Visually Impaired Resource Guide Assistive Technology for Students who use Braille Computers (Windows)

Computer operating systems and programs continue to become increasingly visually oriented. Graphic user interface (GUI) environments, which includes Windows and Macintosh, are largely picture based and most common in home, school, and industry computer installations. The Windows environment has emerged, in general, as the "industry standard" and, as a result, most of the software development in access for the visually impaired has been Windows based. It is critical that students who use braille have full access to the Windows environment for educational, work and leisure pursuits. JAWS provides a relatively stable and powerful screen reading program for Windows '95.

Challenges of the Windows environment

Windows '95 is non-linear, dynamic and highly graphic environment. It is common to have multiple windows on the Desktop. Each can be resized and/or repositioned. Compounding this is fact that there are many ways to preform each Windows function. The awareness & control of this highly graphic operating system presents many challenges for the braille using student. As a result, the student will likely require considerable time and support to master these concepts. It is important to note that with time and appropriate support a number of braille users have become skilled and independent Windows '95 users.

Choosing a screen reader

There are a variety of different screen reading software packages. The following has been developed specifically for JAWS for Windows. When a screen reader other than JAWS is used the order of presentation of some concepts may have to be varied.

Choosing a word processor

The choice of a Windows 95 word processor is also a key determinant of student success. Some screen readers work better with certain word processors. Although students may not need the full power of MS-Word for Windows most screen readers are constructed to work efficiently with that application.

It is important to confirm, prior to purchase, that the screen reader can work efficiently with the proposed version of the word processor. As word processors are upgraded there may be a period of time that the new version is not compatible or not easy to use with the screen reader even though it may have worked well with the previous version of the word processor.

Deciding between Windows 3.1x and Windows 95

Some readers may prefer to use Windows 3.1 rather than Windows 95 however software developers have moved to Windows 95 and their Windows 3.1 products are no longer being supported. Many schools have also moved to Windows 95. Therefore students access to the curriculum may be limited by using Windows 3.1. Significant advantages for the braille student equipped with Windows 95 rather than Windows 3.1x include: a more stable operating system which is is less likely to crash. less severe crashes, resulting in fewer restarts a "Find File" feature which greatly reduces "lost" files Windows Explorer which is easier to use than File Manager which has the ability to install applications & files into the Start Menu. On-line help is truely context sensitive and easier to access with a screen reader.

Special considerations for the Macintosh User

Please note that Macintosh users may prefer to use outSPOKEN for Macintosh. There is a similar hierarchy of skills and this document may have some useful information for the team supporting a student who uses a Macintosh screen reader. There has been considerably more research and development of the Windows screen readers.

Introducing screen reader commands to the braille user

Students who use braille should be taught Windows 95 functions using keyboard commands. An effective way to present this system to a braille user is to teach the JAWS screen reader commands at the same time as the Windows 95 keyboard commands. In addition, the integration of screen reader commands and Windows concepts is desirable.

A variety of tactile diagrams and overlays are commercially available to introduce the concept of windows to the blind user. These give a tactile representation of what is presented on the screen. It may be useful to use tactile diagrams in conjunction with the screen review program commands. The usefulness of tactile diagrams for individual students varies.

Using the skill sections

The following skills for using Windows 95 with speech output are organized into three levels: Introductory, Intermediate and Advanced. The instructional sequence of concepts & skills may need to adjusted for individual students.

