Individual Autonomy

MODULE 1
INDIVIDUAL AUTONOMY
MODULE 1
INDIVIDUAL AUTONOMY
Table of content
Introduction .............................................................................................................................. 4
Theoretical part ............................................................................................................................. 6
1.1. Capacity of people with disabilities to make a choice ....................................................... 6
1.1.1 What is the individual and behavioural autonomy? .................................................... 8
1.1.2 How the person to gain autonomy ............................................................................ 10
1.1.3 What is important when person with disability make a choice? ............................... 13
Practical part ............................................................................................................................... 15
1.1.4 Best Practice Examples Personal Autonomy Promotion (reflection activity) ......... 16
1.1.5. Two exercises ............................................
Theoretical part ........................................................................................................................... 18
1.2 Capacity of family member with disability to find resources............................................ 18
1.2.1 Four principles ............................................................................................................ 18
1.2.2. Assessing capacity and resources ............................................................................. 19
Practical part ............................................................................................................................... 20
1.2.2.1Reflection activity..................................................................................................... 20
1.2.3 Relatives best interest ............................................................................................... 21
Practical part ............................................................................................................................... 23
1.2.4 Practical exercise Discussion with your family member with disability .................. 23
1.3. Capacity to support your family member with disability in usage of assistive
technologies ............................................................................................................................ 23
1.3.1 What is assistive technology? .................................................................................... 24
1.3.1 The Assistive technologies inclusion into education, employment and daily life...... 27
1.3.2 Selecting the appropriate AT solution........................................................................ 30
1.3.3. Categories of ICT AT for the computer...................................................................... 34
1.3.4. PCs, smartphones, and tablets as communication devices ...................................... 36
1.3.5 Alternatives for standard keyboards .......................................................................... 41
1.3.6. Alternatives for standard mouse............................................................................... 44
1.3.8. Voice Recognition...................................................................................................... 48
MODULE 1
INDIVIDUAL AUTONOMY
1.3.9. Software facilitating general PC functions ................................................................ 48
1.3.10. Writing aid software................................................................................................ 50
1.3.11. Reading aid software............................................................................................... 52
Practical part ............................................................................................................................... 55
1.3.13. Case studies (reflection activity) ............................................................................. 55
Case Study 1 - AT accommodations for learning disabilities .......................................... 55
Case Study 2 AT accommodations for upper limbs limited function .......................... 55
Case Study 3 AT accommodations for daily communication (combined speech and
mobility disabilities) ........................................................................................................ 56
Case Study 4 AT accommodations for hard of hearing ................................................ 56
Case Study 5 AT accommodations for deafness .......................................................... 56
Case Study 6 AT accommodations for chronic fatigue syndrome................................ 57
Case Study 7 AT accommodations for low vision......................................................... 57
Case Study 8 - Web Access for Student who is Blind ...................................................... 57
Case Study 9 AT accommodations for employee with obsessive-compulsive disorder
(OCD) ............................................................................................................................... 58
Case Study 10 - AT accommodations for a person with Autism ..................................... 58
1.3.14. Examples of reasonable adjustments (ICT and non-ICT based) .............................. 58
1.3.15. National databases with AT information ................................................................ 59
1.4 Active behaviour in terms of: personal hygiene and tips for dressing.............................. 60
1.4.1. Personal hygiene ....................................................................................................... 60
Practical part ............................................................................................................................... 61
1.4.2 Useful tips try them with your family member with disability ............................... 61
1.4.3. Elements of personal hygiene ................................................................................... 64
Practical part ............................................................................................................................... 65
1.4.2. Suggestions for dressing............................................................................................ 66
1.4.2.1 First impression and image ................................................................................. 66
1.4.2.2. Suggestion for proper dressing for male............................................................ 68
1.4.2.3 Suggestion for proper dressing for female ......................................................... 69
Appendix 1 Hints while organising a trip ............................................................................ 70
MODULE 1
INDIVIDUAL AUTONOMY
Introduction
This first module consists of four objectives related to the parents of person with
disability namely:
1.1 Capacity of disabled person to make a choice
MODULE 1
INDIVIDUAL AUTONOMY
1.2 Capacity of disabled person to find resources
1.3 Capacity to support disabled person in usage of assistive technologies
1.4 Active behaviour in terms of: personal hygiene and dressing.
Fig. 1.1 Autonomy sign
The main aim is to discover how to create opportunities of individual autonomy, by

developing of competencies and support, based on the International Convention for
the Rights of Persons with disabilities in the art. 19 Living independently and being
included in the community recognize the equal right of all persons with disability to
live in the community, with choices equal to the others, and shall take the effective and
appropriate measures to facilitate full enjoyment by persons with disabilities of rights
and their full inclusion and participation in the community including by ensuring that:
a. Persons with disabilities have the opportunity to choose their place of residence
and where and with whom they live on an equal basis with others and are not
obliged to live in a particular living arrangement;
b. Persons with disabilities have access to a range of in-home, residential and
other community support services, including personal assistance necessary to
support living and inclusion in the community, and to prevent isolation or
segregation from the community;
MODULE 1
INDIVIDUAL AUTONOMY
c. Community services and facilities for the general population are available on an
equal basis to persons with disabilities and are responsive to their needs.
Fig. 1.2 UN Convention
There are as yet no universally accepted categorizations of disability. Commonly used

disability terminology varies from country to country and also between different
communities.
According to the Convention on the Rights of Persons with Disabilities disability results
from the interaction between persons with impairments and attitudinal and
environmental barriers that hinders their full and effective participation in society on
an equal basis with others. Nowadays the term used is "people with disabilities". It is
argued under the social model that while someone's impairment (for example
mobility) is an individual property, "disability" is something created by external societal
factors such as a lack of physical access to the workplace or whatever social service
and goods that the person might use.
Theoretical part
1.1. Capacity of people with disabilities to make a choice
Abilities can vary from person to person or from disability organisation to similar one,
and over time, for different people with the same type of disability.
MODULE 1
INDIVIDUAL AUTONOMY
People can have combinations of different disabilities, and combinations of varying
levels of severity. Some people with various conditions would not consider themselves
to have disabilities. They may, however, have limitations of sensory, physical or
cognitive functioning which can affect access to the services. These may include injuryrelated and aging-related conditions, and can be
temporary or chronic. Also, the number and severity of
limitations tend to increase as people age, and may include
changes in vision, hearing, memory, or motor function.
Fig. 1.3 Self-directed child
On the other side, Whemeyers functional model of

individual autonomy, that is the most widely used
ones, is taken as reference. Actually, his theory
remarks the importance of the casual agency, at the
same time the opportunities of the environment are
important for the quality of life (Whemeyer and
Shalok, 2001).
Fig. 1.4 Whemeyers functional model

(please see the Self-determination introduction)
According to Whemeyers model, in terms of behavioural autonomy he means acting

as a causal agent in one selfs life, making choices, and making decisions on the one
selfs life, free from undue external influences and interferences.
The bio-psychosocial model (abbreviated "BPS") is a general model or approach stating

that biological, psychological (which entails thoughts, emotions, and behaviours), and
social (socio-economical, socio-environmental, and cultural) factors, all play a
significant role in human functioning in the context of disease or illness. Indeed, health
is best understood in terms of a combination of biological, psychological, and social
factors rather than purely in biological terms.
MODULE 1
INDIVIDUAL AUTONOMY
Fig. 1.5 The bio-psychosocial model - diagram
1.1.1 What is the individual and behavioural autonomy?
Individual autonomy is a process in which people gradually acquire different skills and
abilities, such as control, empowerment, experience, and making choices all along
their lives. The decision making process is the expression of a persons will, priorities
and personality. In addition, the theory that everyone is able to make choices and
decisions is the base of the behavioural autonomy as human right, and presupposes to
respect individuals choices and to accept that they learn lessons from mistakes and
taking into account available alternatives. In that sense, disabled people have more
difficulties in achieving autonomy.
MODULE 1
INDIVIDUAL AUTONOMY
Fig. 1.5 Autonomy
The development of the behavioural autonomy starts at an early stage and continues
all along our lives. It is convenient evidence that the notion of behavioural autonomy
gathers some erroneous meanings, which it could be suitable to remind in this section.
Behavioural autonomy is not
Behavioural autonomy consists in:
To make choices without guidelines, To make decisions based on conscious

criteria, rules
needs, wishes, preferences, priorities and

to
be
able
communicating
them
effectively
To do only what someone likes, wants, To be conscious of preferences and
prefers or expect from me
priorities
Acting and do not take responsibility for it To make actions based on preferences,
interests, wishes, needs
To make a choice on transitory pleasure
To evaluate the efficiency of decisions

based on results of previous experience
MODULE 1
INDIVIDUAL AUTONOMY
and reviewing future decisions
To do things for oneself without help
Auto regulation of one selfs conduct and

to establish personal goals
To solve problems without help
To consider multiples options and

consequences of actions
Acting according to what other persons To start happenings in life and carry
think
actions, when it is necessary
To have prejudice on the other persons To have positive believes and selfpossibilities
confidence
To substitute what one self can do alone
To know and recognise between wishes

and needs
Moreover, behavioural autonomy concerns aptitude as respect, appreciation,

compassion, sympathy, listening, support, and look in different way. The term
expresses opportunity, autonomy, dignity, selfknowledge, participation, help, hope, fears, dreams,
and responsibility.
The disabled person has to be recognised as other
in front of me with who we can share learning and
we can teach in the respect of his/her preferences,
making he/she takes an active role in the traininglearning process and in the others spheres of his/her
life.
Fig. 1.6 I love autonomy
1.1.2 How the person to gain autonomy?
Everybody can have limitations in the construction of one selfs autonomy, depending
of different aspects, but people with disabilities might face more difficulties in order to
achieve such independence in a natural way in their lives.
MODULE 1
INDIVIDUAL AUTONOMY
There are some advantages that make a person gain autonomy:
1. The social environment should recognise that a disabled person can have
control on his own life.
2. The
persons
life
style
offers
the
opportunity of participation in different

situations,
activities,
roles
and
relationships.
3. The
person
has
psychological
empowerment and self confidence in his

own possibilities to make things different.
4. The
person
learns
the
necessary
competencies and receives the essential

support.
Fig. 1.7 Autonomous person
To achieve a behavioural autonomy it is required direct and indirect experience. There

