strategies outside of a clinical setting. You may want to start with our article on
“Alternative and Augmentative Communication—What Is It?” for a brief illustration.
• Alternative and Augmentative Communication (AAC) -- What are the options?
The 'normal' way people communicate face-to-face is through talking. However, many
people can't talk clearly, or can't talk at all. These people rely on various tools to help augment
their limited talking ability, or to help them communicate in an alternate way -- 'Alternative and
Augmentative Communication' (AAC). These tools come in all shapes, sizes, and functionalities. This
article provides a basic breakdown of the general AAC tool types.
Low-tech:
Low-tech usually means "no batteries required". These tools are often paper based, and can
be as simple as a pad of paper and a pencil. If someone can't write they might have a book with
words or pictures that they can flip through to build sentences. People who can't flip pages might
have a laminated sheet with letters, words, and/or pictures on it; they point to the items on the
sheet to spell words or build sentences.
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Mid-tech
There are two basic types of mid-tech AAC tools. One type of tool uses pre-recorded words
or phrases, and a button for each. The other type has a keyboard, display, and speaker. Users type
words that show up on the display and are spoken aloud by a computer voice.
High-tech
These tools have a screen that shows an array of buttons or a picture with 'hotspots'. Users
press these buttons or hotspots to select a word or phrase, or to change the screen to a new set of
choices. This gives people rapid access to a large vocabulary. The device speaks completed
messages with very human sounding computer voices or recorded voices. These devices can be
accessed by touch, gaze, or by hitting switches with other parts of the body. They can also often be
used to control devices such as lights or the television, or to control a computer. There are many
varieties of each type, and which of these tools someone uses depends on many factors. Contact
us if you need help getting started.
The Accessible Technology Coalition is a project of the Center for Accessible Technology,
and is made possible with generous funding from the American Recovery and Reinvestment Act
within the U.S. Department of Commerce and the California Emerging Technology Fund (CETF).
 Reference
http://atcoalition.org/article/alternative-and-augmentative-communication-aac-what-areoptions
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 Information access for persons with hearing impairment
 Reference
https://www.microsoft.com/enable/guides/hearing.aspx
Guide for Individuals with Hearing Impairments
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. This guide describes
accessibility features built into Windows 8 that are available to address hearing impairments and
preferences including adjusting computer volume, changing computer sounds, and using text or
visual alternatives for sounds. You can also learn about the types of assistive technology products
available to further assist you.
• Make Windows 8 easier to use
With Windows 8 you can easily access the most commonly used accessibility options right
from the sign-in screen. Select the Ease of Access button in the lower-left corner of your screen, or
press the Windows logo key+U, to choose the settings for your PC that you want to have available
each time it starts.
• Adjust accessibility settings from the Ease of Access Center
The Ease of Access Center is a convenient, central location where you can set up all of the
accessibility settings and programs available in Windows, and "get recommendations" for suggested
settings to fit your hearing and sound needs and preferences. After log-in, you can access the Ease
of Access Center by pressing the Windows logo key+U. On a touch-enabled device, swipe in from
the right edge of the screen, and then tap Search. Enter Ease of Access Center in the search box,
tap or click Settings, and then tap or click Ease of Access Center in the results.
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• Ease of Access Center in Control Panel
Use text or visual alternatives for sounds:
Under Use text or visual alternatives for sounds in the Ease of Access Center you will find
options for using visual cues to replace sounds in many programs, and access to the audio sound
themes control panel.
Adjust computer volume:
Although most speakers have a volume control, you can also control speaker volume using
Windows. The quickest way to change the speaker volume for your computer is to click the
Speakers button in the notification area of the taskbar while in desktop view, and then to move the
slider up or down to increase or decrease the speaker volume.
Computer volume control slider:
While on the Start screen, swipe in from the top right of the screen and select Settings.
Then click the Speakers icon and adjust the slider bar up or down to increase or decrease the
computer volume.
• Volume control in Windows 8 Settings
Change computer sounds:
You can have your computer play a sound when certain events occur on your computer.
(An event can be an action that you perform, such as logging on to your computer, or an action
that your computer performs, such as alerting you when you receive new email.) Windows comes
with several sound schemes (a collection of related sounds) for common events. Additionally, some
desktop themes have their own sound schemes. To change sound schemes, press the Windows
logo key+U, while in the desktop view to open the Ease of Access Center. Select Use text or visual
alternatives for sounds. Then select Audio Devices and Sounds. In the Sound dialog box, select the
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Sounds tab. Select the program events and associated sounds you want to comprise a new sound
scheme.
