Main Topics

Introduction
Input Device Selection
Portable Communication Devices
Customized Activities
Performance Indicators
Adaptations Site Map

Customized Activities

Sub-Topics (Click on topic you wish to see)

Motor Impairment
Auditory Impairment
Visual Impairment

Customized Activities

Activities can be customized both on and off the computer to meet the needs of any child. Ideas for customized technology activities can be found in the our other Workshops:

	View Emergent Literacy Workshop
	View Expressive Arts Workshop
	View Math, Science, Social Studies Workshop

Through adaptations in the environment, materials, and activities, children with motor, auditory, or visual impairment can participate in classroom activities.

Motor Impairment

Positioning and placement of the equipment are important considerations for the child with motor impairment. A team including family members, teacher and therapist should determine the best position and the child's most reliable movement.

Alternate input method may be needed for child who is unable to use the mouse or keyboard. Options are many, including switch, touch screen, IntelliKeys, Discover: Kenx, or an adapted mouse device. Whatever the selected device, make sure that it is in a stable position and that it is placed within easy reach for the child.

If the child is able to use a touch screen, but is unable to reach the monitor, the device can be placed flat on the table or on a slant board. Software used with the device will need to be adaptable so that the child knows what areas to activate on the screen.

Overlays for use with a touch tablet should be designed with large activation areas. If the child has difficulty pressing firmly on the overlay, the sensitivity of the device should be adjusted. If that is not possible, a small knob like object can be placed on each activation area of the overlay to make it easier for the the child to press and activate.

If a switch input is needed by the child, the team should determine the appropriate switch to match the child's abilities. The switch should be placed in a secure position with tape, Dycem, a switch holder or a switch mount.

Resources and links for motor adaptations:

	WebAIM (Web Accessibility in Mind)-- Motor
	Apple Computer Assistive Technology Physical/Motor software and hardware resources http://www.apple.com/accessibility/physical/

Auditory Impairment

Many early childhood educators are using sign language with all children during circle time and other classroom activities as part of a total communication approach. For some children with auditory impairment, signing is a tool to increase interactions and enhance language skills.

Sign language can be used during computer activities by choosing sign words which are interesting and familiar to young children. For example, with the program, Storytime Tales, signs can be used for the repeated words, “dirty” and “clean,” in the “Bobby Bobby” story, Children can contribute their own familiar signs to the activity.

When using a touch tablet for communication, signs should be presented for each object which appears on the overlay. After the child chooses a picture on the overlay, attention can be drawn to the corresponding picture on the monitor and the sign can be shown to the child.

For children who need amplified sound, headphones can be attached to the computer or to an external speaker if an audiologist recommends. Sometimes increased volume is more harmful than helpful. Concentration on visual stimuli may be needed for children who have severe hearing loss.

Resources and links for auditory adaptations:

	Apple Computer Hearing Accessibility Features http://www.apple.com/accessibility/hearing/
	ATTO Online- http://atto.buffalo.edu/registered/ ATBasics/AdaptingComputers/SimpleModifications/system.php

Visual Impairment

Textures can be added to overlays to help children with visual impairment identify activation areas. Puffy paint or a similar type of product can be used to outline the shape of the object on the overlay or to target the activation area. Children will need plenty of time to explore the textures on the overlay.

"Communication Apron." When using storybook software, thick cardboard figures representing people and objects from the program can be used with the software. The child can feel the figures, selecting the appropriate one as the story develops on the computer. In this way the child can "read" along with the rest of the children by feeling the figures. A similar activity can be conducted with a communication apron and velcro figures. The child can retell the story with the figures from the apron.

Books can be made with textures or with braille tape to relate to words and pictures in the computer program. This book can be used off computer and even shared at home with family members.

Textures should be attached to switches if they are used by a child with visual impairment. The child will be able to locate the switch and make choices among switches when more than one switch is used as with communication choices.

Adjustment may need to be made in lighting for children who have difficulty seeing the computer monitor. Turning the lights down can help to highlight the monitor.

Some children may also benefit from a large monitor. There are many different types of monitors on the market.

Distinctive sounds in programs may be used to help children participate in controlling a program. Children can benefit from the various voices, sounds, and music which can be heard in programs.

Specialized utililty programs may help enlarge objects or text on the screen. Some system software programs have accessiblity options which may also provide this function.

Resources and links for vision adaptations:

	Apple Computer Vision Accessibility Features Easy Access, Close View and Speakable items http://www.apple.com/accessibility/vision/
	http://www.enablemart.com/

Many more ideas for adaptations can be designed in consultation with the child's therapist, audiologist, or vision specialist.