InformationAssistive technology: sources of help and information

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Skill: National Bureau for Students with DisabilitiesChief Executive: Barbara WatersChapter House, 18-20 Crucifix Lane, London SE1 3JWEmail: skill@skill.org.uk Website: www.skill.org.uk Tel: 020 7450 0620 Fax: 020 7450 0650

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Assistive technology: sources of help and information

Contents Page1 Introduction..............................................................................12 How technology can help........................................................13 A to Z of equipment..................................................................24 Organisations that provide assessments or advice ..........175 Getting money to pay for assessments and equipment.....176 Alternatives to buying equipment........................................287 Information for professionals or people doing research....29

1 Introduction

Assistive technology may help you with your studies or at work. It is useful to find out what equipment is available and what is right for you. You may already have some equipment. However, technology changes very quickly so it is worthwhile finding out if there is anything better for you. This information booklet tells you about specialist centres and organisations that can help you get the right equipment. It gives details about how you can get help paying for equipment and how you can borrow equipment if you do not want to buy your own. There is also information for professionals and researchers who want up-to-date advice about technology.

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2 How technology can help

Technology helps by: providing access to the input and output of a computer. For

example, by using special keyboards or enlarged text. aiding communication. For example, computers can convert text

to Braille or speech. easing the pressure. For example, using a computer and

software may be easier than getting to a library. providing access to electronic learning resources. For example,

using e-mail, CD-ROMs and the Internet for research.

With the right support, assistive technology can help you make the most of your learning opportunities. However, technology does not always provide solutions to every problem and it is also important to consider other means of support such as specialist tuition and assistance from support workers.

3 A to Z of equipment

This section provides a list of the assistive technology that is commonly used. Everyone will have their own needs so there are no hard and fast rules about what equipment is the best and if you have an assessment, your assessor will help you determine what suits you best. New equipment comes on the market all the time and technologies change quickly, so this is not a full list of all available technology.

Abbreviation expansion is a program, or feature of a word processor, which allows you to assign letters or an acronym (eg RNIB) to a phrase or sentence which, with one keystroke, turns into standard text. For example ‘RNIB’ can automatically become ‘The Royal National Institute of the Blind’. This can be a very

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useful if you have keyboarding difficulties or concerns with spelling.

Access utilities software may be found under the accessibility section of a standard operating system on a computer such as Windows or Apple Mac. The accessibility package may contain ways to alter the responsiveness of the keyboard; for example it will slow down the rate at which a character will repeat when a key is pressed. In addition, keys like <shift>, <alt> and <ctrl> can be latched (held) to allow single-finger use if you are only able to press one button at a time. Other sections include slowing the mouse cursor or pointer movement, changing the left and right button actions, adding simple magnification or text-to-speech, an on-screen keyboard, colour changes and audio/visual signals for errors etc. All these features allow you to choose the way you work with a computer.

Braille displays replace a computer monitor and sit below a keyboard, or are part of a notetaking device used in lectures and seminars. They are driven by screen-reading software but do not need to have sound output and can suit you if you are able to read Braille. A line of Braille cells made up of raised dots moves up and down to turn the computer’s textual output into Braille.

Braille embossers are the Braille equivalent of printers, coping with most types of text output and sometimes graphics with varying height Braille cells. They have small hammers to punch out the cells but some embossers need acoustic hoods to silence the noise they make. Braille translation software is needed to translate the text from the computer into Braille. It is possible to notice the difference in quality of Braille between machines and it is important to use sturdy paper.

Braille notetaking devices are very portable with a standard (‘qwerty’) or Braille keyboard, speech output, sometimes a Braille

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display, and software for notetaking, organisational tools, access to the Internet and facilities to send documents to a computer, printer or embosser. They can be very useful in class and also give access to information such as addresses, a calculator etc.

Braille translation software is often supplied with a Braille printer/embosser to transfer text to paper. There are several programs sold independently of the embosser, offering many extra features from language translations to music and maths notation. The grade and type of Braille required will depend on your course and individual needs.

Closed-circuit televisions (CCTVs) are electronic magnification systems based on closed circuit cameras. They are used to produce an enlarged image of the text on a monitor, TV or computer screen in black and white or colour. There can also be a choice of large monitors, or no monitor at all. If you have a visual impairment and/or specific learning difficulties, CCTVs can make pictures and text clearer as well as allowing you to change text and background colours and use line rules that help when reading. They are also very useful when working in poorly lit areas.