• Use Office features for hearing solutions
Depending on the learning or work environment, individuals may be able to use a
combination of Windows, Microsoft Outlook, and Microsoft Lync, to communicate via text rather
than spoken dialogue with classmates or workmates in real time.
• Instant messaging using Lync
Microsoft Lync 2013 provides a single interface that unites voice communications, instant
messaging, and audio, video, and web conferencing. People who are deaf or have hearing
impairments can communicate effectively using email, text messaging on phones and other devices,
and communications interfaces such as Microsoft Lync.
• Find assistive technology for hearing impairments
You can shop for assistive technology products compatible with Microsoft Windows made by
independent assistive technology companies. People who have hearing impairments may be
interested in the following assistive technology:
- Sign language interpretation is useful for students and others with hearing impairments to
enable them to actively communicate in the classroom and other settings.
- Personal listening devices and personal amplifying products can also be helpful for people
with some hearing.
- Sign language translators such as iCommunicator which is a graphical sign language translator
that converts speech to sign language in real time can enable people who are deaf to
communicate more easily with hearing people.
 Reference
https://www.microsoft.com/enable/guides/hearing.aspx
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Information access for persons with learning disability
 Reference
http://www.washington.edu/doit/Brochures/Technology/atpwld.html
Working Together: Computers and People with Learning Disabilities
Providing access to technology
A specific learning disability (LD) is in most situations a "hidden disability." Because there are
no outward signs of a disability such as a white cane or wheelchair, people with an LD are often
neglected when considering assistive computer technology. However, many people with learning
disabilities can benefit from mainstream and specialized hardware and software to operate a
computer and further their academic and career goals.
Definitions and Terminology:
A specific learning disability is unique to the individual and can appear in a variety of ways. It
may be difficult to diagnose, to determine impact, and to accommodate.
Generally speaking, someone may be diagnosed with a learning disability if he or she is of
average or above-average intelligence and there is a lack of achievement at age and ability level, or
a large discrepancy between achievement and intellectual ability.
An untrained observer may conclude that a person with a learning disability is "lazy" or "just
not trying hard enough." He may have a difficult time understanding the large discrepancy between
reading comprehension and proficiency in verbal ability. The observer sees only the input and
output, not the processing of the information. Deficiencies in the processing of information make
learning and expressing ideas difficult or impossible tasks. Learning disabilities usually fall within four
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broad categories:
•
•
•
•
Spoken language - listening and speaking
Written language - reading, writing, and spelling
Arithmetic - calculation and concepts
Reasoning - organization and integration of ideas and thoughts
A person with a learning disability may have discrepancies in one or all of these categories.
The effects of an LD are manifested differently for different individuals and range from mild to
severe. Learning disabilities may also be present along with other disabilities such as mobility or
sensory impairments. Often people with Attention Deficit Disorder/Attention Deficit Hyperactive
Disorder (ADD/ADHD) also have learning disabilities. Specific types of learning disabilities include:
• Dysgraphia - An individual with Dysgraphia has a difficult time with the physical task of
forming letters and words using a pen and paper and has difficulty producing legible
handwriting.
• Dyscalculia - A person with Dyscalculia has difficulty understanding and using math concepts
and symbols.
• Dyspraxia - Language comprehension of a person with Dyspraxia does not match language
production. She may mix up words and sentences while talking.
• Non-verbal Learning Disorder - A non-verbal Learning Disorder is demonstrated by belowaverage motor coordination, visual-spatial organization, and social skills.
• Dyslexia - An individual with Dyslexia may mix up letters within words and words within
sentences while reading. He may also have difficulty spelling words correctly while writing;
letter reversals are common. Some individuals with Dyslexia may also have a difficult time
with navigating and route finding using right/left and/or compass directions.
Accommodations:
Assistive and adaptive technology does not "cure" a specific learning disability. These tools
compensate rather than remedy, allowing a person with an LD to demonstrate their intelligence
and knowledge. Adaptive technology for the person with an LD is a made-to-fit implementation.
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Trial and error may be required to find a set of appropriate tools and techniques for a specific
individual. Ideally, a person with an LD plays a key role in selecting her technology. She should help
to determine what works and what does not. Once basic tools and strategies are selected, they can
be "test driven," discarded, adapted, and/or refined.
Following are descriptions of some computing tools that have been used effectively by
individuals with specific learning disabilities. This list is not exhaustive and should not limit the
person with an LD or the assistive technology practitioner from trying something new. Today's
experimental tinkering could lead to tomorrow's commonly used tool.
