Computerizing Kids

Helping Children Access Computers For Learning and Play Children are the fastest growing group of computer users. As children with and without disabilities are integrated in the classroom, some modifications may be necessary to enhance computer use among the children with disabilities.

Computers allow children to become actively involved in controlling the learning environment by allowing for repetition and providing instant feedback, both of which reinforce the learning process. Since computers are interactive, they allow children the opportunity to work at their own pace.

If appropriate software is selected to suit the age and developmental stage of a child, the child can learn both curricular and cognitive skills. For a child with motor, cognitive or speech disabilities, a computer can supplement the therapy sessions provided by an occupational and/or speech therapist.

However, as computers were initially designed to perform at maximum efficiency when used by someone without a disability, they can pose a barrier to children with disabilities unless some modifications are made.

Some problems encountered by the child with a disability might include: an inaccessible hard drive on/off switch (often located at the back of the computer); an awkward standard keyboard (which is inaccessible to many children with limited mobility in their hands, poor fine-motor control, or involuntary hand movements); a standard two- or three-button mouse (difficult to use if vision or upper extremity mobility is affected by the disability); and monitor/screen inaccessibility (if the child is blind or has low vision).

An assessment by an occupational therapist is critical to determine the necessary modifications required to enhance the child with a disability’s success on the computer. Occupational therapists need to be skilled in assessing a child, as well as have current knowledge of the newest technology available to meet the child’s needs. There are modifications available which open the door of accessibility for all children.

For the child with low vision, access to the computer might require modifications in the way of speech output, large print and/or Braille. The child without much usable vision could use speech, Braille or a combination of the two to use the computer.

For children with hearing disabilities, only minor modifications are required, such as an alternative to the audible beep. The standard medium of exchange between child and computer remains visual.

Children with motor and mobility-related disabilities require a thorough evaluation so that their strengths are incorporated into the plan of access to the computer. Their ability to stand and walk unassisted, range of motion of their upper extremity joints and trunk, and any loss of muscle strength, motor control or coordination must be considered when selecting the most appropriate assistive technology.

Children with mobility-related disabilities can be provided with an alternative input device such as a joystick, headpointer, "ability switch," or modified keyboard. The computer treats the input from these modified devices as if it had been received through the standard keyboard.

Ability switches provide access to the screen display without using a keyboard. Due to the wide variety of user ability levels, many types of switches are available. Switches can be activated by a raised eyebrow if this is the child’s most reliable movement. Examples of commonly used switches include treadle switches (for those with arm, elbow, foot or knee control); button switches; sound-activated switches; pillow switches (activated by a facial movement); sip-and-puff switches (controlled by voluntary inhaling and exhaling); and eyeglass switches (activated by purposeful eye movement).

Modified keyboards incorporate simple assistive technology to decrease the number of typing errors and thus increase productivity. Three commonly used devices that reduce accidental keystrokes are: a keyguard overlay made of plastic which fits over the regular keyboard, with holes punched out of the plastic so that each standard key can be pressed if chosen intentionally; permanent, large-print key labels which can be placed on each character of the standard keyboard; and specially designed software that will eliminate repetitive keystrokes.

Computers have become a popular educational tool, changing the way children learn and play. By assessing a child with a disability’s strengths and by applying a creative, problem-solving approach to each individual, computer accessibility can be possible for every child.

(Irene Vrckovnik is the Managing Director of Toronto Occupational Therapy Associates in Toronto, Ontario.)


CANADIAN ASSOCIATION OF OCCUPATIONAL THERAPY
CARLETON TECHNICAL & TRAINING CENTRE
3400-1125 COLONEL BY DRIVE
OTTAWA, ON K1S 5R1
TEL: (613) 523-2268
FAX: (613) 523-2552
WEBSITE: http://www.caot.ca/