are different way for sharing information and experience, through books, pictures,
films, and similar. It is a critical part of the acquiring autonomy process, because, on
one side, without experience there is not a real autonomy; on the other side, the selfconfidence comes from experience of large life lessons and lived situations, but
sometimes it is limited.
Moreover, the kind of experience received (positive or negative) could affect a
persons autonomy capacity, and the level of self-confidence. On the other hand, it is
important to stress that a disabled person could not have sufficient experience
uploaded in relation with skills and abilities. Therefore, he/she will need of more
support in order to develop the adequate level required.
MODULE 1
INDIVIDUAL AUTONOMY
Fig. 1.8 Make a choice
Choice making is an important skill for the definition of a behavioural autonomy. It can
be distinguished among:
1 Making a choice among a lot of options It should help to keep in mind
preferences.
For
example,
about
nutritional
needs
and
independence,
experimenting different texture and colour of foods should provide variety which
keeps in mind.
Making a choice between two options Try to provide choice, for example in
nutritional needs, for disabled person this helps keeping in mind to limit the
choices to two options.
should keep in mind.
For example: Would you like carrots or peas? Choice
MODULE 1
INDIVIDUAL AUTONOMY
Fig. 1.9 Make a choice could be difficult
Accepting or refusing options
Making decisions concerns to decide important

things for the life of your family
Fig. 1.10 Decision making
1.1.3 What is important when person with disability make a choice?
Having choice is important in improving health, maintaining independence and

retaining chosen identities. However, exercising choice can be hampered by lack of
information or acceptable options.
Information is a precondition for choice; people are not always aware they have
choices about services. People with gradually increasing support needs and no prior
knowledge about services can be disadvantaged by their lack of access to relevant
information at the pre-choice stage.
MODULE 1
INDIVIDUAL AUTONOMY
Fig. 1.11 choosing between solutions
The process of making choices creates some positive emotions. Try to avoid negative
emotions which can lead to delays in making choices, thus also delaying any resulting
benefits.
People revisit choices particularly after: changes in health or social circumstances;
realizing the outcomes of previous choices is not satisfactory; People instigating
revisions to choices of their own accord, and who have little contact with
professionals, can lack support.
People learn from both the processes and the outcomes of making choices. They share
their learning with other people and learn from the experiences of others. However,
opportunities for learning can be restricted for some people by the complexity of their
conditions, or by limited life opportunities.
Independence means different things to different people including being able to do
things alone, make decisions, and be in control of ones life. However, the relationship
between choice and independence is not simple; choices that sustain independence in
one aspect of life can create dependency in other domains, or restrict the
independence of other people.
MODULE 1
INDIVIDUAL AUTONOMY
The process of making choices is not simple. There is no right recipe for the right
choices. Even when a person with disability makes all and the same steps these do not
mean that the final result would be always successful.
Here are some important aspects of decision making process that the person with
disability may take into consideration:
1. Provide all necessarily and relevant information.
2. Investigate and evaluate possible alternatives.
3. Be aware of existing limitations e.g.
financial, environmental, social, behaviour
etc.
4. Identify advantages and disadvantages of
possible choice and see which ones
predominate.
5. Be aware of consequences and impact that
the choice may have on the person and
his/her relatives.
6. Make the decision on time.
Fig. 1.12 Decision making II
(Go to 1.1.3 and 2.2.5 and 2.2.6 exercises of module 2)
Practical part
1.1.4. Two exercises
1. Ask your relative with disability to choose how to present him/herself

through illustration.
2. Then comment together with him/her what was paint and why s/he
decided to present in this way?
3. Having in mind the six important aspects about decision making process
listed above, please ask the relative to find a photo/image which illustrates
MODULE 1
INDIVIDUAL AUTONOMY
each of the mentioned aspects. You can choose them from magazines,
newspapers or from internet.
1.1.5 Best Practice Examples Personal Autonomy Promotion (reflection activity)
In the social context to make choices, making decisions, defending one-self, construct
objectives, and solving problems, lead to be more independent and are a challenge for
people with disability. The social environment, family, friends, colleagues, can help
disabled people giving support in order to get experiences, because the learning starts
from real opportunities and life experience, using the appropriate and necessary
competences and skills for each specific situation. It is more important to people with
learning disability, who cannot think about situation in abstract and they need the
sufficient repetition of facts and happenings in order to induce the successfully
learning, suitable in the future.
Fig. 1.13 Parent and a child
MODULE 1
INDIVIDUAL AUTONOMY
Therefore, it is important to deliver practical moment along the daily life to improve
their competences, as the following real cases:
When a person tries to do Pablo says NO when his In this case, it is

such competences
mate asks him money.
important to strength
positively the use of
NO, in order to
reproduce in the future
the same situation
When the person ask for help When Mary asks for help It is important to use
to make an activity
because somebody insults support and

her
reinforcement, in order
she could do it alone in
the future successfully
When somebody does things When Helen goes to a she has to decide what
the same person could do
coffee-shop
she wants to take, and

where she is going to
seat
When there is a behaviour Before

problem
the
problem We should teach how to
happens
front it, by the use of

the most appropriate
competence, skill
Benito has whims when he Professionals, family

wants people helps him
members should
indicate that he has to
sign for help before his
whims starts
MODULE 1
INDIVIDUAL AUTONOMY
Theoretical part
1.2 Capacity of family member with disability to find resources
1.2.1 Four principles
The ability to make decisions and to find resources in the literature is called mental
capacity.
We must begin by assuming that people including those with disabilities have
capacity
A person must be assumed to have
capacity.
People must be helped to make
decisions
on
their
personal
life,
education, training, employment, social

life and social inclusion
Fig. 1.14 Parents with her child
A person is not to be treated as unable to make a decision unless all practicable steps
to help him/her to do so have been taken without success.
Unwise decisions or non-utilized resources do not necessarily mean lack of capacity
A person is not to be treated as unable to make a decision and to find resources
merely because he/she makes an unwise decision.
Decisions must be taken in with the person in his/her best interests
This paragraph refers to people with learning disabilities because the practice shows
that their level of independence in decision making is lower in comparison with people
with other types of disabilities i.e. physical or sensory once.
The people with learning disabilities have difficulty making a decision but can make it
themselves with the right support. The family and professionals is usually best placed
to know more about what kind of support is needed in these situations and can either
MODULE 1
INDIVIDUAL AUTONOMY
provide it to the relative themselves or advise others about how to do so. This might
be possible by providing the family member with disability with information about
potential consequences of the decision, the options and resources they have, by
making information accessible, or helping them to communicate their decision.
The parents of persons with disabilities and their relatives should know that there is an
option that a professional or paid worker may need to make a decision if they believe
that they cannot decide on their own. In these situations they are known as the
decision-maker and it is their duty to ensure an assessment of the persons capacity is
carried out before any decisions are made in a persons best interests.
If the decision is a major one, they may ask a specialist (such as a psychologist or a
speech and language therapist) to help them assess the persons capacity and the
available resources.
Whoever carries out the assessment will often ask a family carer for advice and
information to assist the person with disability, for example about the best way to
communicate with the person.
1.2.2. Assessing capacity and resources
Anyone assessing capacity and resources has to answer a set of questions:

x
Does the person who seems to

lack capacity have a general
understanding of what decision
needs to be made?
Do they have a general

understanding of the
consequences of this decision?
Can they weigh up this

information and use it to make a
MODULE 1
INDIVIDUAL AUTONOMY
decision?
Fig. 1.15 Capacity and resources
Is there any way you could help them to make the decision for themselves?
Is there any way you can help them communicate their decision or their wishes
and feelings?
Is the person able to evaluate and utilize the available resource while making a
decision?
Practical part
1.2.2.1Reflection activity
If an assessment has been carried out by someone else, you as a parent or relative
may want to check that the following considerations have been taken into account
where a major decision has been made:
x
Was expert help with the assessment of capacity and resources required and
was it sought? Such help might be provided by a psychiatrist, psychologist,
social worker, or speech and language therapist.
Whether or not expert help was provided, responsibility for ensuring that an
assessment is carried out remains with the decision-maker.
The health and care staff supporting your relative with disability should have
received training to carry out assessments of capacity.
Health and social care services must be able to show how they carried out an
assessment. Where a major decision is to be made, details of the assessment
should be written down.
If your relative has a care plan, it should set out how issues of capacity and
resources are dealt with.
MODULE 1
INDIVIDUAL AUTONOMY
It is important to establish whether your family member with disability has expressed
any views in the past that might affect the decision under consideration. This might be
things they have written down, said to other people, or how they have behaved in
similar circumstances in the past. Similarly, any beliefs or values that your relative is
known to have held should be taken into account when considering their best
interests.
Theoretical part
1.2.3 Relatives best interest
Fig. 1.16 putting childrens interests first
MODULE 1
INDIVIDUAL AUTONOMY
These are some other considerations that you as a parent may wish to bear in mind
when considering a family member with disabilitys best interests:
x
There are some decisions that you can never take on behalf of your relative.
These are usually to do with very personal issues such as entering into a sexual
relationship, getting married, getting a divorce or adopting children but always
mind that really depends on the situation parents and people with disabilities
have to face.
If the decision is about life-sustaining treatment, the decision must not be

motivated by a desire to bring about your relatives death.
Some best interests processes happen very quickly by necessity because of a

medical emergency or a potentially dangerous situation. In these situations it
may not be possible for a decision-maker to follow every aspect of the process
or consult with family carers before acting.
As with any decision, those relating to a persons financial resources must each be
considered on their own merits, since many people with learning disabilities will be
able to make some decisions about their money.
A financial assessment or money plan may be drawn up, detailing a persons capacity
to make financial decisions on financial resources, and how decisions can be made by,
with and for that person. These are particularly useful for people who support adults
with learning disabilities living independently, or planning to live independently. Family
want to be sure that good arrangements are in place to protect the best interests of a
relative who may lack capacity to make decisions about their financial resources. These
may range from day-to-day decisions about shopping for food or clothes, to opening a
bank account, managing benefits payments and buying a house.
A family member can be the recipient of a direct payment on behalf of a disabled child.
To receive a direct payment themselves when they reach the age of 18, the disabled
MODULE 1
INDIVIDUAL AUTONOMY
person must be able to consent to receive the direct payment (or the payment can be
made to a third party).
Practical part
1.2.4 Practical exercise Discussion with your family member with disability
The parent initiates discussion with his/her family member with disability on the
situation how s/he copes with certain life case using his/her own resources and
strengths. The parent listed all mentioned resources and strengths and discuss with
the disabled person how these resources can be utilized and how the strengths can be
increased. They also discuss how their resources/strengths can be possible exploited in
other life situations when the person with disability needs to find a solution. Raise it in
everyday life and value the capacity to do by him/her-self. Help him/her every day to
identify the good resources.
Theoretical part
1.3. Capacity to support your family member with disability in usage of
assistive technologies
Fig. 1.17 Assistive technologies
MODULE 1
INDIVIDUAL AUTONOMY
1.3.1 What is assistive technology?
Fig. 1.18 whats assistive technologies
The term Assistive technology device as any item, piece of equipment, or product
system, whether acquired commercially, modified, or customized, that is used to
increase, maintain, or improve the functional capabilities of individuals with
disabilities (29 U.S.C. 3002). Assistive technologies can be subdivided to distinguish
many kinds of products. For example, personal assistive devicessuch as canes,
scooters, hearing aids, and magnifying glassesact, essentially, as extensions of a
persons physical capacities. They often move with the person from place to place.
Adaptive assistive devices make an inaccessible mainstream or general use device
usable by a person with a disability, although usually at additional cost. One example is
the computer screen reader, which allows people with low vision to hear what is
shown on a computer screen, for example, text documents.
MODULE 1
INDIVIDUAL AUTONOMY
Fig. 1.19 a person with disability is using assistive technologies for PC
Fig. 1.20 a person with disability is using assistive technologies for PC (2)
MODULE 1
INDIVIDUAL AUTONOMY
There is a growing literature on the role on information and communication