• Word Processors
Computer-based accommodations for Dyslexia may not require specialized hardware or
software. For example, a person with Dyslexia can benefit from regularly using built-in word
processor features such as:
- Spell checking
- Grammar checking
- Font size and color changes
These built-in features are relatively low priced tools that, when used together, provide an
alternative to handwritten expression. The use of spell checkers can allow the person with learning
difficulties to remain focused on the task of communication, rather than getting bogged down in the
process of trying unsuccessfully to identify and correct spelling errors. Many word processing
programs also include tools for outlining thoughts and providing alternative visual formats that may
compensate for difficulty in organizing words and ideas. Additionally, color-coded text options and
outline capabilities present in many word processing programs are useful tools for those with
difficulty sorting and sequencing thoughts and ideas. Additionally, color-coded text options and
outline capabilities present in many word processing programs are useful tools for those with
difficulty sorting and sequencing thoughts and ideas.
A word processor can also be used as a compensatory tool for a person with Dysgraphia.
Use of a keyboard may be a viable alternative for an individual who has difficulty expressing his
thoughts via handwriting.
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• Reading Systems
An individual who can take in information through listening much better than by reading
may benefit from using a reading system. These systems allow text on screen (document, web
page, or email) to be read aloud through the computer's sound card. A scanner and Optical
Character Recognition (OCR) software (e.g., Freedom Scientific's WYNN or Kurzweil 3000) adds the
feature of reading printed text. Hard copy text is placed on the scanner where it is converted into a
digital image. This image is then converted to a text file, making the characters recognizable by the
computer. The computer can then read the words back using a speech synthesizer and
simultaneously present the words on screen.
Reading systems include options such as highlighting a word, sentence, or paragraph using
contrasting colors. If desired, the reader may elect to have only one word at a time appear on the
screen to improve her grasp of the material. Increasing the size of the text displayed on the screen
as well as changing text color can increase reading comprehension for some people with specific
learning disabilities.
• Concept Mapping
Some individuals have difficulty organizing and integrating thoughts and ideas while writing.
Concept mapping software allows for visual representation of ideas and concepts. These
representations are presented in a physical manner and can be connected with arrows to show the
relationship between ideas. These graphically represented ideas can be linked, rearranged, color
coded, and matched with a variety of icons to suit the need of the user. Concept mapping software
can be used as a structure for starting and organizing such diverse writing projects as poetry, term
papers, resumes, schedules, or even computer programs.
• Phonetic Spelling
People with Dyslexia often spell phonetically, making use of word prediction or spell
checking software less useful. Devices (e.g., Franklin Electronic Dictionary) or software (ClaroRead)
that renders phonetic spelling into correctly spelled words may be useful tools.
• Word Prediction
Spelling words correctly while typing can be a challenge for some people with Dyslexia.
Word prediction programs prompt the user with a list of most likely word choices based upon what
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has been typed so far. Rather than experiencing the frustration of remembering the spelling of a
word, he can refer to the predictive list, choose the desired word and continue with the expression
of thoughts and ideas.
• Speech Recognition
Speech recognition products provide appropriate tools for individuals with a wide range of
learning disabilities. Speech recognition software takes the spoken word via a microphone and
converts it to machine-readable format. The user speaks into a microphone either with pauses
between words (discrete speech) or in a normal talking manner (continuous speech). The discrete
product, although slower, is often the better choice for those with LDs because errors can be
identified as they occur. Making corrections after the fact using continuous speech requires
proficient reading skills. Speech recognition technology requires that the user have moderately good
reading comprehension to correct the program's text output. Because many people with LDs have
reading problems, speech recognition is not always an appropriate accommodation.
• Organizational Software/Personal Information Managers (PIMs)
Organizing schedules and information is difficult for some people with dyslexia or a nonverbal learning disorder. Personal Information Managers (PIMs) such as a Palm Pilot or Casio or
organizational software such as Microsoft Outlook or Lotus Organizer can accommodate these
disabilities. Such tools can be helpful to those with LDs by providing a centralized and portable
means of organizing schedules and information. The cues provided by these tools can assist keeping
on task and may help provide visual alternatives to represent what work needs to be done and
what has been accomplished. However, they may also put early learners at a disadvantage by
requiring yet another program and interface to learn and remember to use. Individuals may lack the
discipline/attention skills to regularly check the application/device.
• Talking Calculators
A talking calculator is an appropriate tool for people with Dyscalculia. The synthesized voice
output of a talking calculator provides feedback to the user that helps them identify any input
errors. Additionally, hearing the calculated answer can provide a check against the transposition of
numbers commonly reversed in reading by people with Dyslexia or Dyscalculia.