Introductory Level

Prerequisites

• accurate, but not necessarily rapid, touch typing skills
• independent use of a talking, text-based operating system (e.g. BEX, DOS, Braille 'n Speak or Braille Lite)
• knowledge of DOS filename rules & conventions

Skills

The student will be able to:

• demonstrate a basic understanding of Graphic User Interface (GUI) concepts including:
• Desktop
• layering or stacking of windows
• dialogue boxes
• variable size of windows - Maximize, Minimize to Task Bar, Restore and resize
• understand the function and know the location of the parts of the Desktop:
  • Start Button
  • Icons
  • Task Bar
  • Desktop
• understand the function and know the location of the parts of any window:
  • Menu Bar
  • Close box
  • Maximize box
  • Minimize box
  • Status Bar
  • Icons
  • Tool bar and/or Formula bar
  • Title and Title Bar
• use Windows key to open Start Menu
• Open word processor (which has been previously installed in the Start Menu)
• use JAWS commands to:
  • read by: current line, word and character; previous line, word and character and next line, word and character
  • Stop speech in progress
  • Read window title
  • Read top line of window
  • Read bottom line of window
  • Read and choose options in a dialogue box
• Type in an edit field
• Begin writing in a new document
• Use Escape and Delete key
• Save document
• Use CTRL+S to save to default directory (C:DATA)
• Print document using CTRL+P
• Exit application using ALT+F4
• Shut down computer using Start Menu
• Open existing document under File Menu in word processor
• perform simple formatting (e.g. return and tab key)
• perform simple editing using the backspace delete key
• Switch between the screen reader and writing cursor as required
• activate PC cursor
• activate JAWS cursor
• route PC cursor to JAWS cursor
• route JAWS cursor to PC cursor
• Move PC cursor to end of document
• Use a JAWS macro written by another user to access commands or parts of the program
• perform basic trouble shooting by:
  • using JAWS screen refresh
  • using JAWS screen sensitive help
  • using JAWS to say window type and text
  • using Windows Help
  • referring to screen reader's Windows Tutorial
  • reading status line and highlighted text to assist in identifying unrecognised icons
  • asking another user for assistance

