Assistive Devices

Joysticks, Trackballs and Aftermarket Mice
If a child has difficulty using the mouse supplied with the computer, he/she should be given the opportunity to try mice in a range of shapes. Some mice are smaller than the standard mouse, so they may work better with the smaller hands of children.
A joystick is another alternate input device that takes the place of a mouse. Children who use power wheelchairs or play video games may already be familiar with these devices. Some joysticks allow for movement in 360°, while others have movement limited to up, down, left and right. In addition, some joysticks have programmable control buttons, differing force requirements, or can be operated by the chin or head, or even by mouth.
One of the most popular mice alternatives is the trackball. It essentially looks like an upside-down mouse, with the moveable ball on top of a stationary base. The ball can be rotated with a pointing device or hand. A trackball is especially good for individuals who have fine motor skills but not gross motor skills, who use a pointing aid to manipulate the cursor, or can control a single finger well. Trackballs come in different sizes, ranging from the 1.7" Thumbelina to the extremely large 7” Microsoft Easy Ball. Some have at least one "latching" button, which allows the button to remain in electrical contact until the next press. This helps take into consideration the difficult mouse task of simultaneously holding down the mouse button and dragging (Anson, 1997). Microsoft Easy Ball - PC only. $44.

Head-Driven Mouse Pointing Devices
For individuals who do not have use of their hands, head-driven mouse pointing devices can provide complete emulation of the mouse. These devices translate changes in the user's head position into changes in the cursor's position on the screen. The user wears a sensor (Head Master Plus is in a headphone device and Head Mouse is a tiny disposable dot) which is tracked by a transmitting device placed on or by the computer. Head-driven mouse pointing devices are very accurate, allowing the individual to manipulate the mouse pointer down to the tiniest picture element – the pixel.
Several factors should be considered before selecting a head-driven mouse pointing device. The device can be quite expensive, costing over one thousand dollars. Not all head-driven mouse pointing devices are wireless. Some sensor devices are not particularly stylish and can be rather cumbersome. In order to perform mouse clicks, a sip and puff switch is sometimes used. This may not be a good match for those with limited breath control. Users of the head-driven mouse pointing devices should also have fairly good head control.

Switches
Switches typically are used by individuals with more severe disabilities, whose limitations prevent them from using more traditional input devices like the mouse. Through the use of switches, individuals can even operate the computer without the use of their hands activating the switch with one or two movements. Use of switiches can vary from a simple “click” to carrying out the complex commands of word processing or painting. Switches range from those requiring less than an ounce of pressure for activation to those which are quite rugged and are designed to withstand significant blows of pressure. Some extremely sensitive switches are activated by sound; others are controlled by small-muscle movement such as that of the forehead, cheek, or even an eyeblink. Unless specified, switches can be used interchangeably on varying computer platforms.
In order to accomplish more complex commands or to gain full access to the computer, individuals with severe physical disabilities may need to use an access method called scanning. This access method is used by people who can perform only a single motor action reliably, such as turning their head to the right. In scanning, the same action is used, with the meaning of that action changing each time. For example, the user might first press the switch to select the paint brush icon in Kid Pix. The user will then need to press the switch to select a color, perform a few more switch hits to position the cursor, and still more to perform the many other mouse-related and software-related functions. Because of this indirect way of selecting mouse and software- related functions, scanning is extremely slow for the average user, requiring multiple switch hits before reaching the desired key action or accomplishing the desired mouse movement. Individuals using this intensive access method may also become physically or cognitively drained. Scanning, for these and other reasons, should therefore be considered only when other, more direct forms of accessing the computer have been unsuccessful.

• Big Red Switch (AbleNet)
  Bright, round and tough. 5" in diameter. Pressure: Less than 3 oz. Color options: red, yellow, green, blue. $39. Available: Snap! Switch Caps – a clear plastic switch cover, to place and protect symbols on switches
• Jelly Bean Switch (AbleNet)
  Compact. 2 1/2" in Diameter. Pressure: Less than 2 oz. Color options: red, green, yellow, blue, black, pink, purple. $39. Available: Snap! Switch Small Cap
• Specs Switch (AbleNet)
  Small switch, 1 3/8" in diameter. Comes with 3 bases; standard flange base, space-saving flush base, strap base. Color options: Red, green, yellow, blue, black, pink, purple. $44.
• L.T. Switch® (Don Johnston Incorporated)
  Light touch. Pressure; 3/4 oz. Size: 3 7/8" x 2 x 1 1/8". Color options: blue, green, black, red or yellow. $43.50
• Buddy Button (TASH)
  Colorful and durable. 2 1/2" in diameter. Pressure: 3.5 oz. Color options: racecar red, bubblegum pink, gator green, buttercup yellow, passionate purple, bluejay blue, patterns: perfectly laid buddy, happy buddy, polk-a- buddy, bullseye buddy. $39.
  