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• Low Tech Tools (Post-It Notes, Highlighters)
Not all assistive technology for people with LDs is computer-based. The use of common
office supplies such as Post-It Notes? and highlighter pens provide elegantly simple means of sorting
and prioritizing thoughts, ideas, and concepts. Often, tools of one's own making provide the most
effective and comfortable accommodations for learning difficulties.
• Video
A twelve-minute video, Working Together: Computers and People with Learning Disabilities,
available at www.uw/doit/Video/wt_learn.html, demonstrates key points summarized in this
handout. A DVD may be purchased from DO-IT. Permission is granted to reproduce DO-IT videos for
educational, non-commercial purposes as long as the source is acknowledged.
• Additional Resources
For more information about learning disabilities and possible accommodations, consider the
following websites.
-
LD OnLine: www.ldonline.org/
LD Resources: www.ldresources.com/International
Dyslexia Association: www.interdys.org/
National Center for Learning Disabilities: www.ncld.org/
Useful information about products that can assist an individual with an LD can be found at
the following websites.
-
Casio Personal Assistant: www.casio.com/
ClaroRead: www.clarosoftware.com/
Franklin Electronic Dictionary: www.franklin.com/
Freedom Scientific WYNN: www.freedomscientific.com/wynn/
Inspiration Software: www.inspiration.com/
Kurzweil 3000: www.kurzweiledu.com/k3000demo/
Lotus Organizer: www.lotus.com/home.nsf/welcome/organizer/
Microsoft Outlook: www.microsoft.com/outlook/
Palm Pilot: www.hpwebos.com/
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Information access for persons with visual impairment
 Screen Magnification
•
•
•
•
Screen magnifier
Screen magnification software
Screen enlargement
Magnification size
 Reference
http://en.wikipedia.org/wiki/Screen_magnifier
Screen magnifier
A screen magnifier is software that interfaces with a computer's graphical output to present
enlarged screen content. It is a type of assistive technology suitable for visually impaired people
with some functional vision; visually impaired people with little or no functional vision usually use a
screen reader.
The simplest form of magnification presents an enlarged portion of the original screen
content, the focus, so that it covers some or all of the full screen. This enlarged portion should
include the content of interest to the user and the pointer or cursor, also suitably enlarged. As the
user moves the pointer or cursor the screen magnifier should track with it and show the new
enlarged portion. If this tracking is jerky or flickers it is likely to disturb the user. Also, the pointer or
cursor may not be the content of interest: for example, if the user presses a keyboard shortcuts
that opens a menu, the magnified portion should jump to that menu. Pop-up windows and changes
in system status can also trigger this rapid shifting.
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Screen magnifier can be especially helpful for people suffering from low vision, for example,
many elderly users.[1] However, Hanson points out that people with low vision often also suffer
from additional disabilities such as tremors.[2] Pramudianto et al. compared different magnification
techniques to use a Wii Remote as a magnifier for distant displays.[3] They determined that users
have a lower error rate for selecting small targets if using one of the tested magnification
techniques.
• Features
Ranges of 1- to 16-times magnification are common. The greater the magnification the
smaller the proportion of the original screen content that can be viewed, so users will tend to use
the lowest magnification they can manage.
Screen magnifiers commonly provide several other features for people with particular sight
difficulties:
- Color Inversion Many people with visual impairments prefer to invert the colors, typically
turning text from black-on-white to white-on-black. This can reduce screen glare and is
useful for elderly people suffering from age-related macular degeneration.
- Smoothing Text can become blocky and harder to recognise when enlarged. Some screen
magnifiers anti-alias or smooth text to compensate.
- Cursor customisation The mouse and text cursors can often be modified in several ways,
such as circling it to help the user locate it on the screen.
- Different Magnification Modes Screen magnifiers can alter how they present the enlarged
portion: covering the full screen, providing a lens that is moved around the un-magnified
screen, or using a fixed magnified portion.
- Screen reader Some magnifiers come packaged with a basic screen reader, allowing
whatever the user is pointing at to be read out.
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Screen magnifiers bundled with the OS
A Magnifier application has been included within the Microsoft Windows operating system
since Windows 98.
On OS X, the built-in screen magnification feature can be used at any time holding the
Control key and scrolling the mouse wheel to zoom in or zoom out.
Many Linux Operating systems utilize a program called Compiz-Fusion which has a highly
configurable plugin named "Enhanced Zoom Desktop"
Haiku includes an application called Magnify[4]
• Screen magnifier products
-
Magnifier (Windows)
Virtual Magnifying Glass - Cross platform magnifier application
ZoomText
Magic
Dolphin Lunar
 References
1. V. L. Hanson "Web Access for Elderly Citizens" Proceedings of the workshop on Universal
accessibility of ubiquitous computing, 2001.
