e-Learning/ICT Activities and difficulties with Managing Anxiety/Stress
Remember, disability is a highly individualised experience. People with the same disability may have very different capabilities and/or needs, so it is always best to discuss any adaptations to practice, the environment or equipment directly with the disabled person themselves rather than making assumptions about what adjustments may be suitable.
Some people (for example, those with dyslexia) experience substantial visual disturbance or discomfort when working on a PC. They may experience one or several of the following:
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Blurred letters or words which go out of focus;
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Letters which move, appear back to front, shimmer or shake;
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Headaches from reading;
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Words or letters which appear doubled or shadowed;
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Difficulty reading small and crowded print
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Difficulty with tracking
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Upset by glare of the screen
In some cases any one of these symptoms can significantly affect reading ability and can also make on screen reading very tiring.
Those students who have visual impairments but have some useful residual vision may be able to read from a computer screen with the font size substantially increased. However, reading with one’s face close to the screen, just one word at a time, is a very tiring and demanding process.
For those who tire easily and become stressed, the teacher should ensure that sufficient time is allotted to tasks, and also encourage frequent breaks (every 20 minutes) to rest the eyes and also assist with concentration.
Assistive Technology:
There are two kinds of AT available – ‘Low Tech’ and ‘High Tech’.
‘Low Tech AT’ includes simple aids that normally cost little or no money. For example, a PC with spell check and thesaurus can support many students. Alternatively, by simply changing the ‘accessibility’ options on a Windows based PC, information can be made more accessible. Other items, such as hand-held magnifiers or study lamps, can improve access for students with a visual impairment.