Strategies

• Introduce and teach Windows 95 and JAWS concepts and commands at the same time. There is no advantage in trying to separate navigation within Win 95 from control of the screen reader. Encourage the use of Windows keyboard shortcuts as much as possible.
• All applications and documents should be maximised to reduce the likelihood that JAWS could be reading information in another window or on the Desktop.
• Windows 95 contains some information and a brief tutorial that is aimed at the user who is familiar with Win. 3.1. This information is designed to draw attention to the differences between the two operating systems so that the user can make adjustments without having to go through a complete retraining. For example: "My Computer" is the Win. 95 equivalent of the File Manager in Win 3.1. This information could be quite useful to the instructor who is already familiar with 3.1.
• The Tips & Tours option that is located within the Accessories folder, (off the Programs sub-menu) may also be helpful. It is not speech friendly so it has been included in the Intermediate Level for independent exploration by the student.
• The use of a Windows 95 keyboard with its unigue keys will greatly simplify the student's access to the computer.
• Many of the JAWS commands use the numeric keypad. Therefore some students may find it easier to learn JAWS on a desktop's 101 keyboard rather than on a laptop's keyboard. If the student requires a laptop for portability then the following options should be considered:
  • laptop with an external 101 keyboard
  • laptop with an external numeric keypad
  • laptop (use embedded numeric keypad)
• Factors to consider when choosing a JAWS keyboard are: portability of the system, compatibility of the external keyboard or keypad (only some keyboards are compatible) and the students ability to adapt to change. Nevertheless some students have learned to use a laptop and JAWS efficiently without ever using an external, numeric keypad.
• It may be helpful to use the analogy of multiple sheets of paper (some of which are different sizes) to teach the concept of multiple, layered windows.
• Applications (maximum 5) that the student will be using most frequently can be installed into the Start Menu
• When the student has finished with a document it should be saved and then closed. When the student has finished with an application it should be saved and then minimised (put back to the Task bar). The student can switch to any already open application, including those that have been minimised, by using ALT+TAB.
• The student will be able to access their document most efficiently if the application (e.g. word processor) was developed for Windows 95. These applications automatically update the My Documents folder when you close the document. This allows the student to quickly locate and open the last 10 documents.
• If the application wasn't developed for Windows '95 then the student can still use the My Documents Menu. To use this feature they must first use Find Document (on Start Menu) which adds it to the My Documents Menu.
• If a word processor other than MS-Word for Windows 95 is used then the screen reader should be customised so that the student will be able to access all parts of the program. Some icons on the Tool or Button Bar may need to be labelled or some macros may need to be created for those parts of the program that do not have a keyboard short cut.
• Students need to understand that there are many different ways to accomplish the same action in Windows 95. Refer to the screen reader's Windows 95 tutorial to find the most efficient and least confusing method to accomplish a specific action. The method used by sighted Windows 95 users may be less efficient or inappropriate for the student with limited or no vision.
• JAWS Help will give the user an explanation of where in Windows 95 they are and what actions are permitted. This context sensitive help is very useful for students who are learning to use JAWS to access Windows 95.
• In order to organise and locate files, create a default folder for all student documents. As this is relatively complex to do with speech access it should be done by the instructor. This folder can be called Data and should be created in the root directory (C:DATA). The word processor should be set so that the default folder for saving files is Data. The student needs to edit the file name and confirm the destination prior to pressing the ENTER key in the Save File or Save As dialogue box.
• The word processor (or the other application) should be customised to optimize the screen reader,s efficiency. Page view, scroll bars and rulers have limited use for the student who relies on a screen reader. Initially screen colour may be left at the default for ease of use. Formula bars with "Formatting Only" checked may be useful, as this allows the user to change Style, Font and Size without opening menus, sub menus and dealing with dialogue boxes. Tool bars may be of use if some print attributes do not also have keyboard equivalents. Macros may be easier to use and more efficient than Tool Bars.
• The screen reader (JAWS cursor) should be set to echo "all key strokes" and punctuation spoken should be set to All. However, the writing (application) cursor should be set to "No punctuation".
• The following procedure will ensure that when the student opens the application window it will be maximised. The instructor should:
  • Open the application (e.g. word processor)
  • Maximise the application window
  • Quit the application through File Menu and Exit.
  • Please note that "Close" refers to the document and "Exit" saves the environment settings, closes the document and then quits the application. If the application is closed by the close box on the Title Bar then the changes in the environment are not saved.
• The printer drivers and fonts should be installed and tested prior to the student printing a document. Page set-up and printer set-up should be checked before the student uses the computer.
• The student needs to confirm the defaults in the Print document dialogue box.
• The use of terminology by the instructional team should be consistent with that found in the JAWS Windows 95 tutorial.

Intermediate Level

Prerequisite Skills

• keyboarding skills of approximately 20 wpm (corrected)
• mastery of most or all of the Introductory skills
• mastery of all of the Introductory concepts

Skills

• open existing document by using Find File in the Start Menu.
• find word or phrase within the document.
• edit document using:
  • forward (right) delete.
  • highlight character, word or phrase and replace with typed input.
  • Copy, cut and paste blocks of texts.
  • change print attributes (eg.: bold, italics, underline) using keyboard shortcuts.
  • use the Spell Check and Thesaurus.
  • read word in context
• use remaining JAWS commands
• move location of dialogue box in order to be able to review portion of the screen that it covers.
• create and edit headers, footers, titles and page numbers.
• change document and printer settings, including page size, orientation, margins, etc.
• vary the information in the Print Document dialogue box so that the student can print a part of a document or multiple copies.
• read through text in columns or tables (normal view)
• recognise and give appropriate command when screen reader is not correctly reading table or column information.
• open second application.
• switch between, or cycle through open applications using ALT-TAB.
• Copy, Cut and Paste between applications.
• open second and third documents within same application.
• cycle through open documents using keyboard command.
• select a different document, that is already open, by using Window menu.
• use Calculator and Scientific Calculator within Windows.
• Use Program sub-menu from Start Menu to select and open application.
• Load someone else's macro(s).
• create simple macro to customise program (eg.: reassign keys)
• Maximize a document and/or application that has been restored to less than full size
• Navigate outside of dialogue box to check context and then return and navigate within the dialogue box.
• perform trouble shooting by
  • using application help, manual on disk and/or tutorial.
  • load bitmap recognizer to assign text label to unrecognised Icon
  • checking Status Line and Balloon Help
  • exploring Tips & Tour option (Accessories folder off the Programs sub-menu)
  • closing and restarting the screen reader while Windows is running to see if this fixes the problem.
• access an encyclopaedic CD-ROM and:
  • search for key words
  • read information and select portion to copy
  • copy information to word processor
  • copy information to text file
• use braille translation program to:
  • create and print out a braille copy of the document
  • translate a file from the word processor into a braille file and produce braille printout
  • translate a braille file into a print file and then open it with the word processor
  • translate a text file into a braille file
• use the Internet to find and download research information.
• use DOS application and return to Windows.
• Reboot computer as a DOS computer.
• use DOS screen reader and DOS application
• finish work with DOS application and return to Windows
• Use SAVE AS to save a copy of the file to floppy disk or another location on the hard drive.
• Open document from another word processor
• Save a document so that it can be opened by another word processor (Save AS)
• Access: My Computer, My Briefcase and the Recycle Bin.

