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Challenging Sitiuations of a Physical Nature

The following situations and suggested actions were proposed by one or more partipants at one of several Digital Literacy Instructor Workshops conducted during 2012:


Situation Suggested Action
Vision Loss Use auditory directions
Describe the location of items on the screen as top, bottom, left, right, etc.
Do not use phrases like “now you see that”, or “over here”
Describe and explain all key steps verbally
Consider the size of projected materials
Consider the size of print materials (Large print is 16 point, or larger)
Consider the contrast of projected materials (white on black, rather than black on white, often works well)
Put less material on each slide, especially when projecting in larger print
Develop all materials digitally (rather than hard copies), so that print size, style, and contrast can be controlled easily
Consider if a screen enlargement program for the computer would help
Check if a Closed Circuit TV or Video Magnifier is available to enlarge printed text in real time
Encourage students to raise hands if they have questions, so that you can respond
Encourage students to jot down questions as they occur, in case they cannot be addressed at that time (to aid memory)
Encourage verbal sharing of information between students & student-to-instructor
Produce materials and guides in large print, to make reading and practicing in class and at home easier
Encourage working as partners, sight-impaired with non-sight-impaired, to assist in real-time activities and increase access
Pairing visual with auditory and tactile methods increases access and engagement
Have student(s) sit closer to the projection screen or computer screen
Use PC or Apple OS access features (EasyACCESS, Accessibility options, etc.) located in the control panel to access alternative supports within the computer
For note-taking, use a video magnifier to enlarge note-taking area
Use pictures to enhance or clarify text or concepts
Use clear visual symbols to clarify text or concepts
Use Microsoft graphics or pictures to bring clarifying visuals into the presentations
Color blind Make each part a different shape or spell out the color
Point to the thing on the slide
Hearing loss Collected info on learning needs and methods
Contact to get attention
Face people while speaking
Hand signals
Handouts = highlighting, pointing out visually
Increase font size (CTRL, +)
Make eye contact, offer technology, if available
Move student closer to speaker
Presentation voice
Referenced the page #
Repeat the questions for whole group
Say loudly: “If anyone needs help, raise hand”
Slow down your speaking
Talk directly
Talk louder
Use a “pocket talker” with microphone and headset
Use partner to help
Walk towards the person
Motor skills 1-on-1 with your hand over his or her hand…ask first, remember cultural taboos
Announce it is ok to make mouse mistakes – you do it too
Ask “anyone ready to move on?”
Assign a partner
Create one continuous teaching, with one person teaching and the other works with person
Demonstrate “How” to move the mouse
Frame the problem with mouse – unable to move or just use., e.g. double click
Give the rest of the class practice, while you work 1-on-1 to help him catch up
Or switch to track pad, roller ball
TechACCESS for equipment
Technology to adapt. E,g., mouse alternatives
Use arrows – not slide bar
Use computer accessibility features
Work with him 10-20 minutes before class to practice and catch up

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