technology (ICT), including social media, in improving the independence and social
connectedness of people with disabilities. Potential of the assistive technology (AT) to
promote independence among people with disability is directly linked to the
improvement of the quality of their lives and their long-term care. Moreover, they can
improve their social inclusion.
As we pointed out in the introduction of this module the United Nations Convention
on the Rights of Persons with Disabilities 2008 (CRPD) addresses the issue of the
provision and use of assistive technology, and requires states signatories to take
measures to ensure that people with disabilities have access to it.
Remember always to think about:
x
Autonomy and inclusion.
Choice and control.
Dignity and equality.
MODULE 1
INDIVIDUAL AUTONOMY
Most people take these for granted as part of their everyday lives. However, for many
people with disabilities, these are often everyday dreams, everyday challenges, and
everyday struggles.
In the last decade disability rights has risen up the political agenda; problems were
identified, data was collected and, most significantly, an international legal framework
was put in place.
The right to independent living signifies the following for persons with disabilities 1:
x
First, it represents increased autonomy and inclusion:

o Being able to make decisions about ones own life is fundamental
o Equally important is to be part of the community, to feel accepted
Second, it also represents increased choice and control:

o Being able to choose where to live and with whom
Third, it represents respect towards an individuals dignity and equality:

o Being given the same opportunity as others or having their voice heard
so that specific issues are presented by them
o Having a say in how to be treated
1.3.1 The Assistive technologies inclusion into education, employment and daily life.
http://fra.europa.eu/en/speech/2012/autonomy-and-inclusion-people-disabilities
MODULE 1
INDIVIDUAL AUTONOMY
Participating in education is a crucial element for people with disabilities and this can
be made possible in a variety of ways:
x
A person with hearing difficulties may wish to have access to the hearing
loop/infrared system or for the lecturer to use a micro link to their radio aid.
A blind person or someone who deals with vision challenges may require handouts and course presentations in Braille/electronic/audio or large print format,
or even use magnifying equipment.
People with learning disabilities may need to record lectures and obtain official
consent for this.
Some people could also use captioning/transcripts of video presentation (i.e.

use closed or open captioned videos or have transcripts available) or FM
systems with certain receivers (e.g. neck loop, ear bud) which allow direct
sound from the microphone to the student without extraneous noises.
Adjustable computer settings and peripherals for those with physical and
mobility disabilities in order to access course materials, school/university
announcements, lab material, etc.
People with disabilities are responsible for initiating the process of identifying
appropriate AT. They have to identify their disability to their employer when
requesting AT as an accommodation on the job and negotiate it with their supervisor.
MODULE 1
INDIVIDUAL AUTONOMY
It is also important to remember that the need to find the right environment and set of
job duties must match the individuals interests, work habits, and skills in order to be
productive and creative in relation to their strengths and limitations. There are many
AT devices (also some portable ones) that can enhance a personal workstation and
satisfy individualised needs:
x
Portable spell checkers and word processors can take notes with the support of
various editing features.
Talking calculators can assist with ordinary calculations with the addition of
reading the numbers and functions aloud.
Smartphones have features such as alarms, calendars, calculators or global

positioning systems. Tech support from the vendor is usually required to help
customise the features and to demonstrate how to use them.
If experiencing difficulty typing or writing there is text-to-speech software that

reads electronic text and even proofreads an individuals writing, as well as
speech recognition software that converts dictation to text and/or word
prediction programs that provide assistance in spelling and typing with a list of
predicted words after a few letters have been typed.
Information management and communication software is useful in organising

e-mail messages, schedules, tasks and contact information, and for alerting an
individual to a meeting, appointment, or message received.
In order for the computer accessibility features to fit an individuals daily work
needs, they may have to adjust the contrast and enlarge print and graphics on
the screen, adjust the contrast and background colour schemes and/or adjust
keystroke and mouse controls settings.
Assistive technology is highly valued by users with various disabilities in performing

daily tasks (from accessing a computer independently to using environments control
systems). Additionally, it supports and reassures the carers, as they can be easily
alerted by the user when their assistance is needed.
MODULE 1
INDIVIDUAL AUTONOMY
x
Access to computers and laptops whilst in a wheelchair or lying in bed, via

adjusted keyboards, mice, trackballs, switches, and eye-tracking systems for
those with severe physical and multiple disabilities in order to communicate,
socialise, and/or work from home.
AT systems, like timers, remind the user to take their medication at the right
time, help locate a lost item, or even orientate the person that it is day time or
night time.
Quick calls via pre-programmed numbers or even a family members picture

assists users with disabilities to phone a relative or friend.
Getting up at night time can be frustrating if the users disability doesnt allow
them to get out of bed without assistance; environmental control systems or
devices with built in wake-up commands and speech recognition systems
allows for the lights to be switched on or the curtains to be opened
automatically.
Telecare assistive programs can also monitor the environment of the user and
keep them safe by enabling immediate communication between the person
with disability and the family or the telecare provider centre.
Hand-held GPS devices (or smartphones) help people with visual difficulties
navigate busy city streets and use public transportation independently.
1.3.2 Selecting the appropriate AT solution
There are many AT products on the market today. The first step to narrowing down
the search for appropriate AT tools is to analyse key factors, such as the individual
needs, the specific tasks that must be delivered, and the type of AT equipment that
will enhance the existing skills (given the disabilitys nature and the limitations of the
physical environment).
MODULE 1
INDIVIDUAL AUTONOMY
Fig. 1.25 select the appropriate AT
Most users are interested in the quality, usability, and reliability of the AT tools and
they want to know how user-friendly and reliable an AT tool is before they invest in it.
The best way to test the AT equipments functions is by using it in different settings.
For example, AT can help a student with a physical disability participate in activities at
school/college as well as in other settings such as home, work, and social gatherings.
Portability has to be considered, as hand-held, pocket-sized and mobile tools are often
very useful and light-weight. However, you need to remember that the right
technology in one setting may be wrong for another.
Do assistive technologies have limitations?
The truth is that AT may not be the answer for everybody.
People with disabilities have different needs, skills, desires, habits, challenges, and
insecurities. AT can be ineffective and even cause additional distress if it does not meet
individual needs and preferences.
For example, AT may not be useful when:
x
It is not user-friendly (e.g. the number of keystrokes and mouse clicks

necessary to operate the software/hardware can be extremely burdensome);
MODULE 1
INDIVIDUAL AUTONOMY
x
there has been a mismatch between the users needs and the AT tools
capabilities during the assessment phase;
the user switches off or unplugs the devices (in cases of mental or cognitive
disabilities);
the user is confused or panicked by any alarm sounds, lights, or synthesised

voices;
there is need for single keystrokes to enter complex text (e.g. print page
reference number formats, foreign language sentences and phrases,
mathematical operations) which are not available on a standard keyboard;
Assistive technology is expected to replace human contact and personal care.

AT can only act as a helpful addition to social life, not as a remedy for
loneliness and social isolation.
In most cases, the first stage in the use of a device concerns the installation of the
input system and checking its compatibility with the system already in use: the
hardware, such as alternative systems of pointing, may not be compatible with the PC
(it might not run on the operating system installed on the machine) or associated
software (drivers or virtual keyboard software).
Once possible issues regarding the installation of the input system have been resolved,
the next step is personalisation This involves maximising the usability of the device
and ensuring it suits the needs of the user. The adjustments made at this point range
from optimising the positioning of the hardware to the customisation of operating
parameters; for example, increasing or lowering the speed of the pointing system or
the scanning system or considering the modification of graphic features and the spatial
organisation of menu elements.
Generally, with the help of experts and experience in using the AT device(s), there is a
process of on-going customisation with a rising curve of operational efficiency.
MODULE 1
INDIVIDUAL AUTONOMY
It is often necessary to find solutions in situations in which the popular software on the
non-specialist market cannot be accessed using the chosen input system. Adaptations
of existing software products are then required. In cases like these, simple solutions
for the user are usually identified involving, for example, the creation of a customised
virtual keyboard with key functions capable of performing operations that would
otherwise be too complex.
The support of experts (e.g. an AT Centre team) is essential. They can contribute to
the evaluation of the individual case and commence a programme of support over
time in order to guarantee the efficacy and real utility of the proposed solution. The
primary aim of such an intervention is to guarantee the autonomy of the user, check
the correct use of the assistive technology, and institute a process of progressive
customisation of the aid. Family members and professionals are also involved: they are
offered guidance on methods, in-depth training on the aid concerned, and given access
to online resources and user experiences.
Professionals of various kinds (educational, technical, health) are usually involved in
the process of actuating the chosen solution. They each have their specific tasks both
at the AT centre and in the everyday life contexts of the user, such as their school,
home, and place of work.
External support can be valuable even after the user has started to use the aid,
particularly in cases where:
x
the users original caregivers are replaced by new staff members who require
support and training in each AT aid within its environment ;
additional needs emerge which make it necessary to review the original

evaluation and make changes and adjustments as appropriate. These additional
needs may arise from the work--school transition, a change of employer, or the
need to use new equipment etc.);
the progressive development of a disease leads to difficulties in the use of the

chosen aid and makes changes necessary;
MODULE 1
INDIVIDUAL AUTONOMY
x
the aid becomes obsolete; this can occur quite frequently as the technological
market is characterised by continuous improvement and innovation.
1.3.3. Categories of ICT AT for the computer
The following provides an overview of the main categories of ICT AT used while
working with a computer, related to the different needs of individuals with disabilities.
The need to make an informed choice in choosing a technology is paramount. This
involves the assessment of different factors, such as personal factors, including the
needs and wishes of the user, technology related factors, and environmental factors.
In this unit we will delve a little deeper into appropriate AT assessment procedures.
x
AT can help a person to function more effectively in various settings such as