2. V. L. Hanson "Web Access for Elderly Citizens" Proceedings of the workshop on Universal
accessibility of ubiquitous computing, 2001.
3. F. Pramudianto, A. Zimmermann, E. Rukzio "Magnification for Distance Pointing"
Proceedings of the workshop on Mobile Interaction with the Real World, 2009.
4. "Haiku User Guide - Magnify". Retrieved 2010-05-11.
http://en.wikipedia.org/wiki/Screen_magnifier
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 Using iPhone and iPad
 Reference
https://www.apple.com/accessibility/ipad/vision.html
Accessibility Solutions for iPhone and iPad.
Vision
iPad includes an amazing screen reader along with other innovative accessibility features
that make it easier to use for those who are blind or have impaired vision.
VoiceOver
The same VoiceOver screen reader available on iPhone comes standard on iPad. It’s the
world’s first gesture-based screen reader, and it allows you to enjoy the fun and simplicity of iPad
even if you can’t see the screen.
With VoiceOver, you use simple gestures to physically interact with items on the screen.
Instead of memorizing key commands or repeatedly pressing arrow keys to find what you’re looking
for, just touch the screen to hear an item’s description, then gesture with a double-tap, drag, or
flick to control iPad.
Because VoiceOver on iPad allows you to interact directly with objects, you can understand
their location and context. When you touch the upper-left corner of the screen, you hear what’s in
the upper-left corner of a web page. And as you drag your finger around the screen, you learn
what’s nearby, providing an unprecedented sense of relationship and context.
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VoiceOver on iPad also gives you information about your device — including battery level,
network signal level, and time of day. It even lets you know when the display changes to landscape
or portrait orientation and when the screen is locked or unlocked.
Adjustable speaking rate
The speaking rate in VoiceOver is adjustable so you can set it to a speed that best suits you.
VoiceOver uses distinctive sound effects to alert you when an application opens, when the screen is
updated, when a message dialog appears, and more. And when VoiceOver is talking, the volume of
background sounds and music is automatically lowered, “ducking” under the voice, so you can
clearly hear what VoiceOver is telling you.
It speaks your language
VoiceOver includes built-in voices that speak 36 languages:
Arabic, Chinese (Cantonese), Chinese (China), Chinese (Taiwan), Czech, Danish, Dutch, English
(Australia), English (Britain), English (Irish), English (South African), English (United States), Finnish,
Flemish (Belgian Dutch), French (Canadian), French (France), German, Greek, Hindi, Hungarian,
Indonesian, Italian, Japanese, Korean, Norwegian, Polish, Portuguese (Brazil), Portuguese (Portugal),
Romanian, Russian, Slovak, Spanish (Mexico), Spanish (Spain), Swedish, Thai, Turkish
Getting started
VoiceOver is built right into iPad so there’s nothing extra to purchase or install. All you need
is the latest version of iTunes and a Mac or PC. You can activate your iPad and enable VoiceOver
without sighted assistance using Setup Assistant. Sighted users can also enable VoiceOver directly
on iPad using the Accessibility menu in Settings.
How it works
With VoiceOver enabled, you’ll use a different but simple set of gestures to control iPad.
For example, instead of tapping to activate a button, tap the button to hear a description of it,
double-tap to activate it, and swipe up or down to adjust a slider.
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When an item on the screen is selected, a black rectangle called the VoiceOver Cursor
appears around it. The VoiceOver Cursor is displayed for the benefit of sighted users with whom you
may be sharing your iPad. When you prefer privacy, you can activate a screen curtain to disable the
imaging on your display.
In addition to touching and dragging around the screen, you can also flick left and right to
move the VoiceOver Cursor to the next or previous item on the screen — no matter how big or
small it is. By flicking, you can make precise choices about what you hear even if it’s difficult to
place your finger on the item.
Entering text
When you’re typing text, such as an email message or a note, VoiceOver echoes each
character on the keyboard as you touch it, then again to confirm your selection. You can also
enable Touch Typing, which automatically enters the last character you hear when you lift your
finger. You can even set VoiceOver to speak each completed word instead of — or in addition to —
individual characters as you type them. Move the insertion point cursor left or right by flicking up or
down within text. With VoiceOver, you can edit a word just as easily and precisely as you can type it
in the first place.
To help you type more quickly and accurately, iPad offers word prediction and spelling
corrections. With Speak Auto-text enabled, you’ll hear a sound effect and the suggested word
spoken automatically. Keep typing to ignore the word or press the Space key to have iPad type it
for you.
