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Technology has much to offer MDVI learners. Computers, sound equipment and specialised light stimulation devices, which provide visual and auditory experiences, can often be controlled by the learner via switches or other input devices.
High tech devices, such as speech output communication aids and specialised
light room equipment can be useful: along with low tech aids, such as the BIGmack or the italk2. Battery
operated toys and devices and electrical equipment can be operated by using
suitable input devices.
Technology should not be used in isolation but as a carefully considered part of a learning program; taking into account the learning style of the individual and environmental considerations.
Used in context technology can provide the learner with a range of sensory stimulation, encourage interaction, and allow additional control over the environment. It can also be used as an assessment tool, offering opportunities for the learner to demonstrate abilities that cannot be shown in any other way.
In order to use technology efficiently the teacher should have a clear understanding of what they expect the learner to achieve. Without clear objectives one is in danger of wasting a great deal of time and money presenting the learner with totally inappropriate experiences.
MDVI learners exhibit different learning styles, due to the complex nature of their disabilities. To minimise confusion, good team-work between the learner, carers, and professionals involved is crucial to enable a consistent approach to learning.
Computers
Computers, which can be controlled by simple input methods, can produce a variety
of learning and stimulation experiences. Software, some of which can be tailored
to meet the needs of the learner, can generate bright images, linked to interesting
and varied sounds.
Most modern computers have good quality sound and the facility to record voices and music. Bright, strong graphics are available and some programs such as those in the SwitchIt! series give a wide choice of image and background colour.
Factors to consider when thinking about computers:
support
• are staff familiar with the computer?
• are suitable input devices available?
• is appropriate software available?
Environmental considerations
An adjustable trolley can help position the
screen and any input devices in the best position for each learner. The working
area should be kept uncluttered to help the learner focus on the screen and not
be distracted by things they are not using, such as the keyboard.
• the learner's seating should be
appropriate and comfortable
• the screen should be in view and not obstructed
• the monitor should be positioned to make use of the learner's vision
• the computer should be placed away from distractions and light
sources that could cause reflections on the screen. Check the screen from the
learner's viewpoint
• turning off room lighting can greatly increased the screen contrast
Accessing the computer
Different devices can be
used to access a computer, depending on the individual's physical and cognitive
abilities. Access devices can also be used to develop a learner's movements and
to encourage them to explore their surroundings.
Choosing a suitable device can be a complex process involving an interdisciplinary approach, and sometimes the help of an external assessment service. In most cases the learner will need long periods of training and practice before they achieve access, and in some cases their disability is such that an effective means cannot be found.
Touch Monitor
This is the most direct way of
interacting with computer images, providing that the learner is able to reach
the screen. Positioning of the learner and the computer is very important. The
touch screen is particularly useful for developing visual skills and hand-eye
co-ordination. Programs are available which can offer opportunities to play
games involving locating, scanning and searching.
Using switches
Switches offer a simple and direct way of controlling
the computer. They can take many different forms to suit individual needs.
Switches can be operated by hand or any other part of the body, depending on
the learners physical and cognitive abilities. Some learners will soon develop
an understanding of cause and effect: that is, the awareness that they are
operating the software. Others may take considerable time and work before this
happens.
Some points to consider when choosing a switch:
• does the switch contrast with the surface it is placed on?
• does it need modification, such as a shiny or textured cover?
• are you positioning it consistently?
• is the learner responding to the noise of the switch or the reward?
Switches are connected to the computer by an interface box, Mouser4 (product) or suitable overlay keyboard - their use also requires suitable software. Switches should also be used with other devices to extend the child's experiences of control and interaction.
Low tech devices
Switches can be used for
controlling the environment i.e. simple electrical devices. Battery operated
toys and other devices can be adapted for switch operation, so when the switch
is pressed the device will operate.
This can be done by using battery adapter leads or by
connecting a suitable switch socket directly to the toy. This should only be
done with battery operated equipment. Special latching and timer devices are
available to connect between the switch and device to give a pre-set amount of
time for the reward from one switch press. With a battery tape recorder a child
could take control of a game of musical statues.
Mains controller can be used to
allow switches to safely operate mains devices. A learner can press their
switch to operate a blender to make a drink and a funny noise; take part in a
cooking session by controlling a food mixer; lights and fans can be used to
develop cause and effect and give exciting rewards, as well as giving 'age
appropriate' experiences.