school, home, work, social gatherings, and recreational events. Here are some
questions to consider:
o In what settings will the AT tool be used (e.g. home, school, work
and/or social settings)? The right technology in one setting may be
wrong for another. Think about where it will be used, how it will be
stored, and if the right furniture and electrical/electronic support is
available.
o If the AT tool will be used in more than one place, how portable is it?
Fortunately, hand-held, pocket-sized and mobile tools are often as
useful as larger systems. A pocket-sized spell checker may work just as
well as a computer with a spell-check program, and it's much easier to
carry around.
Product Usability and Reliability: As with any device or piece of equipment, you
will want to know how user-friendly and reliable an AT tool is before you invest
in it. Here are some questions to ask about a products reliability, usability and
quality:
MODULE 1
INDIVIDUAL AUTONOMY
o How easy is it to learn about and operate? How user-friendly is the AT
tool? Instructions should be brief and easy to read. Commands for
operating should be clear and simple. Directions should include a
logical, step-by-step process for setting up and installing the technology,
basic and advanced operating instructions and tips for what to do when
things go wrong.
o What is the quality of its visual display and/or auditory output (if
applicable)? Make sure the visual display and audio output are clear
and easy for the user to see and/or hear.
o How reliable is it? Ask past and present users how well the product
performs and about its durability. Does it always seem to be breaking
down or need frequent repairs? You may find it helpful to have a local
technical-support system of people who are familiar with this AT tool or
a similar one. This might include other users, parents, carers, local
support groups, teachers, technical support staff and tutors. An internet
search of customer reviews may also help answer your questions.
o Does it need to work with other technologies? Make sure that the AT
product is compatible with related technologies. For example, software
designed to work on a personal computer may not operate on a Mac at
home, in the classroom, or at work. Ensure that any accessory items,
such as a microphone, are readily available. Consider the AT product's
compatibility with the internet; for example, does a text-to-speech tool
read certain websites aloud?
o What
technical
support
is
available?
Even
with
the
most
comprehensive and easily understood instructions, you may need

technical support. Select products that offer online and toll-free
support, readily available field representatives, and convenient service
locations. Check the length, cost, and limitations of product warranties
should you decide to buy one.
MODULE 1
INDIVIDUAL AUTONOMY
1.3.4. PCs, smartphones, and tablets as communication devices
AAC systems are diverse: unaided communication uses no equipment and includes
signing and body language, while aided approaches use external tools and range from
pictures and communication boards to speech generating devices. We focus here on
this last group.
x
AAC symbols sets: Some people with disabilities are not able to use speech as
their principle means of communication. They may, however, be able to use an
alternative method of communication such as symbols and symbolic languages.
It is important to understand that symbols are different from pictures. Pictures
generally convey a great deal of information at once but their focus is often
unclear. Symbols, on the other hand, are designed to convey a particular
meaning. Symbols or symbolic languages can be used to represent many
aspects of verbal communication. Symbols can be presented through visual,
auditory, and/or tactile media and can take the form of gestures, photos,
manual signs, printed words, objects, reproduced spoken words, or Braille.
There are also different kinds of symbol sets; for example, Pictorial
Communication Symbols, Minspeak and Makaton Symbols which can be helpful
for people with a hearing impairment. Symbols can include simple body
movements, such as nodding the head, shrugging the shoulders, and other
gestures that are widely understood within a given culture. Symbol systems,
such as single-meaning icons, can provide a means of basic communication
ranging from simple, unambiguous responses like Yes and No to more
complex concepts like feelings (happy, sad, or hungry.) There are a variety
of symbols and symbol-based languages that can be used to express more
complex types of communication and that allow individuals to interact and
convey cause and effect responses. These have generally been developed for
users and listeners who have difficulty with understanding written or verbal
language, for example for adults or children with autistic spectrum disorder.
Longer and more complex messages can be presented through different media
MODULE 1
INDIVIDUAL AUTONOMY
of varying technical complexities, ranging from individual cards, paper charts
and communication boards through to computer display programs and voice
output devices. All of these systems have a common purpose: to provide an
individual with the means to communicate more effectively regardless of
disability.
o Examples of abstract non-verbal symbol sets2:
Blissymbols: Blissymbols, originally called Semantography, were

designed by Charles K. Bliss as an international symbol system to
promote communication among cultures and nations and
hopefully bring peace in a period of war (World War II). Although
this vision proved unsuccessful, the symbol system was the first
to be used as a visual communication system. In 1971,
McNaughton began to use Bliss system in Canada as a means of
communication with non-verbal physically disabled children;
from this point on the system became known as Blissymbols. As
the Blissymbol system requires the user to have a certain level of
cognitive ability, it is mainly used with people with good
cognitive skills. Blissymbols is a visual communication system
that has a finite number of symbols. However, with the use of
indicators and different strategies, the user can produce
unlimited messages; any limitations thus reflect the limitations
of the user.
Makaton Vocabulary Development Project (MVDP): The MVDP

was formed in the UK in 1972 by Margaret Walker, who was
working as a Speech and Language Therapist. The purpose of the
project was to develop a sign language for adults with learning
disabilities. A selection of symbols from the Rebus glossary were
added in 1984 and additional symbols have been developed over
http://www.graphic-symbols.com/page.php?pageID=7
MODULE 1
INDIVIDUAL AUTONOMY
time. The fact that Makaton symbols can be used as a part of a
multi-modal communication approach distinguishes the set from
the other symbol sets. According to the Makaton Charity, the
Makaton Vocabulary is a unique language development
programme because the vocabulary is divided into nine stages,
based on a progressive sequence whereby students first acquire
the core vocabulary and in later stages are able to communicate
with others. If the user is able to manage a more advanced
vocabulary, grammatical markets are added to the symbols.
o Examples of picture symbol sets3: Picture symbol systems provide more
concrete representations of concepts than abstract non-verbal systems
such as Blissymbolics. Some sets of pictures have been designed
specifically for augmentative and alternative communication (AAC) use.
Figure 1.26 Blissymbols (adapted from Jones and Cregan, 1986, p.64)
Figure 1.27: Picture Communication Symbols
http://atcoalition.org/article/picture-symbol-systems-aac
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.28 Makaton symbols
Figure 1.29 Tobii symbol set on its communicator
Figure 1.30 Human System symbol set
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.31 Widgit symbol set4
Figure 1.32 Boardmaker Communication 1 symbol set5
http://www.widgit.com/symbolupdates/symbols.jpg
http://www.adelaideautismadventures.org/uploads/8/7/5/4/8754257/boardmaker_communication_pecs_1.pdf
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.33 Sclera symbols (adult concepts)6
1.3.5 Alternatives for standard keyboards
The standard 104-key Windows keyboard with the QWERTY layout has evolved from
the early typewriter. It has changed relatively little over the years and it has remained
the main input device for the personal computer. For some individuals the standard
keyboard can be difficult or impossible to use. For example labels on keys may be
difficult to see, a person may not have the fine dexterity to press on individual keys, or
it may cause pain for the user after a period of use. Fortunately, a comprehensive
range of alternative keyboards including large key, compact, wireless, high visibility,
ergonomic, on-screen keyboards are available. These help people with disabilities to
use a computer with greater ease and control.
x
Simplified keyboards: The present arrangement of an AZERTY or QWERTY

keyboard is not considered comfortable, logically arranged, or optimised for
human efficiency. Character sets used in different tasks can be expected to
yield different optimal key locations. New tasks are introducing new characters
and changing the frequency of selected old ones. An example is the Dvorak
http://www.photovoca.com/manual/4/1/
MODULE 1
INDIVIDUAL AUTONOMY
Simplified Keyboard. This is an alternative keyboard layout or key map that
replaces the QWERTY keyboard layout. There are many ergonomic issues with
the QWERTY keyboard and the Dvorak Simplified Keyboard remedies those.
Patented in 1936 by August Dvorak, the Dvorak Simplified Keyboard rearranges
the layout of the keys to increase the productivity of the typist. Although it was
developed for English, the Dvorak Simplified Keyboard has been adjusted to
develop key maps for other languages. There is even a one handed layout.
x
Different size keyboards: Depending on your need there are variations of the
same keyboard in several different sizes. A good example is the BigKey
Keyboard which has one inch square keys, making them much easier to see,
find, and press. These are offered in 18 different models featuring different
lowercase and colour keysets.
Figure 1.34 BigKeys keyboards
Braille keyboards: The most common type of Braille keyboard is the chorded
keyboard used on the Perkins brailler and on electronic Braille note takers.
These keyboards do not have a separate key for each letter. There is one key
for each dot of a Braille cell. To type one letter, all of the keys that correspond
to the dots in that letter are pressed at the same time. The brailler or notetaker
advances to the next letter after the keys are released. A spacebar is located
below the main keys. On occasion a computer or typewriter keyboard may
have been labelled with Braille letters. Most blind people do not use these as
they learn to memorise the keyboard layout and type by touch.
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.35 Braille keyboard7
Flexible keyboards: Flexible keyboard are usually made from silicone material.
As they can be folded or rolled it makes them very portable. They are
impervious to liquids and robust and thus can be used in harsh environments.
Figure 1.36 Flexible Ergonomic Keyboard8
Large print and High Contrast Keyboards: This is a standard keyboard with extra
large print on the keys, making it suitable for users with a visual impairment.
7
8
http://cdn.shopify.com/s/files/1/0055/8312/products/kb-0164-large_grande.jpeg?0
http://www.kos.ie/input-devices/ergonomic-keyboards/flexible-keyboard/
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.37 Large print and High Contrast Keyboard 9
1.3.6. Alternatives for standard mouse
When you purchase a computer, it usually comes with a standard mouse. For many
people, the mouse poses difficulties. They need to be rolled around a portion of the
desk and held in one position while the button is pressed. As a result, they pose many
problems for people with disabilities. The following list outlines some of the options
that are currently available:
x
Touchpad: These devices are often found built into laptops but are available as
standalone input devices. They are stationary pads which are operated by
sliding your finger across the surface. Clicking is achieved by tapping lightly on
the surface or simply by clicking the raised buttons below the touchpad. They
can be held in the hand or placed on a desk.
http://www.aramedia.net/aramedia/Large%20Print%20Keyboard%20White%20on%20Black1.jpg
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.38 Logitech touchpad10
Joystick: These types of devices work in a similar manner to joystick controls on

a wheelchair. The mouse pointer moves fastest when the joystick is pushed
fully forward.
Figure 1.39 Joystick11
Trackball: A trackball is basically an upturned mouse. With a trackball, the

device itself remains static while only the ball on the top is moved using fingers,
thumbs and palms. Larger trackballs are often suitable for operating by foot.
10
11
http://www.instablogsimages.com/1/2011/09/28/logitech_touchpad_2jmea.jpg
http://liveimageserver.dlf.org.uk/mee//products/med/0105619.jpg
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.40 Trackball12
Foot-Controlled trackball: Some of the larger trackballs can be operated by