The rotor
VoiceOver features an innovative virtual control called a rotor. Turn the rotor on by rotating
two fingers on the screen as if you were turning an actual dial. This gesture changes the way
VoiceOver moves through a document based on a setting you choose. For example, a flick up or
down might move the cursor through text word by word. But when the character setting is selected,
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the same gesture will move the cursor through the text character by character — perfect when
you’re proofreading or editing text.
You can also use the rotor to navigate web pages. When you’re on a web page, the rotor
contains the names of common items, such as headers, links, form elements, images, and more.
You select a setting, then flick up and down to move to the previous or next occurrence of that
item on the page, skipping over items in between.
Applications
VoiceOver works with all of the built-in applications that come on iPad, including Safari, Mail,
App Store, iTunes, Music, Calendar, and Notes. And with the element labeler, you can create
custom labels for buttons so it’s easier to surf the web, email your friends, manage your calendar,
download new apps, read books, and more. Apple is also working with iPad software developers to
make even more applications VoiceOver compatible.
iBooks
With the iBooks app (available as a free download), you can download, organize, and read
ebooks on your iPad. iBooks is fully compatible with VoiceOver, so you can have books read aloud
in any of 33 languages. And you can tailor iBooks to suit the way you read. Read in either portrait or
landscape orientation. Choose larger font sizes or different fonts. It also works with the white-onblack text setting. When you want to add new books, visit the iBookstore directly from your iPad
and take advantage of VoiceOver to browse the store.
Wireless braille displays
iPad includes built-in support for refreshable braille displays that use Bluetooth wireless
technology. You can use them to read VoiceOver output in contracted and non-contracted braille.
In addition, braille displays with input keys and other controls can be used to control iPad when
VoiceOver is turned on. Learn more about supported braille displays
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Zoom
While many iPad applications let you zoom in and out specific elements such as images in
Mail or web page columns in Safari, Zoom lets you magnify the entire screen of any application
you’re using to help you see what’s on the display. Zoom can be enabled on iPad using iTunes
when you’re setting up iPad for yourself or someone else, or later, using the Accessibility menu in
the Settings application. Zoom works everywhere — including the Home, Lock, and Spotlight
screens — even in applications that you purchase from the App Store. With iOS 6, Zoom also works
seamlessly with VoiceOver.
Here’s how it works. Double-tap with three fingers to instantly zoom in and out 200 percent.
Or double-tap and drag three fingers to dynamically adjust the screen’s magnification between 100
percent and 500 percent. Even when zoomed in, you can continue using all the iPad gestures
you’re familiar with — flick, pinch, tap — to run your favorite applications.
Invert Colors
If you prefer higher contrast, you can change the display on your iPad to white on black.
This reverse-video effect works in all applications and on the Home, Lock, and Spotlight screens,
and it can be used with Zoom and VoiceOver.
Speak Selection
Want to select text from websites, email, messages, and more? Speak Selection lets you
highlight text in any application by double-tapping it. Even if you don’t have VoiceOver enabled,
Speak Selection will read you the highlighted text and give you formatting options like cut, copy,
and paste. Turn on Speak Selection in Settings.
Tactile Buttons
iPad includes a few, easily discernible physical buttons: the Sleep/Wake button, located on
the top edge; the Side switch and volume control buttons, located on the upper-right edge; and
the Home button, centered below the display.
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Large Text
You can increase the font size to see up to 56-point text in alerts, Calendar, Contacts, Mail,
Messages, and Notes.
Headset Compatibility
iPad works with a variety of headsets, including Apple earphones and in-ear headphones
that have a high-performance microphone capsule built into the cord. Control music playback or
record your voice in compatible applications when you click the microphone capsule on your
headset.
Audible Alerts
iPad lets you activate audio alerts for incoming and outgoing mail and calendar event
requests. iPad also offers an audio option for confirming keyboard actions.
Accessible iPad User Guide
The iPad User Guide has been designed with accessibility in mind. Read the iPad User Guide
in HTML format using a web browser with your favorite screen reader on a Mac, PC, and iPad. Or
listen to the iPad User Guide in ePub format using VoiceOver in the iBooks app on iPad (iBooks and
the user guide can be downloaded at no charge from the App Store and iBookstore, respectively).
You can also read the iPad User Guide in tagged PDF format using Preview in OS X and Adobe
Acrobat in Windows.
