Assistive technology

Opening slide - perspectives of awareness, practical knowledge, legal, social and political- decide

Assistive technology and access.

Organised by Blooms taxonomy

Remember/recall/existing knowledge:

Introduction of what is AT - simple concept - travel adapter plug.

Awareness of the range of tools for VI

  • In what context they are used e.g. home, health and care, education and the workplace. Name some examples.
  • Explore examples and how they work and identify the benefits they bring and barriers they overcome.
  • How they are provided OT, PT, Nurses, specialists, reasonable adjustments, DSA, EHCP, specialist settings
Research activities that build upon each other /snowball flip charts/ or group presentations.

The benefit of this activity…add to each…chatGPT?

Understanding:

Practical- six examples of empathy based activities (quote of why experiential learning useful) - empathy lab experience them for yourself and how they work.

  • AI tools - SeeingAI - examples of reading bills Optical Character Recognition (OCR)
  • Screen readers
  • Zoom and keyboard 
  • Magnification 
  • Braille reading/input
  • Simulation of visual impairments (SilkTide tool and others)

Reinforce with first hand - visiting speakers (quote of why using real-life people helpful and powerful for education) - processes of being given assistive technology and who/what helps.

Videos on the web as additional resources to watch and recall information.

Agencies who support- AbilityNet

Apply learning to identify barriers:

Accessibility of content and barriers faced by those on assistive technology

  • Try navigating websites and write down barriers and challenges
  • Reading out loud tabbing verses the elements list
  • Being aware of WCAG and legal context - what WCAG barriers are you faced with 
  • Basic principles needed for screen reader users
WCAG training sheet and thisIsWcag site - W3C

POUR principles worksheet to make structured notes - using AT content should be perceivable, operable, understandable and robust.

Be aware of accessibility statements and note the main barriers websites list.

Analyse:

  • Categorise barriers you found - highlight priorities - what were significant barriers and what were just frustrating 
  • Tools that check for accessibility so AT can work- compare what they found with what you encountered
  • Compare your findings with what is written on accessibility statements - audits that are done elsewhere - how did they check 
  • How effective are the legal standards to uphold effective use of AT. How would you feel if this was your daily reality using assistive technology.

Evaluate:

Assistive technology verses accessibility (implications and needs) should technology be improved or should society be educated to be more inclusive) - class debate key arguments for both sides of the argument.

Explore the differences between screen readers and braille readers. 

Explore deeper context from blind community culture - Screen readers verses braille (braille not really acknowledged in WCAG or legal standards) - are screen readers destroying braille literacies.

Create:

Be aware of how to create accessible content to work on screen readers - everyday practice for documents and presentations (use SCULPT) - UKAAF guidance.

Test your documents using screen readers as assistive technology.

Thank you slide and academic references.


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