foot, such as the BIGtrack.
Figure 1.41 BIGtrack13
Foot mouse: A foot mouse / control can be used by a person who has limited or
no use of their hands or arms. The foot mouse can be used to navigate through
software programs and select things in much the same way as a conventional
mouse. Most foot mice consist of two segments. One segment will be used to
control the cursor whilstthe second segment is used to click the mouse or to
select shortcuts. Most foot mice include straps that help to hold the device in
place on the foot during use. A long cable runs from the mouse and plugs into
the computer via a USB port.
12
13
http://library.thinkquest.org/06aug/02177/Trackball.jpg
https://assetlibrary.dstewart.com/ImageFolio43_files/gallery/Product_Images/Web/PNG/Zoom/26124.png
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.42 FooTime foot mouse14
Touch screen: Touch screens act in the same way as a standard screen but have
sensitive surfaces. Selections and movements are made by pointing (and
touching) at the screen surface. It is also possible to put a Touch Window over
the front of a standard monitor to give the same function. Touch screens are
one of the key features of computer tablets such as the Apple iPad and many
smart phones.
Figure 1.43 Samsung Galaxy Tab 2 (10.1) with touch screen15
14
15
http://bilila.com/yahoo_site_admin/assets/images/FM_Pic.194180943_std.jpg
http://www9.pcmag.com/media/images/289491-samsung-galaxy-tab-2-10-1-touch-screen.jpg
MODULE 1
INDIVIDUAL AUTONOMY
1.3.8. Voice Recognition
Voice recognition software: Voice recognition software, also called speech

recognition software, is the translation of spoken words into text. It is also
known as "automatic speech recognition", "ASR", "computer speech
recognition", "speech to text", or just "STT". The performance of speech
recognition systems is usually evaluated in terms of accuracy and speed.
Speech recognition is a very complex issue. Vocalisations vary in terms of
accent, pronunciation, articulation, roughness, nasality, pitch, volume, and
speed. Speech is distorted by a background noise and echoes, electrical
characteristics. Accuracy of speech recognition vary with the following:
o Vocabulary size and confusability
o Speaker dependence vs. independence
o Isolated, discontinuous, or continuous speech
o Task and language constraints
o Read vs. spontaneous speech
o Adverse conditions
Good examples16 of voice recognition software are Dragon Dictate for Mac,
Dragon NaturallySpeaking from Nuance Communications for Windows 7, eSpeaking software for Windows XP, Vlingo for smartphones.
1.3.9. Software facilitating general PC functions
What we address here are additional computer aids (not available as default software)
that can make the interaction easier. As you will notice, most have been addressed in
the previous sections.
x
16
17
Types of assistive technology products for a computer 17:
http://en.wikipedia.org/wiki/List_of_speech_recognition_software
http://www.microsoft.com/enable/at/types.aspx
MODULE 1
INDIVIDUAL AUTONOMY
o Alternative input devices allow individuals to control their computers
through means other than a standard keyboard or pointing device.
Examples include:
Alternative keyboards: featuring larger- or smaller-thanstandard keys or keyboards, alternative key configurations, and
keyboards for use with one hand.
Electronic pointing devices: used to control the cursor on the

screen without use of hands. Devices used include ultrasound,
infrared beams, eye movements, nerve signals, or brain waves.
Sip-and-puff systems: activated by inhaling or exhaling.
Wands and sticks: worn on the head, held in the mouth or

strapped to the chin and used to press keys on the keyboard
Joysticks: manipulated by hand, feet, chin, etc. and used to

control the cursor on screen.
Trackballs: movable balls on top of a base that can be used to

move the cursor on screen.
Touch screens: allow direct selection or activation of the

computer by touching the screen, making it easier to select an
option directly rather than through a mouse movement or
keyboard. Touch screens are either built into the computer
monitor or can be added onto a computer monitor.
o Braille embossers transfer computer generated text into embossed

Braille output. Braille translation programs convert text scanned-in or
generated via standard word processing programs into Braille, which
can be printed on the embosser.
o On-screen keyboards provide an image of a standard or modified
keyboard on the computer screen that allows the user to select keys
with a mouse, touch screen, trackball, joystick, switch, or electronic
pointing device. On-screen keyboards often have a scanning option that
highlights individual keys that can be selected by the user. On-screen
MODULE 1
INDIVIDUAL AUTONOMY
keyboards are helpful for individuals who are not able to use a standard
keyboard due to dexterity or mobility difficulties.
o Screen enlargers, or screen magnifiers, work like a magnifying glass for
the computer by enlarging a portion of the screen which can increase
legibility and make it easier to see items on the computer. Some screen
enlargers allow a person to zoom in and out on a particular area of the
screen.
o Screen readers are used to verbalise, or "speak," everything on the
screen including text, graphics, control buttons, and menus into a
computerised voice that is spoken aloud. In essence, a screen reader
transforms a graphic user interface (GUI) into an audio interface. Screen
readers are essential for computer users who are blind.
o Speech recognition or voice recognition programs allow people to give
commands and enter data using their voices rather than a mouse or
keyboard. Voice recognition systems use a microphone attached to the
computer, which can be used to create text documents such as letters
or e-mail messages, browse the internet, and navigate among
applications and menus by voice.
o Text-to-Speech (TTS) or speech synthesisers receive information going
to the screen in the form of letters, numbers, and punctuation marks,
and then "speak" it aloud in a computerised voice. Using speech
synthesisers allows computer users who are blind or who have learning
disabilities to hear what they are typing and also provide a spoken voice
for individuals who cannot communicate orally, but can communicate
their thoughts through typing.
o Talking and large-print word processors are software programs that
use speech synthesisers to provide auditory feedback of what is typed.
Large-print word processors allow the user to view everything in large
text without added screen enlargement.
1.3.10. Writing aid software
MODULE 1
INDIVIDUAL AUTONOMY
It is possible to improve writing and reading skills for those that face challenges in
understanding and/or using spoken language (e.g. people with aphasia) by using
computer-based spell-checkers and programs for word prediction, similar to that used
when writing SMS messages on mobile phones.
x
Word processor for alternative access:

o GRAFIS 18 is a word processing application specifically designed for
disabled users. Target user groups of GRAFIS are users with motor
impairments of upper limbs and users with learning disabilities. GRAFIS
has been developed to provide the target user groups with an
accessible, simple, and user-friendly word processing application that is
still complete. It offers support for overcoming specific issues in
addition to developing and enhancing writing skills.
o CLICKER 5 is the software package that combines in one product the
potential of a multimedia word processor (text, graphics and audio) and
the flexibility of an authoring system for the creation of virtual
keyboards customised and accessed by pointing and scanning: the
result is a productivity tool accessible to people with limited motor
skills.
o MULTITEXT is a suite of productivity applications designed especially for
pupils with disabilities. It includes a word processing program, a
program to edit arithmetical notation, a program for tackling
geometrical problems, and a graphics program. The user can interact
with the program using a mouse, keyboard, and external sensors.
Word prediction, grammar, and vocabulary support:

o WordQ writing aid software is a writing tool used along with standard
Windows word processing software to provide spelling, grammar, and
punctuation assistance. It uses advanced word prediction to suggest
words to use and provides spoken (text-to-speech) feedback.
18
http://www.ics.forth.gr/files/publications/antona/2000/Antona&Stephanidis.pdf
MODULE 1
INDIVIDUAL AUTONOMY
o Co:Writer 4000 adds word prediction, grammar, and vocabulary
support capabilities to any word processor or email program.
o Skippy is a word prediction program for faster typing, especially useful
when combined with a virtual keyboard in scan mode. It can store and
customise an unlimited number of word predictions. The program is
fully configurable with regard to font size, text colour, background and
other features beneficial for visually impaired users.
1.3.11. Reading aid software
OCR software: Optical character recognition (OCR) is the mechanical or

electronic conversion of scanned images of handwritten, typewritten, or
printed text into machine-encoded text. It is a common method of digitising
printed texts so that they can be electronically searched and used in text-tospeech. This is especially appealing to blind and visually impaired users. A
comparison of optical character recognition software is available here.
Synthetic speech system: A synthetic speech system is composed of two parts;

the synthesiser that does the speaking and the screen reader that tells the
synthesiser what to say.
Speech synthesis: The synthesisers used with PCs are text-to-speech systems.
Their programming includes all the phonemes and grammatical rules of a
language. This allows them to pronounce words correctly. Names and
compound words can cause problems, as they often contain unusual spellings
and letter combinations. The synthesiser is usually software that works via the
computers sound card. Some synthetic speech sounds robotic, although some
can sound almost human. Synthesisers are included when users purchase a
screen reader. A comparison of speech synthesisers can be found here. One
issue is that not all languages are currently available but solutions such as
Nuance Loquendo offer most European languages.
MODULE 1
INDIVIDUAL AUTONOMY
x
Screen readers: Apart from the built-in screen reader support (see 1.2.1 ICT
also usable by me and by others), there are also other software solutions that
can be run on a PC:
o The most widely used screen readers are proprietary solutions: JAWS
from Freedom Scientific, Window-Eyes from GW Micro, Dolphin
Supernova by Dolphin (previously HAL), System Access from Serotek,
and ZoomText Magnifier/Reader from AiSquared. The open source
screen reader NVDA is equally gaining popularity through its improved
functionalities. A comprehensive list can be found here.
o A side note must be made here regarding the price (and hence
affordability) of these screen readers. Most are in fact quite expensive
and every new Operating System requires an update of the screen
reader software which is again relatively expensive. As a result, in some
countries cheaper software is preferred. This may explain the rise of
NVDA which is completely free.
Screen magnifier: Apart from the built-in screen magnifier support, there are
also other software solutions that can be run on a PC:
o A screen magnifier is software that interfaces with a computer's
graphical output to present enlarged screen content. It is a type of
assistive technology suitable for visually impaired people with some
functional vision; visually impaired people with little or no functional
vision usually use a screen reader. Ranges of 1- to 16-times
magnification are common. The greater the magnification the smaller
the proportion of the original screen content that can be viewed, so
users will tend to use the lowest magnification they can manage. Screen
magnifiers commonly provide several other features for people with
visual difficulties:
Colour Inversion: Many people with visual impairments prefer

to invert the colours, typically turning text from black-on-white
MODULE 1
INDIVIDUAL AUTONOMY
to white-on-black. This can reduce screen glare and is useful for
older people experiencing age-related macular degeneration.
Smoothing: Text can become blocky and harder to recognise

when enlarged. Some screen magnifiers anti-alias or smooth text
to compensate.
Cursor customisation: The mouse and text cursors can often be

modified in several ways, such as circling it to help the user
locate it on the screen.
Different magnification modes: Screen magnifiers can alter how

they present the enlarged portion: covering the full screen,
providing a lens that is moved around the un-magnified screen,
or using a fixed magnified portion.
Screen reader: Some magnifiers come packaged with a basic

screen reader, allowing whatever the user is pointing at to be
read out.
o The most well-known screen magnifiers are: Dolphin Lunar, Magnifier

