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CONTENTS

Section 1:
Introduction

Section 2:
Strategies

Section 3:
The Law

Section 4:
Rights and Responsibilities

Section 5: Code of Practice

Section 6:
Who can Assist?

Appendix A:
Examples

Appendix B: Appropriate
Language and Behaviour

Appendix C:
Fact Sheets

Bibliography

References

Tasmanian Organisations

Acknowledge-
ments

 

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This Fact Sheet is available in PDF Format. To Access and download this version click here.

 

Brief Description:

Voice Synthesisers involve the use of computer software and a sound card to `read’ to the user what they are typing or what is on the screen, so that a student who is blind or visually impaired can operate a computer independently.

Who can it assist?

  • students who are blind or visually impaired
  • students with learning disability with strengths in auditory learning style.

Inclusive Teaching Practice

Considerations:

  • It is important to realise that, as is the case with most technological advances, they are not always the answer to everything.
  • Voice Synthesisers have the potential to significantly assist some students who are blind or visually impaired, but they will not provide solutions to meet all needs.
  • Voice Synthesisers are generally good for generic systems (eg. Windows/Excel/Access applications). Difficulties may arise in accessing specific information depending on formats, graphics, specific programs used.
  • It still takes a longer amount of time for the student to access the screen information as documents remain difficult to peruse and navigate within.
  • The student will need to spend a significant amount of time learning how to use the system, and `training’ the software to recognise words.
  • Even a proficient user of voice synthesisers will take time remembering 2 sets of system command requirements.
  • Consideration may need to be given to seating arrangements within the learning setting to accommodate the equipment and noise factors.

Students who use voice synthesisers:

  • will need access to a personal computer
  • may need to use headphones, especially in open plan areas because of the noise factor
  • will require additional space at any work station including examination/assessment facilities
  • will need access to power points for the equipment

You can assist your student by:

  • where necessary, allowing additional time to complete tasks, assignments and assessments
  • providing the student with information materials on computer disk or making material available on the Internet
  • providing written materials (eg. notes, handouts, charts and diagrams, readings etc.) to the student prior to the class/session/practical. This will assist them in their preparation for the class as they will have the opportunity to pre-read the information.
    •

Inclusive Technology

  • More recently, computer software has been developed which enables users to access information contained on Internet sites.
  • There are many different systems available with one of the more commonly used being JAWS™ (Job Access With Speech).
    •

JAWS™ allows access to the computer for persons who are blind by speaking text that is displayed on the screen. This software program allows individuals to customise its performance to meet their specific needs.

JAWS uses the numerical keypad on the keyboard to accomplish many of the screen reading tasks. Macros are used extensively with the program to accomplish many tasks. This screen reading software gives its user the ability to reformat complex web pages, including graphics, columns and frames, and list links alphabetically in list boxes.

 

Further information:

Disability Advisers/Disability Liaison Officers (see Fact Sheets in section 6 for contact details)

Royal Guide Dogs for the Blind Society Tasmania Ph. 6232 1222

Access & Equity Project of Northern Group Training Ph. 6334 2266

Independent Living Centre Tasmania Ph. 6334 5899

 

Useful information and links can be found at the following website:

Technical Access Liaison Group (TALG)
http://ariel.ucs.unimelb.edu.au/~heyes/talg.html

 

Introduction | Strategies for Inclusive Practice | What The Law Says | Legislative Requirements | Rights and Responsibilities | Code of Practice | Who Can Assist? | Examples of Inclusive Practice | Appropriate Language and Behaviour | Index to Fact Sheet Series | Bibliography | Recommended References | Tasmanian Organisations | Acknowledgements