READING
Colored overlays: These acetate overlays alter the contrast between the text and the
background paper on which the text is printed. For some students who have difficulty
with reading due to visual perceptual difficulties, this low technology modification
enhances their ability to decode the words displayed on the page. Colored overlays can
be constructed from colored acetate report covers or purchased from See It Right and
Crystal Books.
Reading window: This low technology solution is beneficial to students who have
difficulty tracking the lines of print displayed on a page. Reading windows are typically
constructed of cardboard or heavy stock paper. A “frame” the size of a standard line of
text is cut in the cardboard. The student then moves the reading window down the lines
of text, one line at a time, highlight the current row of text.
Hand-held spell checker or talking dictionary: These easy to use, low cost assistive
technology solutions provide support for students who have difficulty decoding the words
presented on the page. Students type in difficult to read words on the device and the
typed in word is spoken aloud by the device. This type of technology is appropriate for
students who can read the majority of the words in a reading sample. Students with
more significant difficulty may require a more sophisticated reading solution. Franklin
Educational Systems offers several models of spell checkers and dictionaries.
Audio-taped textbooks: Some students who have difficulty reading traditional print
textbooks and related instructional materials may benefit from using audio-taped text to
supplement the printed materials. Ideally, students should follow along in the text as the
text is read aloud through the tape player. Textbooks on tape are available to students
with disabilities through the Recordings for the Blind and Dyslexic.
Talking word processing program: Students who benefit from auditory text may also
benefit from the use of a computer-based talking word processing program. These low
cost software applications provide speech output of text displayed on the monitor.
Printed text may be read aloud, word by word, sentence by sentence, or paragraph by
paragraph. Text may also be visually highlighted as the words are read aloud. Any text
entered into the application can be read aloud. For example, a test or worksheet created
by the teacher can be read aloud to the student. Moreover, text can be imported into the
talking word processor from other sources such as disks, the Internet, and other software
applications. Two frequently used talking word processing programs include IntelliTalk II
(IntelliTools) and Write OutLoud (Don Johnston).
Advanced reading aid: Some students require more sophisticated reading solutions.
These advanced reading aids including WYNN (Arkenstone) and Kurzweil 3000 (Lernout
and Haupsie) offer speech feedback like the talking word processors referenced above.
In addition, they offer talking definitions of unfamiliar words and other advanced reading
features.
SPELLING
Personal word list or dictionary: This low technology solution is appropriate for
students who tend to have on-going difficulty misspelling the same words. Frequently
misspelled words are written in alphabetical order in a word list or in a dictionary. This
option is appropriate for students who can recognize the correctly spelled word in the
word list. This option will not be beneficial for students who have difficulty recognizing
the correct spelling of the misspelled word in print.
Hand-held spell checker: There are numerous models of these hand-held devices that\
assist students in correcting misspelled words in handwritten communication. With these
devices, students type in the word that they are having difficulty spelling. Then a list of
correctly spelled words that most closely approximate the misspelled word are displayed
in a correction list on the screen. On the models that do not offer speech feedback, the
student must look down the list of words until the he sees the correct spelling of the word.
These models require that the student be able to visually check the words in the
correction list to identify the correct word. Other models offer speech feedback of the
words in the correction list and are appropriate for students who have difficulty visually
locating the correctly spelled word in the correction list. In order for hand-held spell
checkers to be effective tools, students must be able to identify errors within their writing
samples and then use the device to correct the misspelled words. Hand-held spell
checkers are available at most office supply stores and are available from Franklin
Educational Systems.
Standard word processing program with built-in spell check: The computer affords
students with spelling difficulties an invaluable tool for identifying spelling errors. In most
commercially available word processors such as Microsoft Word, misspelled words are
underlined immediately after the word has been typed in. Students may choose to stop
typing and correct the word or may complete the document and then do a spell-check at
the end. When using the spell check features of standard word processors, a correction
list is presented for each misspelled word. Students must look down the list to identify
and select the correctly spelled word. This requires that the student be able to visually
identify the correct spelling of the word.
Talking word processing program with built-in spell check: These computer-based
programs are appropriate for students who can not visually identify the correctly spelled
word in the correction list referenced above. Talking word processing programs offerspeech feedback of all the words in the correction list. This allows the student to “listen
for” the correctly spelled word. Once the desired word is heard and selected by the
student, the correct spelling is entered into the document. Popular talking word
processing
WRITING
Alternative paper: For students who have difficulty writing due to fine motor
impairments, it may be appropriate to modify the surface that the student is writing on.