Strategies

• The Tips & Tour option which is located within the Accessories folder off the Programs sub-menu is a good way to browse the helpful hints for using Windows 95. Unfortunately, this Tip wizard isn't particularly speech friendly but it does contain some helpful ideas. The easiest way to read the Tip screens is to set JAW's screen echo to "Say All."
• There may be times when the speech program starts acting unpredictably, e.g. looses track of highlight or doesn't speak certain screen elements. Often shutting down the screen reader (JAWS) and then restarting it while Windows 95 is running will fix these indexing problems. The difficulty for the student here is that there will be no speech after shutting done the screen reader. Therefore they will need to know the keystrokes to restart speech.
• Note that it is not recommended to try to run DOS applications within a DOS box in Windows 95. If it is attempted with JAWS it will likely cause the system to crash. This is especially true in those instances where an external speech synthesizer is being used. The student will need a DOS screen reader, speech synthesizer and DOS applications to accomplish this task. A Windows sound card will not support a DOS screen reader.
• Note about All Blue Background to trick Jaws into reading whole screen since Blue is the default colour of the highlight.

Advanced

Prerequisite Skills

• mastery of most or all of the Intermediate Skills
• willingness to solve problems
• independent learner

Skills (listed in no particular order)

• Set up user defined styles in applications
• Use configuration wizard to auto-configure each new application
• Create and use desktop "short cuts" to access programs This is not an efficient way for a user of screen reading programs to access information but an advanced student needs to
• understand how others might access parts of Windows.
• Create and edit macros.
• Modify user dictionaries.
• Restore document / application to less than full size.
• Load new / revised graphic libraries.
• Install application into Start Menus.
• Move files around within hard drive. Create and delete sub-directories and directories
• Create new directory for files. Make it the default directory
• Move file(s) and duplicate files in sub directories and directories.
• Perform advanced troubleshooting.
• post questions on the Internet or on manufacturer's support forum
• run diagnostics
• reload applications

Strategies

• By changing default font, size, colour, tabs and spacing can make it easier for JAWS to track appropriate screen features.
• It is helpful to have different user levels in different applications. (Eg. expert in Word but perhaps beginner in Netscape.)

Resources

Windows 95 Concepts: An Introductory Guide for Visually Disabled Users
by: Sarah Morley
Sensory Disabilities Research Unit
Psychology Division
University of Hertfordshire
Hatfield, Hertfordshire, AL109AB, UK JAWS for Windows '95 Tutorial (available from Henter-Joyce) "An Introduction To Microsoft Windows '95" print participant guide "You can use the following keyboard shortcuts with Windows '95" SET-BC Tip Sheet "Short-cuts with the new Windows 95 Keyboards"

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