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Fully in the Information and Communication Society ATLEC Project – WP3 Contract No: 518229-LLP-1-2011-UK-LEONARDO-LMP ATLEC Assistive Technology Learning Through A Unified Curriculum “ATLEC Training course” WP number WP3 Deliverable number 3.2 Development of curriculum, preparation of training courses and production of training WP title materials Status FINAL Project start date 01/01/2012 Project duration 26 months Author PhoenixKM For further information related to the ATLEC project please visit: The project website (atlec-project.eu); Facebook page (facebook.com/ATLECproject); Twitter page (twitter.com/ATLEC_project/). The ATLEC (Assistive Technology Learning Through A Unified Curriculum – 518229-LLP-1-2011-1-UK-LEONARDO-LMP) project has been partially funded under the Lifelong Learning program. This publication reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. July, 2013 1 ATLEC website: http://atlec-project.eu/ ATLEC Project – WP3 Contract No: 518229-LLP-1-2011-UK-LEONARDO-LMP Introduction Studies throughout Europe under ACCESSIBLE and AEGIS (FP7 projects), and KA3 project IMPACT highlighted in their pan-European surveys with over 1000 end-users and Assistive Technology (AT) specialists that training is the core barrier towards using assistive technology (AT) by end-users. This lack of training is subsequently also recognised as the main barrier to acquiring gainful employment in a (regular) working environment. A quick assessment of the ATLEC partner countries raised the following issues: Belgium: Although there is some ICT AT training available by suppliers, and special vocational training centres for adults, it is time limited and expensive. People with disabilities (PwDs) depend on the assistance available and often need more time to become familiar with their device and/or software. Hence there is a need for specific training in accordance with the individual needs and speed of learning as well as considering the level of knowledge of ICT. Greece: According to research by the National Observatory of Information Society (2007) only 4 in 10 disabled people appear to be aware of AT solutions that meet their accessibility needs in using ICT. 11% of non-users of ICT with a disability believe that this prohibits them from use and 9% that there is no suitable assistive technology for their needs. Non-use of ICT is further attributed to lack of digital skills for 23% of non-users with disability, while 45% of all participants with a disability believe that using ICT and AT requires a high level of digital skills. The benefits of investing in training on AT are clearly linked with bridging the digital gap for PwDs. UK: There is no national system for training. There is a lack of resources in terms of AT in the UK. Once students are using the devices (AT) it is then difficult to manage and maintain the resources as well as to train staff and the user to utilise the device to its best function. Italy: Official statistics here illustrate that the number of people with a registered disability assessing the labour market is decreasing year after year. AT skills are also essential. Although there are legal obligations for public and private organisations to employ a certain amount of people with disabilities, PwDs find face challenges when looking for employment due to a lack of specific training and matching of skills with job profiles. This training course targets: • People with disabilities (learners and potential trainers) that currently have a job, or are in the process of looking for one, or would like to be employed, but face a barrier due to the lack of basic ICT skills; • Trainers of ICT AT training centres, as well as VET centres and special education centres that want to improve their knowledge on ICT AT training and incorporate it into their current training practices; • Human resource (HR) staff at companies that want to improve their knowledge of ICT AT so that they may develop a better understanding of the needs of new or current employees that have one or multiple disabilities. July, 2013 2 ATLEC website: http://atlec-project.eu/ ATLEC Project – WP3 Contract No: 518229-LLP-1-2011-UK-LEONARDO-LMP Table of Contents Introduction ............................................................................................................................... 2 Table of Contents ....................................................................................................................... 3 1. ICT digital society ................................................................................................................. 8 1.1. ICT is everywhere ............................................................................................................. 8 1.2. New technology trends .................................................................................................... 10 1.3. Short history of the internet ............................................................................................. 15 1.4. Activities ........................................................................................................................ 18 1.5. ICT makes life easier ....................................................................................................... 18 1.5.1. ICT also usable by me and by others .............................................................................. 18 1.5.2. Activities ..................................................................................................................... 32 1.5.3. Additional reading ........................................................................................................ 32 2. Assessment ....................................................................................................................... 33 2.1. Which ICT AT solutions are needed? Matching person and Technology ................................... 33 2.1.1. Matching Person and Technology (MPT) approach ............................................................ 33 2.1.2. School Function Assessment Assistive Technology Supplement (SFA-AT) ............................ 34 2.1.3. Compass - Software for Access Assessment..................................................................... 35 2.1.4. Human Activity Assistive Technology Model (HAAT) .......................................................... 36 2.1.5. Switch Assessment and Planning Framework for Individuals with Physical Disabilities ........... 37 2.1.6. UK case: P Levels ......................................................................................................... 38 2.1.7. Activities ..................................................................................................................... 41 2.1.8. Additional reading ........................................................................................................ 41 3. ICT AT .............................................................................................................................. 42 3.1. Universal Design ............................................................................................................. 42 3.2. e-Accessibility ................................................................................................................. 44 3.3. The ICF based approach to technology and functioning ........................................................ 45 3.4. What is ICT AT ................................................................................................................ 47 3.4.1. The need for ICT AT – Personas of typical ICT AT users ..................................................... 48 3.5. Categories of ICT AT for the computer ............................................................................... 52 3.5.1. The need to communicate with others ............................................................................ 52 3.5.1.1. PCs, smartphones, and tablets as communication devices .............................................. 52 3.5.2. The need to access and control a PC, tablet PC, or smartphone .......................................... 61 3.5.2.1. Alternatives for standard keyboards ............................................................................ 61 3.5.2.2. Alternatives for standard mouse ................................................................................. 68 3.5.2.3. Single movement special input devices ........................................................................ 73 3.5.2.4. Voice Recognition ...................................................................................................... 76 3.5.3. The need to use some functions and applications/software programmes of PCs, tablets, and smartphones ............................................................................................................................ 76 3.5.3.1. Software facilitating general PC functions ..................................................................... 76 3.5.3.2. Writing aid software .................................................................................................. 79 3.5.3.3. Reading aid software ................................................................................................. 80 3.5.3.4. Alternative output solutions .......................................................................................
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