Prerequisite Modules
Description
This module explores and critically
evaluates the paradigm of Assistive Technology. Its subject matter
ranges from Disability Awareness, the legal social and economic
imperative of Accessible Information Technology, Design for All,
Accessible Software and Accessible Web Design. The major assistive
technologies which interface to IT provide the main depth and focus of
this module. These include switch access , voice technologies and
technology in the classroom. It is also intended to provide the
learner with the necessary understanding and skills to develop
Accessible User interfaces to Application Software. And Accessible Web
pages . The learner should understand the challenges of developing
Inclusive IT solutions and be able to critique available solutions.
Aims
The aim of this module is to
describe the context of disability. It aims to provide a detailed
analysis of major Assistive Technology interfaces to IT. It is
intended to investigate the specific challenges of an inclusive
Information Technology society based around these technologies. It
aims to foster best accessible design practise and to demonstrate the
relevance of the learners own IT skills to facilitating these ideals
of accessibility and inclusion.
Learning Outcomes
On successful completion of this
module, the student will be able to:
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be cognisant of the social and
legal imperatives with regard to Assistive Technology
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demonstrate awareness and suggest
remedies to the environmental constraints of people with disability
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demonstrate practical and detailed
knowledge of the various technologies and specialised interfaces to
assist people with disability to use information technology.
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be aware of various disabilities
that impact the Human Computer Interface
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apply the principles of good
accessible design
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assess the accessibility of
software
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implement software interfaces with
improved accessibility
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design and implement inclusive Web
sites
Learning and Teaching Methods
Lectures, self-study, labs,
tutorials, and any combination of discussion, case study,
problem-solving exercises, readings, seminars, and computer-based
learning.
Content
Disability Awareness:
Overview of different conditions. Analysis of requirements imposed
by these conditions. Review of Employment, Training, Educational and
Living Programmes. Support Infrastructure.
Technical Overview:
Relevant Technologies. Product Review. Software Support Systems.
Hardware Overview. Specialized Interfaces.
Switch Access:
Historical Perspective. Example Applications. Hardware devices.
Software Issues. Product Review.
Voice Technologies:
Technical Review. Voice Recognoition, Text to Speech Available
Systems, hardware and software. Interface, impact and issues
Specialized Interface Design:
Analysis of Requirements. Technical Constraints. Design Issues.
Pedagogical Principles. Case Studies. Augmentative Alternative
Communication, Computer Vision.
Environmental Control and
Independent Living: Educational Technology.
Classroom and Learning, Blackboards, VLE's, MLE's, Network
Configurations, Classroom. E-Books, Document rights management.
Multimedia in the Classroom.
Assessment
The methods of assessment to be
used to measure the learning objectives stated above are written
examination and continuous assessment including one or more of
assignment, essay, problem-solving exercise, oral presentation, and
class or lab tests.
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Continuous Assessment: 70%
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Examination: 30%
Recommended
Reading
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Assistive Technology Principles +
Practice, Cook and Hussey, Mosby 2005.
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Connecting To Learn, Educational
and Assistive Technology for People With Disabilities, Marcia J.
Scherer American Psychology Association 2003
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National Disability Authority
http://www.nda.ie/
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Web Accessibility Initiative
http://www.w3.org/wai/
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Higher Education Disability Site
http://www.ahead.ie/
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Central Remedial Clinic
http://www.crc.ie/
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For more information contact
Ciarán O'Leary
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