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A guide to deploying Assistive Technology for students in the Fine Arts.

A guide to deploying Assistive Technology for students in the Fine Arts. Students are increasingly declaring a disability due to the more proactive and open approach of UAL and my open e ducational r esource tries

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A guide to deploying Assistive Technology for students in the Fine Arts.

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  1. A guide to deploying Assistive Technologyfor students in the Fine Arts. Students are increasingly declaring a disability due to the more proactive and open approach of UAL and my open educational resource tries to provide a snapshot of the AT marketplace which hopefully would be relevant to our challenged colleagues as well as any artist who feels they are not reaching their full potential due to issues engaging with digital media.

  2. Essential components of Assistive Technology are the ease of access tools plus an ongoing community of involvement to support the challenged student over the learning curve.

  3. Apple and Microsoft provide a range of AT tools as part of their operating systems ‘out of the box’ Tobii provides gaze control of the graphical user interface (GUI) and applications through their specialized hardware and software, and Nuance market the popular Dragon Naturally Speaking speech to text application. These are the tools I briefly describe in my resource although there exist numerous companies who manufacture bespoke hardware across the spectrum of disability which I provide links for.

  4. Our student population is diverse. The most commonly revealed disability is dyslexia  but we also encounter Asperger’s Syndrome, Chronic Fatigue Syndrome, along with visual impairment in varying degrees (including colour blindness).  Often, mature students reveal arthritis, Parkinson’s tremor or other neurological conditions which make operating a keyboard/mouse, touchscreen on a tablet, or controls on a video camera both frustrating and painful.

  5. Rather than just another list of available resources of which there are already about a hundred or so on the web, I wanted this to be a more interactive activity where potential users can see how a software or hardware tool hasbeen deployed, and a worked example of how it might assist them in their particular situation. Having consulted this guide, tutors or technicians may wish to suggest one or more of these tools to a challenged student, or the student themselves may wish to try something out.

  6. My open educational resource may be found at: http://inclusion.myblog.arts.ac.uk/

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