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Learners may have difficulty with hearing or vision, or their difficulties may be multi-sensory. They
may have a physical disability arising from a physical, metabolic or neurological cause.
Check that you have explored the ‘Accessibility options’ and ‘Control panel’ settings on your
computer. This will help you configure the computer to meet a user’s individual access needs.
Consider using the following.
0Keyboard and mouse utilities, screen magnification and visual alerts are just a few of the
utilities available.
1If the pupil cannot use a mouse, the ‘Mouse keys’ facility transfers the movements to the
numeric keypad.
2If the pupil cannot use a keyboard, the on-screen keyboard transfers key presses to mouse
clicks. On-screen keyboards are also useful for those pupils who have difficulty changing
their gaze from the screen to the keyboard and back again.
3Keyguard This is a metal or plastic plate that covers the keyboard, leaving holes over
individual keys. Poking through the holes activates keys. It provides a support for weak
hands, a place to steady shaky hands and a means of avoiding unintentional key presses
for shaky hands.
4Wrist support This is placed in front of the keyboard so that a pupil with weak arms or wrists
can rest on it.
5Armrests These are usually clamped to the computer table to support weak or shaky arms
using the keyboard or mouse.
6Tracker ball and joystick These can replace the standard mouse, and the buttons can be
programmed to operate as a ‘double click’ or a ‘drag-lock’ that enables the pointer to be
moved across the screen without holding the button down.
7Alternative keyboard, including mini-keyboard These are for those pupils with a small
hand movement or expanded keyboards for those with a large hand movement or who
could use a foot.
8Computer with Braille keyboard This is for blind learners.
9Overlay keyboard This can present whole words and phrases for easy selection, reducing
the physical effort of entering text.
10Switches These may be used as inputs if both keyboard and mouse are not possible.
11Speech-recognition systems These systems convert speech into text and can also allow
the user to control the computer interface.
12Prediction software This works alongside other text programs to display word lists based
on a combination of initial letters and frequency of previous use. The software speeds up
text production and cut down the number of keystrokes by offering grammatically
appropriate predictions that can be entered with one key press. Many can adapt to the
user’s own vocabulary by adding new words to the lexicon. Most offer text-to-speech
facilities so that writers with low vision can check the suggestions aurally before selecting.
13Non-predictive word bank software This can cut down on the physical effort needed to
enter text. On-screen word-bank software usually offers graphic support and text-to-speech
to support those with sensory difficulties. Word banks on overlay keyboards can have
additional tactile clues added to the overlays.
14Braille translation software This can produce text and Braille versions. Pupils can produce
both Braille and standard text printouts for their audiences.
An Introduction to Switches
This resource is available from the ACE Centre. It provides an overview of what can be possible by
using switches, from the early stages of cause and effect to full control over the operating system of
a computer.
[http://www.ace-centre.org.uk/html/resources/switches/res05int.html]
Using switches
The ACE Centre North has several information sheets on using switches:
19Assistive technology resources to enable learners with a physical disability to surf the web
[http://www.ace-north.org.uk/resources/resr.htm ]
20Developing switching skills
[http://www.ace-north.org.uk/resources/resq.htm]
21Switch assessment kit
[http://www.ace-north.org.uk/resources/resc.htm]
22Using a switch to control battery-powered toys
[http://www.ace-north.org.uk/resources/resv.htm]
23Using a switch to control mains-powered appliances
[http://www.ace-north.org.uk/resources/resk.htm].
Special note
This guide identifies particular ICT approaches and provision that you may consider using to support pupils’
individual needs. It follows the conventions introduced in the Code of Practice for SEN. The information
should be used only as general guidance, since many pupils are likely to need specific solutions to meet
their individual needs. Where pupils have particular disabilities or complex special educational needs, an
expert assessment should be sought. Owing to the inter-linked nature of pupils’ needs, you will be referred
to other guides in this series for further information.
Becta | ict advice | timesaver | Assessing the provision of ICT for Inclusion: Sensory or physical needs