One solution would be to use paper that has bold lines. Another solution would be to use
tactile paper. This paper presents a raised line that provides students with a tactile
baseline for writing letters on. Graph paper may also be used to support improved
legibility of handwriting. Students are taught to put one letter in each box resulting in
more evenly spaced letters and words. Graph paper may also be enlarged on the
photocopier to provide a larger area to write in. The types of alternative paper are
available from school supply stores and from companies such as LS&S. Writing guides
for various types of paper are available from Independent Living Aids.
Pencil grips: Some students who have difficulty writing due to fine motor impairments
may benefit from the use of a pencil grip. This inexpensive writing solution attaches to a
standard pencil and gives the student a larger and more supported means of holding a
pencil. They are available from most school supply stores and from companies like
Sammons Preston.
Adapted tape recorder: This type of technology solution may be used in several ways
to support writing skills. Students who have difficulty writing, but who have good speech
skills, can dictate information orally and have it recorded on the tape. This can then be
turned in as an alternative to a written product. Adapted-tape recorders can also be used
to record lectures in classes for students who have difficulty with note taking. These tape
recorders have a special feature known as an indexer that make them particularly useful.
The index feature allows the student to mark key points on a tape. Then, when the
student listens to the tape at a later time, they can fast forward to the location on the tape
without having to listen to all of the pre-recorded information. Adapted tape recorders are
available from the American Printing House for the Blind and LS&S.
Portable word processor: Students with more significant writing difficulties often
require and alternative to pencil and paper. For many students, portable word
processors such as the AlphaSmart (AlphaSmart) offer a viable alternative to more
expensive computer-based writing solutions. These devices permit students to type in
text using a full-sized keyboard. The text that is typed in is displayed on a small LCD
screen. Text can also be stored in files and retrieved for future use. Text may also be
uploaded into a computer-based word processing program and edited and stored as
needed. Text from the computer-based word processing program can also be
downloaded to the portable word processor. Most of these devices allow for direct
printing from the device. In addition, a built-in spell check is included to assist students in
editing their writing.
Talking word processor software: Many students who exhibit difficulty editing their
computer-based writing can benefit from the use of a talking word processing program.
This program contains a speech feedback feature that speaks letters, words, sentences,
and entire paragraphs aloud as they are typed in by the student. The type of feedback
that is provided is set in the speech menu of the program. This multisensory feedback
assists students in identifying and correcting grammar and spelling errors. The programs
also contain a talking spell check that is beneficial to many students. Popular talking
word processing programs include Write OutLoud (Don Johnston) and IntelliTalk II
(IntelliTools).
Word prediction software: This type of software is beneficial for students who have
difficulty with spelling and grammar. As students type in the first letter or letters of the
words, the computer predicts the word that the student is trying to type. Words appear in
a prediction list and students select their desired words from this list. Words may be
selected through visually identifying the desired word from the list or through listening to
the words in the prediction list to select the desired word. Another benefit to this type of
technology for students with slow typing is that it reduces the number of keystrokes that a
student has to type in. Popular word prediction programs such as Co:Writer (Don
Johnston) are available across computer platforms.
Outlining and webbing software: For students who have difficulty brainstorming and
organizing their thoughts during the pre-writing phase, this type of technology may
provide them with the organizational support that they need to produce a better written
product. The technology may be used by a teacher as a part of a pre-writing activity or
by an individual student. Webbing programs allow the student to create a graphic
diagram of the key points that will need to be covered during the writing process. The
visual display offers an appropriate medium for assisting the student in organizing his
thoughts. The diagram based web can also be transformed into a text outline. This
outline can then be copied into a standard or talking word processing program as a guide
for actually composing the written product. A popular webbing program is Inspiration
(Inspiration Software).
Voice dictation software: Students who have difficulty with handwriting or computerbased
writing using the standard computer keyboard, may benefit from using voice
dictation software. With this type of technology, the student speaks the text into a
microphone attached to the computer. The speech is then translated by the on-board
speech processor and converted into text that is displayed on the computer’s monitor.
Text may also be edited using speech commands. Generally, students who use voice
dictation software must do so in a quiet environment due to interference from other
speakers in the classroom. It may also be disruptive for a student using voice dictation
software to dictate in the classroom. However, for some students this type of technology
may be the most appropriate means of producing writing. Popular voice dictation
software includes Dragon Naturally Speaking (Lernout &Hauspie) and Via Voice (IBM).
