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Word Processing for Individuals who are Blind or Visually Impaired

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Keyboarding Instruction

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 9, 2019


In order to prepare students for the workplace, they must be provided with the skills necessary to use computers competently. A necessary skill in using a computer is keyboarding and students must learn how to type quickly, accurately and with correct technique. One of the first steps in becoming proficient in technology and computer skills is to learn how to type on the QWERTY keyboard. Keyboarding instruction is an essential first step since the keyboard allows the students to control the computer, as well as to use it for writing and gathering information from electronic sources.  
Learning touch typing skills (typing without looking at the keys) will not only improve the student's speed and accuracy but will also minimize the need for the student to shift their gaze between the source, screen, and keyboard.
-Keyboarding instruction used to be introduced when students were older, but young children are being introduced to the computer earlier and earlier. Waiting until the student is in upper elementary grades or middle school to teach keyboarding is too late as most students will have developed bad keyboarding habits by that time. Although a point can be made that young children have not physically developed enough to learn to type, if they are using computers in pre-K and kindergarten classes, they will develop bad habits which will be hard to break. My philosophy is that it is important to begin instruction at this young age to avoid the development of bad habits as well as to get a head start on teaching access to digital print and to provide the student with a means to produce print that is legible to themselves and others.
 
A computer system with the appropriate adaptations (screen enlargement or screen reader) is an ideal tool for a student with a visual impairment to use to gain access to information and produce written communication. That being said, typing on a non-adapted keyboard and utilizing internal magnification will provide the student with the ability to type on any keyboard across environments. The rule of least amount of adaptations should be followed when determining what adaptations should be taught and used.
 
Positioning is important when working on keyboarding skills. Encourage the student to sit up straight with their feet flat on the floor, elbows close to their body, wrists straight, and forearms level. Collaborate with the classroom teacher and request that the student is encouraged to use the correct positioning when typing throughout the day to support the instruction.
 
It is important for the student to learn the position of the keys and to avoid visually searching for the various letters, numbers, and symbols. It is helpful to cover the keys so the student can’t look. Monitor the student and watch them closely and model correct form for them. Placing pressure on the younger student to attain speed will do them a disservice. Strategies I have used include placing stickers and decorative tape to cover keys and placing a sleeve over the keyboard. A computer teacher at one of the schools I previously worked at used CLEAN & NEW (This really is important!) boxer shorts as a “sleeve” to cover the keyboards in the computer lab. The student slips their hands through the pant openings to locate and type keys.
 
There has been much research that supports the use of formal drills. Students must learn to not visually search for the keys. The technique is more important than accuracy and speed. The initial focus should be on using the correct fingers to type the various keys followed by a focus on accuracy and lastly on speed. Students must learn to use the proper finger for each letter, to have their wrists flat and their thumbs on the space bar. Teach drills to initially learn where the keys are, and then provide real practice. Be certain to make it fun and also incorporate meaningful activities and age/developmentally appropriate words, phrases, and sentences. Teaching keyboarding skills to kids using fun typing apps and games helps but it is important to use programs that are accessible to the student’s unique visual needs.
 
During the lesson, it is important for students to not talk as it will interfere with the process of learning. If the student has a difficult time remaining on task, collaborate with the classroom teacher and parents to determine what strategies work in other settings. A strategy I have used that works well is to set a visual time. For students with low vision, this can be the built-in clock timer on the iPad. It can be propped beside the student and serve as a visual and auditory reminder of how much longer they need to type before they can take a break. Provide the student with a two to five minute break (or whatever amount is appropriate for your student). For students with low vision that need to work on visual tracking, visual motor or visual discrimination skills, you may consider allowing them to select from a computer game, iPad app or other activity that addresses these skills in a fun way. The student has fun and often times doesn’t realize they are continuing to work on visual goals!
 
Do you have a number of students on your caseload that are learning touch typing skills? If they enjoy lighthearted competition, consider setting up a typing challenge. Create a chart with the student’s names across the top and the lessons down the side. Student’s can enter their best accuracy and compete against their peers. Be sure to find ways to reward each of them for their efforts and reward those who make the most improvement over a given period of time.
 