• Discover:Switch® (Don Johnston Incorporated)
  Attaches directly to the computer. Large, colorful switch with extra jacks for extra switches. Mac or PC versions available. Gives user access to any program on the computer with a single switch. Unlike other access devices, Discover:Switch® is both a keyboard and mouse for students with disabilities. It puts full keyboard and mouse functions on the computer screen; the keys or specific areas on the screen scan and students press Discover:Switch® to select the key/area that they want. Includes dozens of ready-made files that match many popular programs and also allows for text entry, number entry, and mouse control. Includes a design program so you can customize your files. $379.

    • PowerLink 3 Control Unit (AbleNet)
      Control unit connects electrical appliances to a switch for easy activation. When PowerLink 3 is paired with the new cordless AirLink switch, users get all the benefits of cordless control. For students who can't hold down a switch, students who continually hit the switch, and any student in between...four modes let you specifically match individual needs to any activities you create. The four modes of operation can be used are: direct mode (continuous switch closure), timed seconds mode (one to 60 seconds), timed minutes mode (one to 60 minutes), and latch mode (one switch hit to turn on, one to turn off). Two double outlets for more opportunities to bring participation experience to students, providing opportunities for turn-taking, sequencing, and choice-making.
With cordless control, there is increased flexibility (easy to pass around in group settings), safety (work farther away from the appliance), fewer distractions (no cord to get in the way), and easier inclusion (participate from almost anywhere in the room). $179.

How to Pick a Switch (TASH)
1. What actions can the person who will use the switch reliably perform? (Switch activation should not cause undue fatigue, pain, or compromise good muscle tone.)
2. Which part of the body will give the person the best control over switch activation? (Head, feet, knee, finger, elbow, others?)
3. How much force can the person consistently exert when hitting a switch? (This will determine how sensitive the switch needs to be.)
4. Does the person have good targeting ability? (If not, choose a switch with a larger surface area.)
5. What is the person’s range of motion? (For those with a small range of motion, a switch with a short "travel” will be more desirable.)
6. Will the person use a lot of force when hitting the switch? (If so, the switch will need to be very durable.)
7. Does the person have perceptual difficulties? (If so, feedback –tactile or auditory– from the switch that it has been activated will be beneficial.)
8. Where will the person be using the switch? (It should be mounted close enough to the person that it is within reach, but not too close that it interferes with other activities.)
 
Low Tech Solutions
Students with physical disabilities may not necessarily need expensive and intensive adaptations. Sometimes the simplest adaptations are all that is needed to ensure independent access to the computer in art.
For the keyboard, several things can be considered. Keyboards can be placed on an easel or slant board. Keys can be enlarged or highlighted with stickers. Moisture guards made from thin sheets of plastic can both help protect the keyboards from spills and drooling, as well as provide a surface on which to place key label stickers. Key guards can be cut from cardboard (or purchased) to highlight keys required for a particular program and cover other keys that might be a distraction. Keyguards, typically made from hard plastic, can help someone with an unsteady finger or pointing device avoid striking unwanted keys.
Some students who are unable to use their fingers to type or move the mouse might find a pointing or typing aid beneficial. The pointing or typing aid is typically a wand or stick and is commonly worn on the head, held in the mouth, strapped to the chin, or held in the hand. Users can use the pointing or typing aid to operate items such as a trackball, touch screen and keyboards (including alternate keyboards).
Several things can be done to help make the monitor accessible and usable for students with physical disabilities. An adjustable table can put the monitor and keyboard at the best viewing or using position, easily changing the level for the unique needs of the user. Items such as a box, milk crate or commercially made monitor stand will help ensure that the monitor is at the eye level of the user. To help increase visual access to the monitor, portions of the room can be darkened.
Even the mouse or trackball can be adapted with low tech solutions. Turn the mouse pad over to slow mouse movement or add drag. To add drag for a trackball, add sticky back felt in the trackball’s well (where the ball sits).

Software
Sometimes simple software add-ons are all that is needed to provide access. The Macintosh operating system already contains some simple adaptations for users. Easy Access, a control panel, is enended for users who have difficulty using a keyboard or mouse. Mouse Keys, one of Easy Access’ features, lets individuals use the numeric keypad for moving the mouse cursor. Sticky Keys enables the one-handed user to have modifier keys such as Shift, Control and Option remain depressed while they press another key. Slow Keys is used to set a delay before the key pressed is activated and is especially beneficial for individuals who type unwanted keys due to a tremor or poor targeting ability. The DOS and Windows operating systems also contain similar built-in software adaptations.
Other software, including a plethora of shareware and freeware titles, has been produced that will enhance or enable the usage of the computer by people with physical disabilities. Some of these access solutions for the Macintosh can be found at: http://www.hyperarchive.ics.mit.edu/HyperArchive.html The companies Intellitools and RJ Cooper have created software that enable users to access parts of the screen with a simple click of a switch or similar device. After the desired access areas on the screen have been indicated with ClickIt by Intellitools, the user can then hit a switch when the desired area is highlighted. Cross Scanner by RJ Cooper allows switch users to select specific components on the screen when the desired coordinates have been reached through a vertical and horizontal scan. Both programs have many other capabilities which are explained at the company web sites.