MATH
Calculators: Students who have difficulty with math calculations can benefit from the
use of a calculator. Various models are available including desk top and hand-held
calculators. These standard models typically have smaller buttons and a small LCD for
displaying the numbers entered. Some students need adapted calculators. For example,
students with physical disabilities may need a calculator with large buttons. Students
with visual impairments may need a device with large buttons and a larger display so that
the students can see the numbers displayed. Talking calculators are also available for
students who need or benefit from the speech feedback feature.
On-screen electronic worksheet: Some students have difficulty completing math
problems due to difficulty in writing out the problems. One solution may be to have the
problems displayed on the computer monitor and to have the students complete the
programs by typing in responses on the computer. One method of obtaining an onscreen
worksheet is to use a scanner with an Optical Character Recognition program to
scan in worksheets that are already available. The student then types in his answers on
the computer and prints out the worksheet when finished. Another solution for obtaining
on-screen worksheets is to use a commercially available program such as MathPad
(IntelliTools). Worksheets may be generated from a previously created problem list or
through entering new problems. The worksheet is then displayed on the screen for the
student’s use.
ORGANIZATIONAL AND STUDY SKILLS
Assignment book: This modification is beneficial to many students. It provides them
with a means of recording class assignments and key points to remember. Many schools
require students to keep assignment books.
Computer-based organizational software: Programs are also commercially available
for the computer to assist students in organizing their assignments. A file within a word
processing document can also be used for this purpose.
AIDS TO DAILY LIVING
Adapted eating utensils: Low technology aids are available to assist students with
feeding themselves. Eating utensils such as spoons, forks, and knives often present a
challenge to students with physical disabilities who have difficulty grasping a standard
utensil. Adaptive utensils include spoons, forks, and knives with “built-up” or enlarged
handles and cuffs for holding utensils. Electronic eating aids are also available for
individuals with more severe physical disabilities. Adapted eating utensils are available
from Sammons Preston.
Adapted drinking aids: Students who have difficulty holding and drinking from a
standard cup or glass may benefit from an adapted drinking aid. Frequently used aids
include adaptive handles for cups and glasses, positioning aids for stabilizing the cup or
glass on the table or wheelchair tray, and cups and glasses with modified rims to prevent
excessive spillage. Adapted drinking aids are available Sammons Preston.
Home maintenance: Some students may require access to daily living aids that enable
them to complete tasks related to food preparation. For example, adapted measuring
and pouring devices are available for those students who have difficulty using standard
measuring and pouring devices. Home maintenance aids are available from Sammons
Preston.
Self-care aids: Students may also need assistive technology to support their ability to
complete self-care tasks such as dressing, grooming, and toileting. Frequently used
dressing aids include adapted sock aids for putting on and taking off socks, zipper grips
for pulling up and down zippers, and button hooks for buttoning and unbuttoning buttons.
Grooming aids include brushes and combs with adaptive handles, adaptive bathing aids,
and toothbrushes with adaptive handles. Toileting aids include adapted toilet seats and
other related aids. Self-care aids are available from Sammons-Preston.
ASSISTIVE LISTENIN GDEVICES ADN ENVIRONMENTAL AIDS
FOR THE HARD OF HEARING AND DEAF
Assistive Listening Devices: These devices amplify sound and speech to enable a
student who is hard of hearing to hear better in various listening environments such as
the classroom, other school environments, the community, and the home. These devices
“improve the signal to noise ratio” by amplifying the desired sounds and minimizing the
undesirable sounds. For example, in the classroom setting, the teacher’s voice may be
amplified and the ambient noise in the classroom would be minimized. Assistive listening
devices may also be used to enhance listening and enjoyment of television and music.
Personal amplification systems are portable and can be used across different
environments. These systems consist of a transmitter that transmits the sound source to
the student’s receiving unit that includes headphones, earphones, or neck loops. Sound
field amplification systems are also available. Personal sound field systems consist of
the transmitting source and a receiving unit paired with a portable speaker. Sound field
systems are also available for entire rooms. With these systems, the speakers are
typically mounted onto the ceiling or walls of the room. Assistive listening devices are
available from Phonic Ear, Harris Communication, and Audio Enhancements.