 Reference
Copyright2013 Apple Inc. All rights reserved.
https://www.apple.com/accessibility/ipad/vision.html
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 Using Braille displays
•
•
•
•
•
Computer
Screen reader
Braille display driver
Navigation
Braille structure
 Reference
http://en.wikipedia.org/wiki/Refreshable_braille_display
Refreshable braille display
A refreshable braille display or braille terminal is an electro-mechanical device for displaying
braille characters, usually by means of round-tipped pins raised through holes in a flat surface. Blind
computer users, who cannot use a normal computer monitor, use it to read text output. Speech
synthesizers are also commonly used for the same task, and a blind user may switch between the
two systems or use both at the same time depending on circumstances.
The base of a refreshable braille display is a pure braille terminal. There, the input is
performed by two sets of three keys plus a space bar (as in the Perkins Brailler), while output is via
a refreshable braille display consisting of a row of electromechanical character cells, each of which
can raise or lower a combination of six (or in some cases, eight) round-tipped pins. Other variants
exist that use a conventional QWERTY keyboard for input and braille pins for output, as well as
input-only and output-only devices.
On some models the position of the cursor is represented by vibrating the dots, and some
models have a switch associated with each cell to move the cursor to that cell directly. The
mechanism which raises the dots uses the piezo effect of some crystals, where they expand when a
voltage is applied to them. Such a crystal is connected to a lever, which in turn raises the dot.
There has to be a crystal for each dot of the display, i.e. eight per character.
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Because of the complexity of producing a reliable display that will cope with daily wear and
tear, these displays are expensive. Usually, only 40 or 80 braille cells are displayed. Models with
between 18 and 40 cells exist in some notetaker devices.
• Software
The software that controls the display is called a screen reader. It gathers the content of the
screen from the operating system, converts it into braille characters and sends it to the display.
Screen readers for graphical operating systems are especially complex, because graphical elements
like windows or slidebars have to be interpreted and described in text form. Modern operating
systems usually have an Application Programming Interface to help screen readers obtain this
information, such as UI Automation (UIA) for Microsoft Windows, VoiceOver for OS X and iOS, and
AT-SPI for GNOME.
• Future designs
A rotating-wheel braille display, was developed in 2000 by the National Institute of
Standards and Technology (NIST) and another at the Leuven University in Belgium[1] both wheels
are still in the process of commercialization. In these units, braille dots are put on the edge of a
spinning wheel, which allows the user to read continuously with a stationary finger while the wheel
spins at a selected speed. The braille dots are set in a simple scanning-style fashion as the dots on
the wheel spin past a stationary actuator that sets the braille characters. As a result, manufacturing
complexity is greatly reduced and rotating-wheel braille displays, when in actual production, should
be less expensive than traditional braille displays. Designs for a full braille computer monitor have
been patented but not yet produced.
 Reference
http://en.wikipedia.org/wiki/Refreshable_braille_display
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The Training of Information and Communication Technology and Assistive Technology for the Equity in Society
 using Braille embossers
•
•
•
•
Braille translation
Braille embosser
Braille printer
Braille paper
 Reference
http://en.wikipedia.org/wiki/Braille_embosser
Braille embosser
A braille embosser is an impact printer that renders text as tactile braille cells. Using braille
translation software, a document can be embossed with relative ease, making braille production
efficient and cost-effective. Blind users tend to call other printers "ink printers", to distinguish them
from their braille counterparts. This is often the case regardless of the type of printer being
discussed (e.g., thermal printers being called "ink printers" even though they use no ink).
As with ink printers and presses, embossers range from those intended for consumers to
those used by large publishers. Thus, an embosser can cost roughly anywhere from US$2,000 to
$150,000.
The fastest industrial braille embosser is probably the $77,000 Belgian-made NV Interpoint
55, first produced in 1991, which uses a separate air compressor to drive the embossing head and
can output up to 800 braille characters per second. Adoption was slow at first; in 2000 the National
Federation of the Blind said there were only 3 of these in the USA, one owned by the NFB itself
and the other two by the Watchtower Bible and Tract Society. As of 2008 there are more than 60 in
use across the world.
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Smaller desktop braille embossers are more common and can be found in libraries,
universities, and specialist education centers, as well as being privately owned by blind individuals.
Particularly with some lower-priced embossers, it may be necessary to use an acoustic cabinet or
hood to damper the noise level.
Braille embossers usually need special braille paper which is thicker and more expensive
than normal paper. Some high-end embossers are capable of printing on normal paper. Embossers
can be either one-sided or two-sided. Duplex embossing requires lining up the dots so they do not
overlap (called "interpoint" because the points on the other side are placed in between the points
on the first side).