(Windows), Virtual Magnifying Glass - Cross platform magnifier
application, ZoomText.
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.44 ZoomText 9.1 in action19
Practical part
1.3.13. Case studies (reflection activity)
Case Study 1 - AT accommodations for learning disabilities
Situation: Young adult with a learning disability (dyslexia and dysgraphia). He can read but it
takes him a very long time; he can write but writing is extremely slow and exhausting. Skills in
reading print material and expressing himself in writing or using a keyboard are very slow.
AT solution: He uses taped texts and electronic text, as well as word prediction programs that
suggest words based on the first few letters of a word and its context.
Case Study 2 AT accommodations for upper limbs limited function
Situation: A woman with quadriplegia that uses a power wheelchair and has very limited
functional use of her arms and hands. Her new work position requires more typing which is
exhausting and may cause chronic fatigue problems in the future.
AT solution: Her computer system was set up with trackballs and mouth pointers to make
using a keyboard much easier, while she also tried a speech recognition system. This system
was a highly developed, user-friendly speech-to-text program that recognised her speech
patterns and stored vocabulary already input by her. The longer she uses the system, the more
19
http://www.softwareknowhow.info/portals/0/articleresources/images/48-assisted-technologies-3.jpg
MODULE 1
INDIVIDUAL AUTONOMY
quickly and accurately it recognises her speech and word use. She was able to master the
system with approximately two weeks of training.
Case Study 3 AT accommodations for daily communication (combined speech and
mobility disabilities)
Situation: A middle-aged man with severe Amyotrophic Lateral Sclerosis (ALS) who receives
assistance for most movement, uses a power wheelchair and he is unable to speak without the
aid of a computer.
AT solutions: He uses a thumb switch and a blink-switch attached to his glasses to control the
computer. When he blinks an infra-red switch is activated and he is able to scan and select
characters on the screen in order to compose a URL and access the internet. He speaks
through a voice synthesiser.
Case Study 4 AT accommodations for hard of hearing
Situation: Young woman hard of hearing with hearing aids in both ears who needs to
participate in discussions during an educational workshop. She is unable to hear most of the
discussion and the background noise reduces the effectiveness of her hearing aids.
AT solutions: She uses an FM amplification system during workshops to eliminate the

background noise. With this system, the speaker is provided with a microphone, and the sound
is transmitted through a receiver directly to her hearing aid. Whoever wears the transmitter
unit repeats any question/answer taking place by others so she can hear it.
Case Study 5 AT accommodations for deafness
Situation: Young student with a severe to profound bilateral hearing loss; he uses hearing aids
and lip-reading to maximise his communication skills and has some knowledge of English Sign
Language but not enough to effectively use a sign language interpreter as an accommodation.
AT solutions: He usually uses an FM amplification system (via a microphone and transmitter

worn by the instructor his or her words are sent directly to his hearing aid), but also real-time
captioning which involves a stenographer who has a steno machine and laptop with
stenography software sitting next to him so he can see the monitor. Alternatively, the
MODULE 1
INDIVIDUAL AUTONOMY
stenographer can be at a remote site; in this situation, the instructor wears a wireless
microphone that transmits the voice back over the same phone line that is used to instantly
send back the real-time captions to the student with a laptop in the classroom.
Case Study 6 AT accommodations for chronic fatigue syndrome
Situation: Journalist with chronic fatigue syndrome that affects her writing assignments and
requires the use of a computer keyboard; she has chronic physical exhaustion and widespread
muscle and joint/wrists pain.
AT solutions: She was introduced to speech input software which allows her to bypass the
keyboard and participated in training sessions that provided her with extra skills on speech
recognition systems and effortless computer access options.
Case Study 7 AT accommodations for low vision
Situation: Student with Stargardt's disease (legally blind, but with some peripheral vision). He
is able to read some print material but for longer readings he needs a closed-circuit TV (CCTV)
monitor that uses a camera to enlarge regular print material.
AT solutions: Since he can use CCTVs and monitors effectively, he used a video camera with a
very powerful camera lens, with tripod and monitor, through which he can see the blackboard,
overheads, and other visual aids used by his professors.
Case Study 8 - Web Access for Student who is Blind
Situation: Blind scientist uses a refreshable Braille display to access text that appears on a
computer screen. Some data she uses for her research is available on web pages that include
plots of various graphical models that are not accessible to her, since neither refreshable
Braille displays nor speech synthesisers are capable of reproducing graphics.
AT solution: Including short text descriptions of the plots; each description appears directly
above or below the plot to which it applies and the student can access this text with her Braille
output system, which is part of the standard computer configuration that she uses.
MODULE 1
INDIVIDUAL AUTONOMY
Case Study 9 AT accommodations for employee with obsessive-compulsive disorder
(OCD)
Situation: Man with OCD with particular problems receiving, processing, and recalling
information, especially during times of stress. The episodic and unpredictable onset and
recurrence of OCD can also interrupt the working tasks due to an inability to block out sights
and sounds, the limited ability to tolerate noise and crowds, and the difficulty in understanding
or remembering verbal directions.
AT solution: The user preferred to run his browsers using special plug-ins like pop-up and
animation blockers. He uses alarm notifications on timer devices that improve his ability to
transition between tasks.
Case Study 10 - AT accommodations for a person with Autism
Situation: Young autistic man with severe communication difficulties and language and
developmental delays.
AT solution: Installation of the Board Maker, an assistive computer program which creates
visual pictures that the user can use for communication, as well as the Picture Exchange
Communication Systems (PECS) which creates symbol pictures and cards (and labels for them).
Theoretical part
1.3.14. Examples of reasonable adjustments (ICT and non-ICT based)
Impairment
Task/difficulty
Hearing impairment
Taking part in a meeting
Adjustment
Provide communication support palantypist or BSL interpreter.
Hearing impairment
Making a phone call
Provide a videophone or text phone
Hearing impairment
Contacting the office (for example, to find
Provide a mobile text phone that can be
out the time and location of their next
used with the Text Relay Service - e.g. a
meeting)
Nokia communicator
Visual impairment
New employee arriving at work
Colleague meets them at the bus stop
Visual impairment
Provide minutes and papers in advance,

identify what format the employee requires
(e.g. Braille, large print)
MODULE 1
INDIVIDUAL AUTONOMY
Impairment
Task/difficulty
Adjustment
Dyslexia
Provide minutes and papers in advance and

in a user friendly format
Dyslexia
Writing a report
Dyslexia or learning
Taking minutes at a meeting
difficulty
Provide mind mapping software

Provide a Dictaphone and allow extra time
to type up minutes
Severe asthma
Epilepsy
Travelling to a meeting using public
Provide taxis to and from the nearest public
transport
transport
Long meetings, long days
Frequent breaks, cold drinks, and a fan

available
Lupus
Attending work full time all year
Allow flexible working such as compressed
Work related upper
Long day working on a PC
Allow rest breaks; provide timing software
hours
limb disorder
which will remind the employee to take

rest breaks at regular intervals
Stammer
Provide awareness training for other staff
Severe back pain
Operating a checkout
Full ergonomic assessment and regular rest

breaks
Autism
Starting a new job, fitting into a new team
Assign a 'buddy' to assist and explain office

culture
Depression
Reception duties from 8am
Adjust shift to best part of day after 11am
Anxiety
New employee arriving at work
Colleague meets them at the bus stop
Anxiety
Travel in rush hour
Allow flexible working so they can avoid

rush hour
1.3.15. National databases with AT information

Country (*
National databases
participates in eSUNET project)

Austria
HANDYNET
http://handynet-
France
Handicat Handicaps et aides techniques
http://handicat.com
Germany (for
Rehadat
http://www.rehadat.de
Italy
Siva - Servizio Informazione e Valutazione Ausili
http://www.portale.siva.it
Spain
CEAPAT - Centro Estatal de Autonoma Personal y
http://ceapat.org
oesterreich.bmask.gv.at
German speaking
community e.g.
Austria)
Ayudas Tcnicas
MODULE 1
INDIVIDUAL AUTONOMY
Country (*
National databases
participates in eSUNET project)

UK (For English
DLF Disabled Living Foundation
http://www.dlf.org.uk
speaking
community e.g.
Cyprus)
Theoretical part
1.4 Active behaviour in terms of:
personal hygiene and tips for
dressing
1.4.1. Personal hygiene
During early adolescence most people

have learned how to carry out basic
hygiene activities such as washing and
shaving. During late adolescence and
early adulthood there is an increased
expectation for a person to be more
independent in their personal hygiene habits.
Fig. 1.44 Personal hygiene
We all like to have some choice and control of our regular activities, and to find
meaning in them if possible. Control and choice in meaningful activities adds quality to
our lives.
It is important to consider how you might help the person you support to increase
their level of choice and control about how and when they will carry out their hygiene
activities.
MODULE 1
INDIVIDUAL AUTONOMY
A person may find particular hygiene activities more meaningful if they connect the
activity to positive outcomes.
For example:
Looking and smelling good
Feeling healthy
Feeling accepted amongst peers and members of the community
Receiving praise and recognition for efforts.
Comments from relatives, friends, and parents/carers can help reinforce the
connection between the hygiene activities and the positive outcomes.
Practical part
1.4.2 Useful tips try them with your family member with disability
As a parent you can be specific about the benefits of good personal hygiene habits.
Talk about what hygiene activities they may need to carry out in order to do what is
important to them.
For example, if they say that going to the football with mates is important write down
all the activities that need to be carried out to get ready for the football, for example:
Brush teeth
Wash hair
Put on footy clothing.
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.45 Personal hygiene cartoons
You may wish to use pictures/ photos to assist. This is a simple and effective way of
making a clear link between hygiene habits and the bigger picture.
Personal hygiene activities such as showering are part of a daily routine. Getting into
the habit of doing things at the same time each day can make personal hygiene habits
much easier to learn.
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.46 Personal hygiene cartoons
Schedules are designed to bring routine and predictability to a persons day. A written
schedule may help the person understand and remember the planned activities.
Figure 1.47 personal hygiene in cartoons
Using pictures of activities in the order in which they occur during the day is a great
way to promote independence and help the person learn routines.
Your regional office could help you develop a schedule if you wish.
A few praises you might like to try out:
x
Good on you for(getting showered before work)
I know I dont say this very often but I just wanted to say Im proud of you
for(taking pride in how you look)
I really appreciated the way you(cleaned up the bathroom when you were
finished)
I like the way you(invited your friend over)
By the way congratulations on(getting to the festival with your friends)
I thought you did a good job with(choosing your clothes today)
By the way I have to say I was really impressed with(how you and your
mates had a great time at the football)
MODULE 1
INDIVIDUAL AUTONOMY
Figure 1.48 personal hygiene in cartoons (Mayer, 2010)
Theoretical part
1.4.3. Elements of personal hygiene
You as a parent could use the following diagram which will help to train your child with
disability on the elements of the personal hygiene.
MODULE 1
INDIVIDUAL AUTONOMY
Figure. 1.49 Eye and skin diseases (WEDC)
Practical part
MODULE 1
INDIVIDUAL AUTONOMY
1.4.2. Suggestions for dressing
Please read the following suggestions and think about them:

Can you remember a case where you and your family member with disability have
been dressed up inappropriate? (i.e. wearing short skirt or shorts at funeral)
Describe the appropriate dressing for job interview?
1.4.2.1 First impression and image
How long do you think it takes for someone to form a first impression of you?
x
At first glance
Within 30 seconds
Once you have started speaking
Within the first minute or so
As long as you are with the person in question
The answer is just 30 seconds. Thats all the time you have. You never get another
chance to create a great first impression.
Image can be defined as:
x
the impression we give to others
the perception that others have of us
the mental conception we have of another
the impressions we form when meeting someone new.
Image consists of :
x
Facial expressions
Posture
Appearance
Speech
Actions
Attitude
MODULE 1
INDIVIDUAL AUTONOMY
People make assumptions based on limited information and when people observe a
characteristic or behaviour in someone, they then tend to assume that the person has
a number of other qualities.
Psychologist, Prof Meridian, carried out research into why we form first impressions.
He found:
x
55 per cent of a first impression formed about you consists of how your
appearance is perceived
38 per cent consists of how you non-verbally communicate, and how it is

perceived
Staggeringly only seven per cent of a first impression formed about you consists
of what you actually say.
So 55 per cent of someone's first impression of us is based on our appearance, which

consists of:
x
height
weight
colouring
hairstyle
accessories
clothing
in the case of women this also includes make-up.
Image is also important because it affects how we feel about ourselves. When we feel
we are presenting ourselves well, we gain in confidence and self-esteem. This process
is called the cycle of success.
When selecting clothes and accessories for your child, consider the following:
x
Quality this indicates his/her status. Being well-made with good quality fabric
is more important than brand or label.
Fit choose something comfortable and smart that s/he can move about in
confidently.
MODULE 1
INDIVIDUAL AUTONOMY
x
Care is it a practical washable fabric that you will be able to keep in good
condition
Clothing in harmony with his/her personal skin colouring, body size and shape,
and personality
Finishing touches - carefully chosen accessories demonstrate attention to

detail.
1.4.2.2. Suggestion for proper dressing for male
The following tips are guidelines which are recommendable having in mind that your
child with disability is visiting school, college, daily care centre etc.).
Please remember that you as a parent have responsibility just to transmit the
information about proper dressing to your child with disability After the processing
of the information which is supposed to be done in collaboration with your child you
should leave the final decision to him/her
Suits
When buying a suit think of your childs age and the image youd like to project.
If you like s/he to be smart but classic, opt for a traditionally cut suit. If s/he is younger
combine his/her suit with modern pastel colour shirts.
Think about the colour. Navy blue is most versatile. Black is traditional and
formal, but be careful if you have a pale complexion, as black gives the illusion of
draining colour from your childs face. Grey suits appear more faceless, and again,
depending on the shade and your childs skin colour grey suits can drain colour from
the face. Shirts with grey suits can be white, pale, or cream for an authoritative look.
Try to combine a grey suit with a brightly coloured tie to add warmth.
Look for a single-breasted cut, as this is more flattering on the stomach area;
double-breasted suits draw more attention to the stomach.

Plain shirts
If youre unsure what colours suit your child, always opt for light colours, as
these are easier to combine with ties.

Striped shirts
MODULE 1
INDIVIDUAL AUTONOMY
Striped shirts are more prone to come in and out of fashion, and are also more
difficult to combine with a tie.
Always wear your child with a plain tie with no pattern if you are wearing a
striped shirt.
Overcoat
Too many men wear a totally inappropriate jacket over their suit, such as a
sports jacket or a jacket cut waist high allowing the bottom of the suit jacket to be
visible.
Invest in an overcoat, woollen for winter and raincoat/trench coat for summer.
Accessories
A belt is essential, in plain black, with a minimal formal buckle.
Shoes complete the look more so than any other accessories. If so opt for a
rubber-soled shoe but remember to retain a balance between comfort and formality.
Opting for leather soled shoes, if relevant, adds that subtle touch of class and
therefore adds to his/her stature.
Socks should be dark colours. Try to match with the suit colour; so black with
black, navy with navy. Do not opt for bright colours, and never wear white.
1.4.2.3 Suggestion for proper dressing for female
The following tips are guidelines are recommendable having in mind that your child
with disability is visiting school, college, daily care centre etc.):
Suits, jackets and separates
Stick to neutral colours for maximum flexibility; remember dark for authority,
lighter for approachability.

Blouses, shirts and tops
Use these items to add colour and express your personality if you wish.
A lighter or brighter colour close to childs face can lift a sober suit.
Avoid exposing too much flesh.
MODULE 1
INDIVIDUAL AUTONOMY
In summer try a sleeveless camisole top with childs jacket enabling him/her to
remain cool.
Dresses
A dress has to be of a structured design to be suitable.
Accessories
Keep jewellery simple and discrete.
Nothing dangly that is going to be impractical.
Choose accessories that suit the skin colouring, body shape and size, and
personality.
Hosiery and shoes
Never wear light shoes with darker tights.
Successful dressing down

Mastering the art of dressing down requires an understanding of:
how you want your child wants to be perceived
what is acceptable and what isnt in particular environment (school, college,
daily care centre etc.)
your own childs colouring, style and personality
how to co-ordinate separate garments.
Appendix 1 Hints while organising a trip
As a parent what you should consider:
Mobility is necessary for most of the activities in which we engage. For people with
disabilities, travel by car is the easiest way to get about. It enables to carry mobility
aids and any special equipment, as well as shopping, friends and colleagues, and
necessarily materials.
Being able to drive a motor car is seen by many disabled people as the most important
skill that they can acquire or re-acquire. Some young disabled people reaching the age
MODULE 1
INDIVIDUAL AUTONOMY
when they can obtain a driving licence, and newly disabled people who previously
drove, are often eager to have the independence that having a car and driving brings.
Similarly, many older people want to maintain their ability to drive safely as long as
possible.
Before going to the expense of obtaining a car, however, disabled people should take
advice on what sort of adaptations might be necessary and whether specialist tuition
or retraining should be undertaken, possibly in an adapted vehicle. The introduction of
new technology and increased awareness of the needs of disabled drivers now make
this possible for people with a wider range of mobility problems.
Driving is a possibility for most disabled people, given the range and diversity of
adaptations now available. Conversions are available to allow a driver to drive from a
wheelchair, and specialist equipment will aid steering and braking with a minimum of
strength or dexterity. Disabled drivers must take the same driving test and
demonstrate the same level of competence as any other motorist, although the
conditions of the test can be varied to make allowances for particular difficulties.
The choice of which motor vehicle to have is an important one for every motorist and
will depend on his or her own personal needs and circumstances. These include: price;
manufacturer; availability; style (saloon, hatchback, estate, MPV, 4x4) and
transmission type.
For the disabled motorist there are added considerations which will influence the
choice of make and model. These may include: the width of the doors to allow room
for pulling a wheelchair in, or for swinging legs in; the height of the sill on a boot or a
hatch and the position and design of switchgear and controls for the fitting of
adaptations.
Everyone in a moving motor vehicle is required by law to wear a seatbelt when they
are fitted. This applies to disabled people, with some exceptions. Merely feeling
uncomfortable when wearing a seatbelt is not accepted as justification for exemption.
If it is considered that a person should not wear a seatbelt for medical reasons, a
doctor should be consulted. If the medical opinion is that an exemption should be
made, a doctor or consultant can issue a certificate.
MODULE 1
INDIVIDUAL AUTONOMY
A lot of progress has recently been made in the provision of local bus routes and
vehicles with increased access for disabled people. Local authorities are now taking
steps to ensure that public transport in their areas comply with the best access
standards and can often advise on which routes have accessible services. Many local
authorities offer concessionary schemes on local buses for older residents.
As with other buildings and public places, bus stations have to conform to new
regulations with regard to access, but it is still necessary for the disabled traveller to
check with the appropriate operators that facilities are suitable and that help will be
available when required. Changeover times on long-distance coach travel can be quite
long and the availability of an accessible toilet and restaurant or cafeteria is very
important. Some major bus stations will be able to arrange assistance and escorts, for
instance for visually impaired people who need help to find facilities and to locate their
onward transport.
Disabled people with sufficient mobility can use scheduled coach services, but the staff
is not allowed to lift or give any other physical assistance with boarding. In addition
manual wheelchairs can be carried, but only if folded and if there is sufficient room.
However, the conditions of carriage do not allow for the carriage of powered vehicles
of any kind, including powered wheelchairs.
Many train companies now produce their own guides for disabled passengers and we
recommend they be contacted prior to travel (ideally at least 24 hours beforehand), to
establish the facilities available.
The assistance line operator puts in place a special booking arrangement to ensure
that a disabled passenger gets assistance throughout the train journey. This starts from
the arrival at the station with assistance with luggage, a wheelchair if required and, for
those who require it, boarding assistance with a ramp. Accessible toilets are being
provided on an increasing number of long-distance trains as well as on many regional
rail services.
Airlines make special provision for their disabled passengers, and most have
departments dedicated to answering enquiries and making the arrangements for
MODULE 1
INDIVIDUAL AUTONOMY
people who have special requirements. Some budget airlines may make a charge for
providing assistance.
Wheelchairs, and in some cases pavement scooters, are carried as non chargeable
excess baggage and, as most such equipment is now powered by the more
transportable dry-cell batteries, there are fewer restrictions or arrangements needed
to prepare them for carriage. Some older wheelchairs still have acid batteries but
these are now very unusual. They require special packing or may be banned
altogether. As with all specific requirements, the travel agent or airline should be given
prior notice of what is needed.
Such requirements may include:
special diets
the use of medical oxygen during a flight
escorting of wheelchair users or sensory impaired people
special seating arrangements.
These are some of the requirements that can probably be catered for if the airline is
aware of them in advance. Passengers requiring extra leg room are advised to check in
with such a request at the airport early, as these seats are limited, and those seats
near emergency exits that have extra room cannot be used by passengers with
mobility problems.
Getting to an airport can be a problem, but public transport services to and from
airports are becoming more accessible to disabled people. Some airports have
integrated railway stations, and most are well served by buses, coaches and taxis. For
those travelling to the airport by car, special parking arrangements can often be made,
and discounts are sometimes available for members of one of the disabled drivers
associations.
Terminal buildings are generally wheelchair-accessible but access to the aircraft
depends on the equipment available at each airport. All wheelchairs are carried in the
hold of the aircraft, the user having to transfer to an aircraft seat. At larger airports, air
bridges or jet ways provide level or ramped access between the terminal and the
aircraft. Elsewhere, wheelchair users may be lifted on to the plane by staff using a
MODULE 1
INDIVIDUAL AUTONOMY
carry seat or by a high-lift loading vehicle. Transfer to the aircraft seat is by lifting or by
means of a small aircraft aisle wheelchair. It is important to consider at the time of
booking, any special transport arrangements that will be required at the destination
airport for onward travel to the final destination.
You as a parent can use the following provided guide as a practical tool to plan a trip
together with your child with disability.
TRAVEL PLANNING AND PREPARATION
Below we analyze the various tasks you must undertake while organizing a trip with
the Internet help. If we choose this form of organization, we should:
1. Decide on the destination and purpose of the trip, either as a very precise plan
or just a slight idea.
2. Determine the type of tourism chosen.
3. Do research on the destination: guidebooks, main sights, tips, social, economic
and political situation, useful information, etc.
4. Choose the means of transport and prepare the route.
5. Learn about the health status of your destination: required and recommended
vaccines, health insurance, travel insurance, etc.
6. Gather the necessary information about: personal documents (passport, visa),
vaccination certificates, fees, expiration date of cards (student, hostellers,
camper), location of embassies and consulates, etc.
7. Seek advice and information about baggage, personal safety and the method of
payment (cash, credit card, travellers checks, etc.).
ISSUES TO CONSIDER FOR TRIP
The choice of trip destination is personal and determined by specific circumstances.