Text Telephones (TTY): These easy-to-use technology solutions enable students who
are hard of hearing or deaf to communicate over the telephone by typing in messages
using the TTY keyboard. The message is then transmitted to the person that the student
is calling and the message is displayed on the screen of the receiving TTY. The student
caller and the other party then communicate with each other by “typing messages” back
and forth. Some TTYs have answering machines built-in and some models offer a printout
of the text received. TTYs may be pocket-sized and portable or larger to sit on a
desktop. Various models of TTYs are available from Harris Communications.
Closed Captioning Devices: Modern televisions are equipped with built-in captioning
decoders that allow for the presentation of a visual text display on the television screen
that corresponds to the speech in the television program or movie. This works with
programs and movies which have been captioned by the manufacturer or producing
agency.
Environmental Aids: Environmental aids include adapted clocks and wake up systems,
notification systems, pagers, and warning devices-detectors. Adapted clocks offer
different options that provide an enhancement or alternative to the traditional “buzz”
including an adjustable buzzer volume, a flashing light, or a bed vibrator. Visual alert
signalers are available to alert the student to the telephone ringing, the doorbell ringing,
the fire alarm or smoke detector, and the weather alert warning system. Personal pagers
are also available with vibrating receiver and text messaging are also available. A variety
of environmental aids are available from Harris Communications.
Real Time Captioning: Technology is currently available to caption speech such as
class lectures and presentations to offer immediate text display. This requires a
computer with required software and a projection system to project the text for student
viewing.
AUGMENTATIVE COMMUNICATION
Object-based communication displays: These low technology solutions use object
symbols to represent messages within daily activities. Objects representing certain
events and activities are attached to a board. The student selects or touches the object
to indicate his wants and needs. Object-based communication displays are typically
developed for students with severe intellectual disabilities and students with severe visual
impairments who are nonverbal.
Picture communication boards and books: These low technology augmentative
communication solutions contain pictures to represent frequently communicated
messages. The pictures are organized on various pages or displays typically around
certain activities of the student’s day. For example, the book may contain a page for
calendar, snack, leisure, academics, etc.. The pages are changed as the activities
change to provide access to appropriate vocabulary.
Alphabet boards: Students who are able to generate new messages through spelling
can use an alphabet board. Letters of the alphabet are printed on the board, typically in
the same order as a computer keyboard. Students touch the individual letters in
sequence to build words, phrases, and sentences. This communication solution provides
the student with a means of communicating messages that may not have been available
on a picture board.
Talking switches: Recent advances in assistive technology have provided beginning
communicators with low technology augmentative communication solutions that offer
speech output. Talking switches typically allow for pre-recording of one or two messages
per activity. Messages are spoken aloud when the student activates (presses on) the top
of the switch. Picture symbols or object symbols may be attached to the top of the switch
to represent the message. It is necessary to change the messages between activities to
provide access to appropriate vocabulary. Popular talking switches include the BigMack
(Ablenet), which offers access to one pre-recorded message, and the Twin Talker
(Enabling Devices), a device that allows for recording and access of up to two messages
per activity.
Low technology voice output communication devices: A range of low technology
solutions are available to students who need access to a larger vocabulary set. Typically,
multiple messages can be recorded on these devices. For example, up to four messages
can be recorded on the Cheap Talk 4 (Enabling Devices) and the Tech Talk 4 (Mayer
Johnson). Up to eight messages can be recorded on the Cheap Talk 8 (Enabling
Devices) and the Tech Talk 8 (Mayer Johnson). Messages are pre-recorded by an adult
or peer and accessed by the student by selecting the appropriate location on the device’s
display. Messages may be represented by picture symbols. On the before-mentioned
single display communication devices, the displays have to be changed as the activitieschange and new messages have to be recorded. Some devices provide for recording
and access of messages on multiple communication displays. For example, the Six
Level Communicator (Enabling Devices) allows for recording of up to eight messages on
each of the six communication displays. With this device, students have access to up to
forty-eight messages. On the Tech Talk 8 x 8 (Mayer Johnson), up to eight different
messages can be recorded and accessed on each of the eight communication displays
resulting in a potential total of sixty-four messages.
Middle technology voice output communication devices: These augmentative
communication solutions provide access to a larger number of messages on multiple
communication displays or levels. Messages tend to be represented by picture symbols.