Finally, practicing keyboarding at home can greatly improve keyboarding skill and retention. Just ten minutes of keyboarding a night on four nights a week will help improve the student’s keyboarding skills. Have the student practice typing reports, stories, poems, spelling words, completing assignments. 
The student will need instruction in the following areas:
  • locate the home row position with correct fingering;
  • type the home row letters;
  • type all letter keys; use the shift key with either hand;
  • punctuation keys to write sentences;
  • type numerals on the upper row using correct fingering;
  • type number keys with shift to produce symbols;
  • use delete and backspace key;
  • use additional computer keys (function keys, control, alt, insert, delete, windows, home, end, page up/down;
  • increase accuracy in typing print;
  • and increase speed in typing words per minute.

Keyboarding Resources

Talking Typer
Talking Typer for Windows This typing training software, available from APH, is a computer keyboarding and typing training program that speaks and displays lessons on screen. It includes drills, practice, and typing games and is adjustable to the student's level of skill and sight impairment.

This is a personal favorite of mine as it provides data on the student's accuracy and words per minute following each lesson. The lessons that come programmed into the program can be slightly monotonous and boring for students, but it is possible to develop individualized lessons. You can create lessons related to the current topic or the student's interest, and at the student's reading level. If you need support using the Talking Typer program, you can refer to the online User Manual.

typio logo
typio is a fully-accessible typing tutor from Accessbyte which guides student progress through learning the keyboard. It includes a set of 45 keyboarding lessons that are customizable and automatically keeps detailed records for each student. 

Picture
Dance Mat Typing is a free online program available from the BBC. It is most appropriate for younger students and those with enough usable vision to see the smaller font sizes.  There are four levels to play, each divided into three stages. The student will start by learning the home row keys. Each stage builds on previous lessons, introducing new letters as the student progresses. At the end of each level, the student can test their typing speed and get a fun reward. The print size can be enlarged by using the CTRL and +, but if the student requires a significant amount of enlargement, the viewable area will be decreased. ​

Learn Keys
Learn Keys: Verbal Keyboard Feedback
This PC keyboard exploration and announcement program, available from APH, gives you human speech feedback. This program works with several versions of Windows and with a variety of keyboard types.

Picture of speed SKIN being used
When practicing typing, it is important for the student to not look at the keyboard. You can cover the keyboard with a sleeve. Another option is to purchase SpeedSKIN keyboard covers that fit over the keyboard and are designed specifically for keyboarding instruction.

Assistive Technology Forms

Sign up for free membership to access the FREE VI AT forms and references on the Free VIAT Printables page. Simply click on the Log In | Register link in the navigation bar. If you haven't joined yet, you will be prompted to create a password. ​Below are just a few examples of the free VI AT Printables.
Chrome Commands
Decision Guide for Electronic Braillewriter
Decision Guide for iPad
Decision Guide for Software
Decision Guide for Video Magnifier
Decision Guide for Computer Access
Font Legibility Guide
iOS Voice Control Commands
Microsoft Word Keyboard Commands
Google Meet Tutorial
Microsoft Teams Tutorial
VI AT Reference Guide
Video Magnifier Comparison
Basic VoiceOver Instructions
Windows 10 Keyboard Commands

Selecting the Right AT On-Demand Webinar

Cover slide of Strategies & Tips for Selecting the Right AT
Are you overwhelmed by the process of selecting assistive technology for your students? This presentation will encompass the process and steps of selecting the right assistive technology for students who are blind or visually impaired using the SETT framework.  Key points covered in this presentation include identification of the current problem; consideration of current skills; understanding unique visual and learning needs; awareness of AT for VI; AT equipment considerations; the process of building a toolkit; instructional strategies; and next steps.  ​

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Purchase the TVI's Guide to Teaching the ECC Complete Set and immediately unlock the pages within the ECC Complete Set Bonus including bonus printables, interactive sensory stories, interactive matching activities, interactive choice making activities, job task box activities and MORE! This is my way of continuing to support you and say "Thank you!" for choosing to purchase the Complete Set. 