When deciding where to go, numerous factors both internal and environmental should
be taken into account by the traveller.
On the trip, especially in the case of older people, we must take into account the need
to gather adequate information related to the health care and hygiene that we find at
the destination. Basic precautions should be taken against any health problems that
MODULE 1
INDIVIDUAL AUTONOMY
may arise later on. Some websites offer extensive information and advice on health
during the journey and sanitary conditions at the destination.
Before travelling we should also get informed about current political systems, customs
and weather of chosen destinations. When it comes to weather and climate we can
check on the Internet the general weather forecast for different regions of the world.
You can check the weather forecast.
We must bear in mind that documentation cannot be left until the last moment before
setting off our journey. The national identity card, passport or visa is the most
important documents. Most governments maintain updated web pages of their
Ministries of Foreign Affairs, which include information about required passports visas
when travelling to certain countries.
There are browsers of embassies and consulates around the world such as
http://www.embassyworld.com
We recommend that you never travel without health insurance coverage and
assistance which covers possible illnesses, accidents or other incidents. You can also
obtain a Term Insurance Policy that includes insurance against robbery, loss of luggage,
etc. The information and even the subscription of the contract are available directly on
the Internet. Typing a "travel insurance" into Google browser you get a very extensive
list of company products and procedures adapted to each situation.
THE AIRLINE TICKET
One of the most popular services online are those for booking airline tickets.
There is nothing better than a practical example of how to book and buy an airline
ticket online. For that, one of the most common websites specializing in finding and
booking flights, hostels, cars, ferries, etc.
On the browser main screen there is a selection where the user can input information
of his own particular case.
x
Departure city
Departure dates and destination
Number of adults, children, babies
Conditions: departure, round trip, multiple destinations, etc.
MODULE 1
INDIVIDUAL AUTONOMY
x
Time, which is important, because it is possible to opt for choosing the

particular hour, time of the day (morning, afternoon, night) or, as an option,
organize the results by price from the lowest to the highest.
Pressing the Search button (or another appropriate one) will begin finding flight offers,
after a while you will get the results of the search operation.
Figure. 1.50 Booking a flight
Later you will have to select the desired route on the proposed list and mark the flight
corresponding box. It is common that, after requesting the flight details, the browser
will ask you to pre-register on its own website, thus will provide identifying personal
details, such as name, postal address or e-mail address. Once completed those details,
the flight specification will be given.
MODULE 1
INDIVIDUAL AUTONOMY
Figure. 1.51 Booking a flight (2)
It is normal that, at the moment of the purchase, the server will offer another
possibility such as trip cancellation insurance or travel insurance suitable for the
elderly people. These insurances are optional, with some additional cost which will be
specified.
The booking payment made with a credit or debit card will confirm the reservation,
which will be sent by e-mail to the users account declared in the booking process.
This confirmation e-mail will include a booking reference number. Its common to be
given also further details about the following steps and to provide, together with
reservation details, the contact information, budget, way of payment, etc.
The booking confirmation is not equivalent to the e-ticket. It may happen that the
ticket is not issued because of several reasons, even after the reservation has been
confirmed.
Only after the booking feasibility is verified by the online travel agent, the airline ticket
will be issued. It will be sent as an electronic ticket to the e-mail address supplied by
the user and the previously specified credit card will be charged accordingly.
The e-ticket shows the reservation number to be used at the time of check-in at the
airport, also useful to check-in at the automatic machines provided in the terminal.
There is also a possibility to make the seat reservation through online booking. This
option speeds up some procedures at the airport. It should be accomplished a few
days before the departure.
Some tips to get good flight offers:
x
Flights should be compared among different companies to obtain the best

prices and services
Flights should be booked well in advance
MODULE 1
INDIVIDUAL AUTONOMY
x
It is recommendable to avoid a peak time such as key dates for holidays
Sometimes prices in dates just before the flight show a significant reduction
An extreme case of the above situation occurs in so-called last minute offers
RAILWAY
The vast majority of the railway companies offer their services on the Internet. It is
enough to know the name of the company, enter the website and select among its
various options to book the ticket. There is no difference between booking railway or
airline ticket. Europe, with a map of short distances between cities and not so
significant geographical features, has a large railway network.
BY ROAD AND BY SEA
If you type in any browser rental vehicles, you will get many results where you can
notice a huge variety of affordable options to rent motor vehicles. As a general
recommendation it should be emphasized that it is better to turn to well-known and
reliable companies with an appropriate data protection policy for their booking and
payment system.
Bus transportation can be also coordinated through Internet consultation. However,
since the availability of the tickets in this mean is usually simpler, often this part of the
trip can be arranged directly at the counter or by telephone reservation.
The companies operating on different seas are advertised on the Internet and display
their rates and offers. The most active ones are those which connect continents with
the islands or those crossing the straits.
The browser of ferries across Europe: www.aferry.com/ and for cruises
www.myphotographs.net/travelinformation/cruises.html
BOOKING HOTELS AND ACCOMMODATION
Nowadays, every respected guest house must have an attractive and updated website.
Not only hotels, hostels, guesthouses, lodgings or campsites, but also individuals who
offer their apartments for the holiday season use websites to publish their offers.
That is why servers, browsers and portals offering these services have expanded and
centralized the offers, established price categories, quality and type of establishment
according to the criteria provided by the bidders.
MODULE 1
INDIVIDUAL AUTONOMY
No wonder that online booking has become one of the most popular activities of the
virtual tourism.
The information about hotels, apartments and hostels are endless on the Internet. Try
typing the word Hotel in Google and more than 847 million results are found.
Therefore the search criteria must be adjusted, for example if one of the criteria will be
Hotel in Rio de Janeiro, the result is reduced to 1,8 million references. If we add more
search criteria such as Hotel in Rio de Janeiro, Copacabana, there are still many results,
although among the first ones the correct website will be displayed.
Another possibility is to use a browser; a portal specialized in finding hotels, for
example: http://www.booking.com/index.html and http://www.hotels.com/
The accommodation browsers often provide lists of hotels, hostels, apartments and
other classified by categories. These portals usually include additional useful
information like maps or itineraries and offer an access to a booking database.
Finally, on the portal website or hotel website the convenient reservation can be
preceded. Calendars of rooms availability are often provided in order to make this
task easier. In other cases, the hotel network connected with the portal provides an
intelligent search through price selection, category and other criteria. When it is not
possible to satisfy the clients request, alternatives of other similar hotels nearby will
be provided.
Once selected, the user will make the reservation by completing the form and
providing, usually, his credit card details. The booking formalization will make the
centre send a message (usually by e-mail) to the address specified by the user,
committing to keep the reservation and specifying accommodation, payment and
cancellation conditions.
The message received from the accommodation centre will be valid and it is
recommended that the user take it with him to his destination to enjoy the
accommodation.
As usual, to avoid a surprise during card transactions made online, it is
recommendable to work with a safe system and to check attentively bank documents
confirming the payment and describing in detail the credit card balance.
MODULE 1
INDIVIDUAL AUTONOMY

Individual Autonomy

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Individual Autonomy

Загружено:

Авторское право:

Доступные форматы

MODULE 1

Fig. 1.1 Autonomy sign

The main aim is to discover how to create opportunities of individual autonomy, by

Fig. 1.2 UN Convention

There are as yet no universally accepted categorizations of disability. Commonly used

On the other side, Whemeyers functional model of

Fig. 1.4 Whemeyers functional model

According to Whemeyers model, in terms of behavioural autonomy he means acting

The bio-psychosocial model (abbreviated "BPS") is a general model or approach stating

Fig. 1.5 The bio-psychosocial model - diagram

1.1.1 What is the individual and behavioural autonomy?

Fig. 1.5 Autonomy

Behavioural autonomy is not

Behavioural autonomy consists in:

To make choices without guidelines, To make decisions based on conscious

needs, wishes, preferences, priorities and

To evaluate the efficiency of decisions

Auto regulation of one selfs conduct and

To solve problems without help

To consider multiples options and

actions, when it is necessary

To substitute what one self can do alone

To know and recognise between wishes

Moreover, behavioural autonomy concerns aptitude as respect, appreciation,

1.1.2 How the person to gain autonomy?

opportunity of participation in different

empowerment and self confidence in his

competencies and receives the essential

To achieve a behavioural autonomy it is required direct and indirect experience. There

Fig. 1.8 Make a choice

For example: Would you like carrots or peas? Choice

Fig. 1.9 Make a choice could be difficult

Accepting or refusing options

Making decisions concerns to decide important

Fig. 1.10 Decision making

1.1.3 What is important when person with disability make a choice?

Having choice is important in improving health, maintaining independence and

Fig. 1.11 choosing between solutions

1. Ask your relative with disability to choose how to present him/herself

1.1.5 Best Practice Examples Personal Autonomy Promotion (reflection activity)

Fig. 1.13 Parent and a child

When a person tries to do Pablo says NO when his In this case, it is

mate asks him money.

because somebody insults support and

she wants to take, and

When there is a behaviour Before

problem We should teach how to

front it, by the use of

Benito has whims when he Professionals, family

education, training, employment, social

Anyone assessing capacity and resources has to answer a set of questions:

Does the person who seems to

Do they have a general

Can they weigh up this

Fig. 1.16 putting childrens interests first

If the decision is about life-sustaining treatment, the decision must not be

Some best interests processes happen very quickly by necessity because of a

Fig. 1.17 Assistive technologies

1.3.1 What is assistive technology?

Fig. 1.18 whats assistive technologies

There is a growing literature on the role on information and communication

Autonomy and inclusion.

Choice and control.

Dignity and equality.