The are pre-recorded by an adult or peer and are accessed by the student by activating
the corresponding location on the communication display. Some models offer alternative
access techniques such as microswitch access for those students who do not possess
the fine motor skills to touch the areas on the communication display. Middle technology
voice output communication devices include the TechSpeak (Mayer Johnson), the
MaCaw (Zygo Industries), and the AlphaTalker (Prentke Romich Company)
High technology voice output communication devices: Students who need access
to a large vocabulary may need a high technology voice output communication device.
These devices typically provide access to a large number of messages on multiple
overlays. An example of a high technology device is the Liberator (Prentke Romich).
Some devices offer paper-based displays while others offer dynamic displays. These
dynamic display communication devices have computer-like displays on which the
symbols are displayed. Pages are changed by selecting a pre-programmed location on
the display. This feature allows for rapid access to messages. Several dynamic display
communication devices including the DynaVox and DynaMyte are available from
DynaVox Systems. Some of the high technology devices offer access to text-to-speech.
This feature allows students to type out messages on an alphabet display.
Integrated communication solutions: During the past years, several software-based
applications have been developed that enable students to use a notebook computer as
an augmentative communication device. Most of the solutions provide access to picturebased
communication displays as well as an alphabet display for text to speech
generation of novel messages. Examples of integrated augmentative communication
solutions include Speaking Dynamically (Mayer Johnson) and DynaVox software
(DynaVox Systems).
COMPUTER ACCESS AND INSTURCTION:
Adaptive pointing devices: Several low technology devices such as hand-held
pointers, hand splints, and mouth sticks are beneficial for students who have difficulty
accessing the individual keys on the computer keyboard using their hands. These
devices provide a smaller surface for accessing the keys. Various models of the adaptive
pointing devices referenced above are available from Sammons Preston.
Keyboard adaptations: The computer keyboard can also be adapted to enhance
access for students who have difficulty accessing the keys on the computer keyboard. A
popular solution is a keyguard that is a Plexiglas cover for the keyboard with the areas
corresponding to the keys on the keyboard cut out. When using a keyguard, the student
must get his or her finger or one of the adaptive pointing devices referenced above into
the cut out to access the keys. Keyguards are available from Sammons Preston and
Don Johnston.
Alternative keyboards: Another type of assistive technology that is used to enhance
computer access for students with disabilities is an alternative keyboard. Typically, these
keyboards can be divided into two categories: enlarged keyboards and mini-keyboards.
Enlarged keyboards are larger than the standard computer keyboard and offer enlarged
touch surfaces for each of the keys on the keyboard. Several models of enlarged
keyboards including the IntelliKeys (IntelliTools) can be customized to meet the student’s
needs and activities. Enlarged keyboards are generally appropriate for students who
need an enlarged area for key activations due to physical or visual needs. Students with
physical disabilities who have a decreased range of motion (ability to reach very far) can
benefit from a smaller keyboard known as a mini-keyboard. These keyboards are
smaller than the standard computer keyboard, often have smaller keys than the standard
keyboard, and require less range of motion. Popular mini-keyboards include the TASH
Mini (TASH) and the Footprint keyboard (Dartek).
Touchsreens: Touchscreens are pressure sensitive screens that are attached to the
monitor of the computer. Students using a touchscreen actually touch the touchscreen
on the desired location. Movement of the student’s finger on the screen guides the
mouse movements and tapping the touchscreen serves as the mouse click.
Touchscreens are particularly appropriate for young children who have difficulty
transferring their eyegaze between the computer monitor and the keyboard.
Touchscreens are available from KeyTec.
On-screen keyboards: This software application provides an on-screen representation
of the keyboard on the computer monitor. Students select letters on the keyboard with a
Mouse, mouse alternative, or single switch through scanning. Keyboards may be
customized for individual student use. A popular on-screen keyboard is the Discover
Screen from Don Johnston.
Microswitch access: Students with significant physical disabilities can access
appropriate software applications through a microswitch and a switch interface box.
Microswitches work with software written specifically for switch use and can be used with
software that is not designed for switch use through an on-screen keyboard. Micorswitch
interface boxes are available from Don Johnston and TASH.
Mouse alternatives: For students who have difficulty controlling the standard computer
mouse, a variety of mouse alternatives are available. They include trackballs, joysticks,and trackpads. Mouse alternatives are available from Don Johnston and local computer supply stores.
Voice input technology devices: New developments in voice input technology in
recent years have made it a viable alternative for computer input. The student speaks
the text or commands into a microphone. The speech is received and processed by the
computer and translated into printed text which is displayed on the computer screen.