Simple Communication Devices
Sometimes students with physical disabilities also unable to speak or have speech that is difficult to discern. Providing such a student with a simple communication device may help empower the individual and increase his/her ability to express desires, needs, or choices. On a very low-tech level, students could point to icons or words representing art items such as colors or art materials. For example, a child wanting a green maker could point to the small card of the green color and then to the marker icon. The cards could belaminated and be attached to another surface (such as a piece of foam core) using velcro.
Even a simple communication device such as the Talkpad can be helpful in the art classroom. A short message could be pre-recorded for each button, such as “I would like to cut” for the yellow button. A corresponding icon of a scissors could be fastened on to the top of the device with velcro. Recording alert messages such as “I need your help, please,” enabling the individual to get the attention of an adult who is not in immediate proximity.

Tips for Ensuring More Successful Implementation of Assistive Technology in Art Teacher Training

• Find out who is knowledgable about assistive technology in your school or district and get the names of those on the Assistive Tech Team.
• Become involved in planned, ongoing hands-on training by the Assistive Tech Team or outside professionals, especially if there is potential that the hardware or software will work for this child. Remember, all teachers working a student with special needs is entitled to receive assistive technology training appropriate to meet the student’s needs.
• After training, try out the device/software and see how it might be used with the child in your classroom. Ask questions to seek clarification.
• Regularly seek the assistance and advice of the Tech Team or other knowledgable individuals. They can help with things such as trouble-shooting, appropriate device choices, software choices, usage questions, and integration of the items into the overall school curriculum.
• Make sure that the device or software travels with the student throughout the day, ensuring continuity and increasing competence in activities.
• If possible, observe others using the devices or software. Ask questions.
• Check teacher attitudes about technology and willingness to work with the child’s assistive technology devices. Teachers who accept technology tend to lead toward maintenance of a technology system (ACTTive Technology, Winter 1999).
• Remember, the assistive technology device and software are only one means of accessing the art experience. Whenever possible, engage the student in the traditional art material process along with their peers. Periodically, review student capabilities to check changes in student functioning and ability.
• Think positive! Look for what the student CAN do rather than focusing in on limitations.

Student/Device Match

• Is the device (hardware or software) user-friendly?
• Does the device meet the needs of the student? Does it enable him/her to accomplish things that might not otherwise be done, with greater efficiency, or greater ease?
• Is the device age-appropriate? Is the device too sophisticated or complicated? Does the child have sufficient maturity to utilize and maintain the device?
• Will the student want to use the device or software? See if the student can try the device out before purchase.
• The student must be trained in the use of the device or software. As with teachers, the training must be ongoing and support must be readily available.
• Give the student ample time to experiment and try out the device and/or software to see how it applies in the art classroom.

Peers/Family

• Involve the family members as much as possible in the selection and training process.
• Parents should feel welcome to seek the assistance of the Assistive Tech Team.
• Allow peers to ask questions about the new device/software. Invite them to try out the assistive technology, enriching their knowledge and creating understanding.

Obtaining Funding

• Local organizations such as Elks or Lions Clubs may help in the acquisition of the device/software.
• Medicaid may pay for all or part of the item for a qualified child.
• Local or state assistive technology lending libraries may allow the child to try out or use the device for a limited period of time.
• The family’s private insurance may cover all or part of the item.
• The school or district may pay for the assistive technology item (which it then owns), or it may already have the device/software in the district for the child to use.
• State agencies such as Children's Rehabilitative Services of Health and Environment and the Vocational Rehabilitation Department may offer services and pay for assistive technology.
• For more information, check out the Trace Center website: http://trace.wisc.edu/gofr_web/fintech.html

Resources

Discover:Board® Don Johnston, Inc. 1-(800)-999-4660 http://www.donjohnston.com
Discover Ke:nx® Don Johnston, Inc. 1-(800)-999-4660 http://www.donjohnston.com
Microtouch Microtouch, Inc. http://www.microtouch.com
Wacom Tablet Wacom 1-(800)-922-9348 http://www.wacom.com
IntelliKeys® IntelliTools® 1-(800)-899-6687 http://www.intellitools.com
Head Master Prentke Romich 1-(800)-262-1933 http://www.prentrom.com
Head Mouse Origin Instruments 1-(972)-606-8740 http://www.orin.com
PowerLink 3 AbleNet 1-(800)-322-0956 http://www.ablenetinc.com
Buddy Button TASH 1-(800)-463-5685 http://www.tashint.com/
JellyBean Switch AbleNet 1-(800)-322-0956 http://www.ablenetinc.com
Sketch Board KB Gear Interactive 1-(612)-941-1905 http://www.kidboard.com
Turbo Mouse Kensington 1-(800)-235-6708 http://www.kensington.com
Thumbelina Questec 1-(888)-832-7923 http://www.questecmouse.com
Joystick Plus Penny & Giles 1-(847)-995 0840 http://www.penny-giles-controls.co.uk/
Lekotek Trackball Lekotek of GA 1-(404) 633-3430 http://www.lekotekga.org/
SmartClick RJ Cooper 1-(800)-RJCooper http://www.rjcooper.com
Talkpad Frame Technologies 1-(920)-869-2979 www.frame-tech.com