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The mission of Teaching Students with Visual Impairments is to provide all persons involved in education students who are blind or visually impaired with the necessary resources to help each student become successful members of their communities and to equip those in the visual impairment field with resources to meet the wide range of needs of the students they serve. ​
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    • ECC Instructional Resources >
      • TVI's Guide Complete Set Bundle
      • TVI's Guide to Teaching the ECC
      • Visual Efficiency & Magnifier Grab & Go
      • Thematic Keyboarding & Braille Fluency
      • Vocabulary Cards & Checklists
      • Interactive Sensory Stories Product
      • Interactive Matching Activities
      • Interactive Visual Discrimination Product
    • Purchase Recorded Presentations >
      • Presentation Complete Set of 16
      • Webinar Complete Set
      • Accessible Content for BLVI
      • Foundations of Teaching the ECC
      • Strategies & Activities for SIDPID
      • Strategies & Activities for MIMO
      • Job Tasks for Job, Career, & Life
      • Itinerant Teaching Strategies & Tips
      • Accommodations for VI
      • Strategies & Activities for Standard Course of Study
      • Tips for Being a "Physically Fit" TVI
      • Conducting a FVLMA
      • Developing SMARTER Goals
      • Determining Service Intensity Using the VISSIT
      • Strategies for Selecting the Right AT
      • The Art of Teaching the ECC
      • Activities to Teach the ECC
      • Using Themes to Teach the ECC
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  • ECC Bonus
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    • Unit Preparation Tips
    • ECC Song Playlists
    • Interactive Sensory Stories
    • Interactive Matching Activities
    • Interactive Visual Discrimination Activities
    • Interactive Choice Making Activities
    • Job Task Boxes
  • Presentations
    • Schedule a Presentation
    • Workshops >
      • Abilene, TX
      • Lubbock, TX
    • Foundations of Teaching the ECC in the Age of Virtual Instruction
    • Strategies & Activities for SIDPID
    • Strategies & Activities for MIMO
    • Job Tasks for Job, Career & Life
    • Itinerant Teaching Strategies & Tips
    • Accommodations for VI
    • Strategies & Activities for Standard Course of Study
    • Using Themes to Teach the ECC
    • Accessible Content for BLVI
    • Conducting a FVLMA
    • Developing SMARTER Goals
    • Selecting the Right AT
    • Tips for Being a "Physically Fit" TVI
    • The Art of Teaching the ECC
    • Activities to Teach the ECC
    • Determining Service Intensity Using the VISSIT
  • Professional Practice
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Parapros & Braille Transcribers
    • Professionalism >
      • Professional Ethics
      • Professional Development
      • Teacher Standards
      • Professional Organizations
      • Certification Organizations
      • Awards & Recognition
      • APH Scholar Program
    • Instructional Planning >
      • VI Program Handbook
      • Caseload Analysis
      • Itinerant Teaching Tips
      • Year at a Glance
      • Role of the Classroom Teacher
      • Simulation Activities
    • Professional Publications >
      • General VI Resource Books
      • CVI & MD Resource Books
      • Braille Resource Books
      • O&M Resource Books
      • Early Intervention Resource Books
      • Journal Resources
  • Foundations of VI
    • History of Visual Impairments >
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • APH Museum
      • Leaders & Legends
      • History of Braillewriters
      • Legislation
    • Visual Impairments >
      • Structure & Function of the Eye
      • Vision Classifications
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • VI Resources >
      • VI Organizations
      • US Government Agencies
      • Support Networks
      • Deaf-Blind Resources
      • Georgia Vision Resources
      • Online Parent Resources
    • V.I. Book Resources >
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Teen & Young Adult Books
      • Non-Fiction Books
      • Helen Keller Books
      • Parent Resource Books
      • Grief & Suffering Books
    • Impact on Development & Learning
    • Psychological Impact
    • Social Etiquette
    • Financial Assistance
  • VI Service
    • Educational Programming >
      • National Agenda
      • The Expanded Core Curriculum
      • IDEA and Vision
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • State SpEd Agencies
      • Schools for the Blind
    • Referrals >
      • Vision Concerns
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Medical Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