Students must review the text and make any required corrections to maintain the
integrity of the voice file. Frequently used voice input programs include Dragon Naturally
Speaking (Lernout and Haupsie) and Via Voice (IBM).
Adaptive output: The computer’s output can also be adapted for students with visual
impairments. Text and graphics displayed on the screen can be enlarged through a
screen enlargement application such as ZoomText (AI Squared). Text displayed on the
screen can also be read aloud to the student using a screen reading application such as
JAWS (Henter Joyce). The printed output can also be modified for student who cannot
read standard print. Text can be enlarged or printed out in braille through the use of a
braille embosser.
RECREATION AND LEISURE:
Game and puzzle adaptations: Games and puzzles may be adapted by adding knobs
to the component pieces, by using card holders, and by using grabbing devices to pick up
game and puzzle pieces. Many of these adaptations are made by teachers and
therapists working with the student while other adaptations are commercially available
from Sammons Preston.
Book adaptations: Frequent adaptations include enlarging the size of text and graphics
for visual access, adding “page fluffers” to create an enlarged space between the pages
of the book, and adding picture or tactile symbols for non-readers.
Switch adapted toys: Battery operated toys may be adapted for students who are
unable to operate them using the standard operational features. For example, battery
operated toys can be operated via a microswitch through a battery interrupterr. Adapted
toys are available commercially through vendors such as Enabling Devices. Toys may
also be adapted for switch access using switch interrupters available from Ablenet and
Enabling Devices.
Environment control units: These low technology devices afford students with physical
disabilities with a means of operating electronic appliances such as televisions, radios,
and CD players through the use of a single switch. Typically, these types of
environmental control systems allow the student to turn the appliance on and off but do
not allow for more advanced operations. Ablenet makes a power control unit that is
inexpensive and easy-to-use.
VISUAL AIDS:
Talking dictionary: This hand-held technology solution provides students with speech
feedback of the words typed in. The devices also read definitions aloud to the student.
An earphone can be used in the classroom to prevent interruptions to other students. A
Popular model is the Language Master Special Edition from Franklin.
Adapted tape player-recorder: An adapted tape recorder is frequently used to access
pre-recorded information such as Books on Tape, audio-taped textbooks from the
Recordings for the Blind and Dyslexic and leisure reading materials provided through the
Regional library system by the Library of Congress. This type of technology may also be
useful in recording notes in class and playing them back later for review.. Students may
also dictate and record text on the recorder as an alternative to writing. The
Handicassette from the American Printing House for the Blind is a popular model.
Large print and talking calculators: Students who are not able to see the text
displayed on the display of a standard calculator may benefit from a large print calculator
or a talking calculator. The large print model contains a enlarged buttons on the
calculator keypad and a larger display for viewing the numbers. Students who have more
significant visual impairments or who are blind may benefit from a talking calculator.
Number typed in and information displayed in the LCD are read aloud to the student.
Large print and talking calculators are available from LS&S. A talking scientific calculator
is available from the American Printing House for the Blind.
Braille writer: A portable writing device for producing braille. Students type in text on
the keyboard using the six key entry method. Braille is then embossed on the paper
Inserted into the Braillewriter. Braille writers are available from Howe Press.
Electronic braille writers: Several manufacturers make electronic braille writers that
are lightweight and offer an alternative to more traditional braille writing devices.
Students enter information using the six key entry method of input. Information entered is
read aloud to the student. Information entered into the device can be printed using a
braille embosser or uploaded to a computer for editing and storage. A popular electronic
braille writing device is the Braille N Speak from Blazie Engineering.
Closed circuit televisions (CCTV): This technology solution is appropriate for students
who benefit from enlargement of text and graphics. A page of paper containing text is
placed on the base under the camera. The image of the page is then displayed on the
monitor of the CCTV at the level of magnification selected. The foreground and
background colors can be modified for optimum viewing. CCTVs are available from
Telesensory
Text enlargement software: Software is also available to increase the size of text and
graphics displayed on the computer monitor. Most screen enlargement applications
allow the student or teacher to control the level of magnification and to alter the
foreground background contrast. Frequently used text enlargement applications include
ZoomText (Ai Squared) and LP Windows .
Screen reading software: Students with visual impairments and blindness may also
benefit from screen reading applications. These technology applications enable the
computer to read aloud all text displayed on the monitor including text in the menus. A
popular screen reading application is JAWS (Henter Joyce).