Once one copy of a document has been produced, printing further copies is often quicker
by means of a device called a thermoform, which produces copies on soft plastic. However the
resulting braille is not as easily readable as braille that has been freshly embossed, in much the
same way that a poor-quality photocopy is not as readable as the original. Hence large publishers
do not generally use thermoforms.
• Manufacturers
-
Braille embossers by Blista-Brailletec GmbH
Braille embossers by Braillo, Norway AS
Braille embossers by Enabling Technologies
Braille embossers by Index Braille
Braille embossers by Interpoint NV (Elekul)
Embossers by Nippon Telesoft Co., Ltd
Embossers by Interpoint NV ONCE - CIDAT (Thiel Embossers)
Embossers by Technol Eight Co Ltd
Braille Embossers by ViewPlus
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• Related Braille issues
-
Braille cells (6 or 8 dot)
Braille music
Nemeth Braille
Braille e-book
Perkins Brailler
Refreshable braille display
Slate and stylus
Louis Braille
http://en.wikipedia.org/wiki/Braille_embosser
• Conclusions
- Persons with disabilities have different needs depending on their unique situation
- Bring out their abilities to be used with technologies to achieve their goals
- Technologies can range from no tech to low tech to high tech
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Information of Speaker
ICT Usage Promotion and Development Bureau,
Office of The Permanent Secretary, Ministry of Information and Communication Technology
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The Training of Information and Communication Technology and Assistive Technology for the Equity in Society
Personal Information
Name: Wiraman Niyomphol
Contact Information:
Home Address:
Current work place:
95/8 Mu 6 Jatupitaporn
Ratchasuda College Mahidol University
Gratumlom, Sampran, Nakornpatom 73220
111 Pootamontal 4th Ave. Salaya,
Nakornpatom 73170 Thailand
Thailand
Phone: +662 814-1138
Fax: + 662 814-1139
Mobile: + 6689 200-2203
E-mail: [email protected]
Work Experience:
• Lecturer: Ratchasuda College of Mahidol University, Thailand; 1996 - present
 Head of Blind and Low Vision Concentration of Rehabilitation Services master
degree curriculum
 Course instructor: technology for PWD, computer for the blind, Media
production for the blind,Braille
 Workshop trainer on Assistive Technology for blind and low vision persons:
Screen reader, Braille display, Braille translation software, Braille embosser,
Braille notetaker
 Research on software development: Braille translator for Thai, Laos and
Khmer
 ON-NET Regional Coordinator: Regional workshop coordination of technology
for the blind in eight ASEAN countries (Thailand, Malaysia, Philippines,
Vietnam, Indonesia, Cambodia, Laos, Myanmar
• Teacher/Training Coordinator: Overbrook School for the Blind, Philadelphia,
Pennsylvania; 1987 - 1996
 Computer Training Coordinator: Head teacher, Training center supervision,
Computer curriculum development; 1994 - 1996
 Computer teacher: Computer instruction and related technologies for over
200 blind and low vision students and trainees of International Program; 1987
– 1996
ICT Usage Promotion and Development Bureau,
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The Training of Information and Communication Technology and Assistive Technology for the Equity in Society
Education:
• Ph.D. Science and Technology Education; 2004 - 2010
Institute for Innovation and Development of Learning Process Mahidol University,
Thailand
• M.Ed. Computer Access Technology for the Blind; 1989 - 1991
Rehabilitation, Research and Training Center for Blind and Low Vision Persons (RRTC)
Mississippi State University, Mississippi
• B.S. Computer Science; 1983 - 1987
West Chester University, Pennsylvania
• Secondary Level Education; 1978 - 1983
Overbrook School for the Blind, Pennsylvania
Technical Experience & Communication Skills:
• Assistive technology: JAWS, Zoomtext, Focus, PowerBraille, Duxbury, Juliet, Bookmaker,
Index, Tiger, Pac Mate, Iphone voiceover, BrailleNote, Victor Stream
• Windows applications: Word, Excel, Powerpoint, Internet Explorer, Outlook Express
• Braille skill: English grade 1 and 2, Computer Braille, Thai Braille
• Language: English, Thai, Laos
Coordination Experience:
• Writing project proposal/report, budgeting, software/equipment assessment and
acquisition, team work management, networking with individuals and organizations
Business Experience:
• Small business management, assistive technology dealer, customer service/technical
support; Representative of Freedom Scientific, Enabling Technologies, Index Braille,
Duxbury Systems, Aisquared
Awards:
• Overbrook Distinguished Alumni, 2005
• Outstanding Person on Disability work in Thailand, 2005
ICT Usage Promotion and Development Bureau,
Office of The Permanent Secretary, Ministry of Information and Communication Technology
49