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Offering computer labs with adaptive features to accommodate disabilities is not just the law (see sections 504 and 508 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the 2010 ADA Standards for Accessible Design), but is an expectation for any educational institution that claims to offer equal opportunities for all staff and students. Any user who has a visual, kinesthetic, or audio impairment should have access to the devices and peripherals that enhance their productivity and ability to participate in technology opportunities. In some cases, the technology itself serves as the primary communication device or medium for instruction. Another way to look at it is that by taking proactive measures for including principals of universal design, all products offered and environments created end up benefiting everyone (people with and without disabilities) (University of Washington). Having the flexibility and choice created through universal design minimizes the need for accommodations for individuals in the future. Therefore, although budget concerns can sometimes stifle plans for improving universal access, the following suggestions serve as a launching point for any school that is looking to improve their computer lab design. As much as possible, people with disabilities should be invited to take part in the planning, implementation, and evaluation of an accessibility initiative.
An automatic door should lead into the computer lab. Inside the lab, the noise should be kept at a quiet level, and lighting be kept dim enough to improve the screen contrast. There should be smooth floors with wide pathways to navigate to the various desks and workstations. Around the room informative signs should be printed with high contrast using relatively large and simple fonts. Universal symbols (such as international accessibility symbols) can support the messages. If possible, the addition of Braille character should be included. The signs should be at a height no taller than four feet to accommodate people in wheelchairs.
Common Area Desks/Countertops
In their accessibility guidelines, Temple University recommends the use of counters that have at least one section that is at an acceptable height for wheelchair users (at most 36” from the floor and at least 36” wide). They explain that if writing is required (such as a sign in/out log), then the height should be between 28” and 34” from the floor. There also must be adequate knee and toe space under the counter.
Accessible Workstations
Ideally there will be 1-3 specially designated “accessible” workstations throughout the room. They should be labeled with the international handicapped symbol and a polite notice for all users to reserve their use. The surface dimensions suggested by Temple University include:
- Top of the work surface is between 28" and 34" from floor
- Clearance of at least 27" beneath the top of the work surface to the floor
- The depth underneath the work surface to the floor must be between 17" and 25"
- Minimum width of 30" of knee space for seated individuals
They also suggest a 36” wide aisle width to maneuver a wheelchair or scooter with a space of 60" for turning into the work area.
From a wheelchair, all users should be able to access to controls, peripherals and ports; input/output bins for scanners/printers; and mice/trackballs. However, the work surface should also be adjustable so that any user can access these items. Ideally the surface should be able to be lowered and raised (even to standing height) with minimal pressure and fine motor control. The peripherals should be mounted to the adjustable surface so they travel up and down as well. However, smaller items (such as mice) should be able to be move to accommodate right- and left-handed users.
Santa Monica College also suggests the inclusion of a height adjustable tilting footrest and an ergonomic chair, which has adjustable height, back, and tilt. These options increase comfort and ensure ergonomic health by helping the user to work at the correct height and angle.
Hardware Options
The following items should be included for use at the accessible workstations, or in some cases can be made available upon request. Where possible, equipment should be marked with large print and/or Braille labels.
- Large monitor (with adjustable resolution) – this allows for a larger amount of screen to be viewed while magnified. It should also be on monitor arm to allow the user to position it to suit viewing requirements
- Track ball or touchpad – this would assist users with manual impairments
- Alternative Keyboards – these could include high contrast keyboards with large text, one-handed keyboards, or keyboards with sensitive touch
- Noise cancelling headphones – to minimize distraction and/or assist those with hearing impairments
- Wrist rests and forearm rests – to provide comfort for students with limited mobility in the arms/wrists
- Document enlarger or document camera (CCTV) – to allow a user with vision impairments the option to zoom in or alter color contrast, etc.
- Scanner and optical character recognition (OCR) software
- Braille translation printer (and software)
Software Options
Ideally accessibility software could be downloaded for use on all machines in the computer lab, but should at least be available on the designated workstations. Lab staff and/or teachers should be comfortable using all of the software. Temple University recommends use of the following:
PC:
- Scanning/Reading Program: Kurzweill 1000
- Learning Systems Tool: Read and Write Gold (including Text-to-Speech)
- Screen reader software: JAWS
- Screen magnification: ZoomText (with speech)
- Voice-To-Text Software: Dragon Naturally Speaking Premium with MathTalk plugin
- Browser plug-in to enhance adaptability
- MindGenius or MindManager- concept-mapping planning tool (suggested by the University of Strathclyde Glasgow)
Mac:
- Learning Systems Tool: Read and Write Gold (including Text-to-Speech)
- Screen reader software: VoiceOver (built into OS)
- Screen magnification: Zoom (built into OS)
- Voice-To-Text Software: Dragon Dictate for Mac
The University of Washington also suggests the use of word prediction software.
General Configurations
Temple University recommends all workstations include:
- Microsoft Office (with voice dictation options installed)
- Adobe Acrobat Reader (with accessibility options activated)
- Windows Media Player (with captioning turned on by default)
- Screen magnification software built into operating system is available for end users to activate
- Speech recognition software built into Windows is available for end users to activate
- Contrast settings for the operating system are available to the end users to adjust
- Text-to-speech software built into operating system is available for end users to activate
- Allow users to adjust keyboard settings (e.g. Key repeat rate, keystroke delay, Sticky keys)
The University of Strathclyde Glasgow also recommends defaulting to a large pointer with the option to change it as needed by the user.
The following resources help inform both the computer lab instructor as well as potential users of the various accessibility options:
- http://www.bbc.co.uk/accessibility/ (general)
Next Steps
Once the lab is established to accommodate a variety of users, it’s important to make sure that users know what hardware and software is available to them. Posters and handouts should be prepared that include these assistive options. Users should expect that their instructors can help them set up and sue all of the software and hardware that is available to them.
Finally, it’s important that a school takes time to consider the electronic resources that it offers. For example, the Technology Coordinator or IT Specialist should look at the school web page to ensure it is adhering to accessibility guidelines and standards. After all, for consistency sake, we should preach what we practice and practice what we preach.
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| It would cost approximately $10,000 to equip a school computer lab with at least one fully accessible workstation. |
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For
technology integration ideas that support students with special needs,
in or outside the computer lab, please visit my project here: http://ericafuhry-edtech541.weebly.com/assistive-technologies.html
Resources
Santa Monica College. (2007, November 15). Santa Monica College accessible computer lab standards. Retrieved from http://www.smc.edu/ACG/AcademicSenate/Documents/Information_Services/2007-2008/Documents/Accessible_Lab_Standards.pdf
Temple University. (2013, March 7). Computer lab accessibility guidelines. Retrieved from http://accessibility.temple.edu/sites/accessibility/files/documents/Computer%20Lab%20accessibility%20guidelines%20v2.2.docx
University of Strathclyde Glasgow. (n.d.) Accessible computers and labs. Retrieved from http://www.strath.ac.uk/is/informationmanagement/services/accessibility/accessiblecomputersandlabs
University of Washington. (2012). Checklist for making computer labs accessible to students with disabilities . Retrieved from http://www.washington.edu/doit/Brochures/Academics/comp_lab_check.html
University of Washington. (2012). Equal Access: Universal Design of Computer Labs. Retrieved from http://www.washington.edu/doit/Brochures/Technology/comp.access.html
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