    • FVLMA >
      • What is the FVE
      • Interpret the Eye Report
      • Environmental Observations
      • FVLMA Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
    • Service Planning >
      • ECC Annual Needs
      • Service Delivery Models
      • Least Restrictive Environment
      • Early Intervention Services
      • Students with Multiple Disabilities
      • Student Led IEPs
      • 504 Plans
      • Transition Plans
    • Writing Goals >
      • Writing SMART Goals
      • Blooms Taxonomy
      • Independent Living Goals
      • Compensatory Goals
      • Sensory Efficiency Goals
      • Assistive Technology Goals
      • Social Skills Goals
      • Recreation & Leisure Goals
      • Self Determination Goals
      • Career & Vocational Goals
    • Low Vision Eval
    • O&M Evaluation
    • Educational Assessments
  • Adaptations
    • Unique Visual Needs
    • Accommodations & Modifications
    • Home Adaptations >
      • General Home Safety
      • Kitchen Adaptations
      • Bathroom Adaptations
      • Medication Adaptations
      • Clothing Management Adaptations
    • Curriculum Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
      • Early Literacy Experiences
      • Create Tactile Books
      • Reading Instruction
      • Reading Efficiency
      • Science Adaptations
      • Social Studies Adaptations
    • Material Adaptations >
      • Accessible Educational Materials
      • Large Print
      • Braille Code
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
      • Tactile Graphics Guidelines
      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
    • Instructional Adaptations >
      • Individual Schedules & Communication Cards
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
      • Sensory Areas & Rooms
    • Early Childhood Adaptations >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Adaptations to the Arts >
      • Art Adaptations
      • Art Materials
      • Music
      • Music & Movement
      • Dance
    • Recreation & Leisure Adaptations >
      • Recreation Adaptations
      • VI Sports Associations
      • Recreation Resources
      • Camps for VI
      • Card and Board Game Adaptations
      • Transcribe Playing Cards
  • VI AT
    • Overview of Assistive Technology
    • VI Assistive Technology >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Magnification & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
      • Braillewriter Repair
    • Apps for VI >
      • Note Taking Apps
      • Apps for Accessing Books
      • Identification Apps
      • Navigation & Location Apps
      • Braille Apps
      • Magnifier Apps
      • Sound Making Apps
      • Cause & Effect Apps
      • Vision Skills Apps
      • Apps for Early Learning
      • Read to Me Story Apps
      • Apps for Communication
      • Android Apps for VI
    • AT Instruction >
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • iOS for VI >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • iOS Accessibility Resources
      • VoiceOver
    • Assistive Technology Assessment
    • VI AT Resources
    • Vendors
  • Instruction
    • Virtual Instruction
    • Instructional Strategies >
      • Development of ECC Resources
      • Teaching in Thematic Units
      • Teaching the ECC
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Day Activities
    • Compensatory >
      • Guiding Principles of Concept Development
      • Functional Skills
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Cranmer Abacus Instruction
      • Time Management
    • Communication Modes >
      • Language Development
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Signature & Handwriting Instruction
      • Nemeth Braille Code
      • Tactile Graphics Instruction
    • Sensory Efficiency >
      • Sensory Input
      • Encourage Use of Vision in Students with MD
      • Lightbox Use
      • Sensory Activities for Students with MD
      • Sensory Table
      • Visual Efficiency Skills
      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
      • Visual Motor Activities
      • Optical Device Use
      • Tactual Readiness
      • Developing Skillful Hands
      • Auditory Readiness
      • Listening Skills Instruction
    • Independent Living >
      • Responsibility & Independence
      • Mealtime Independence
      • Eating Adaptations
      • Food Preparation
      • Recipe Activities
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Money
      • Housekeeping Instruction
    • Orientation & Mobility >
      • Transition Between Activities
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Career Education >
      • Classroom Jobs
      • Career & Vocational
      • Prepare for College & Career
    • Recreation & Leisure >
      • Learn to Play
    • Self Determination