CD-ROMs, whether read only or read/writable, can store information electronically and they can hold much more than floppy disks. Subject-related software may be advised where reading from digital material is easier than paper-based material. External screen readers and other forms of speech output may be very helpful. It is also possible to access information in this format at any time. Information is increasingly becoming available in DVD format, which allows for more storage space and better picture and sound quality, but may not be as accessible and will require captions if in video format.

Communication aid systems including augmentative and alternative communication devices (AAC). These use text or

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pictures that will be turned into speech. These systems are intended to allow users to join in, so they often include features that can increase the rate of communication such as word prediction, word banks and abbreviation expansion. It is important that you have good maintenance agreements. Costs can increase with attachments to wheelchairs, extra batteries and carry bags etc. You may need specialist help to keep the vocabulary up to date, as your course progresses.

Electronic notetaking devices may be similar to Braille notetaking devices such as Braille ‘n’ Speak. The notes are typed into the machine and can be read back or transferred to another computer for further editing, printing or storage. Electronic notetaking devices may be battery operated portable keyboarding devices, such as the Alpha Smart, that can be used with a spell checker and word prediction. Digital pens can be used to take notes that are then transferred to the computer. These and the other devices are useful in lectures, libraries etc.

E-mail / online learning / e learning are methods of communicating by computer which can be used to send messages, courseware information or entire modules. There is an expectation that e-mail and other online resources will be used at university or college. It is possible to prepare messages at your own pace, using your own PC and have it configured to suit your individual needs.

Furniture is available if specialist support is needed, eg wrist rests, copy holders, page-turners, arm supports or tables and chairs. The term ‘ergonomic’ is often used. It is important to allow for delivery and set up costs, as furniture may be heavy and awkward. Additional specialist advice may also be required.

Hot Spotters/toasters use heat-sensitive paper to produce raised ‘tactile’ diagrams, pictures, maps, graphs etc. They can be used to

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produce accessible course materials for blind and visually impaired students. The original graphics must be well drawn and not too cluttered with additional labelling.

Infrared communication aids are similar to radio aids but may, in certain circumstances, provide better quality signals. They amplify sounds in lectures, seminars etc for deaf and hard of hearing students but must be linked to a directional microphone for best results.

Internet (see also e-mail) provides access to the World Wide Web via a personal computer and modem or network system. The Internet can provide digital versions of books, documents, points of contact and information that cannot be found in any one library anywhere in the world and can be read using magnification, screen reading software or other assistive technologies. By being able to use the Internet it is possible to obtain information in an environment that is suited to your needs, at a time of choosing and with a set up that suits your skills and abilities. Access may be provided through an Internet Service Provider (ISP) or a university or college network.

Joystick please see tracker ball under mouse alternatives.

Keyboard alternatives BAT chording keyboards use seven keys, which offer the same functions as a standard keyboard through multiple keystrokes. The BAT can be held in one hand with comfortable hand posture and can be used if you have dexterity difficulties.

Ergonomic keyboards have altered layouts, which are specially designed and shaped. Some features are two-way tilts, wrist rests and split angle key layouts, and in some cases the whole shape and layout of the keyboard has been

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radically altered. Single-handed models are available. The keyboards are designed specifically to reduce strains, movements, twists and tensions and thus reduce the pain and effort of typing which may be associated with Repetitive Strain injuries (RSI) or other mobility difficulties such as arthritis. They may take some time to get used to but are suitable for all types of work on a computer.

Handheld or mini keyboards are smaller keyboards that can be strapped to the hand, such as the Twiddler2 or used one-handed, such as the Cykey. They are often better than a standard keyboard if you have limited reach or need to support your wrists as you reach the keys.

Keyboard emulation systems are systems where a keyboard is represented on the screen for you to select letters by using a cursor controlled by a mouse, pointing device, switch or switches. The keys can also represent whole words, phrases and pictures. The systems can be customised to suit your needs depending on your course and/or impairment. Typing can be speeded up with additional elements such as abbreviation expansion, letter and word prediction or speech recognition.

Larger keyboards can help when it is hard to control arm, hand or finger movements and are especially useful when using a foot or elbow to press the keys. More space and adjustable large desk areas are often needed when using this type of equipment.

Overlay and concept keyboards are touch-sensitive membranes divided into a grid of separate user-assignable cells. Over this, interchangeable overlays show what function has been assigned to each area of the keyboard. They are entirely programmable and can therefore be adapted to suit

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you. Keys can be as large or small as required, can be positioned with large gaps between the keys and the number of keys required can be fewer. Overlay keyboards vary according to complexity but can be used in a similar way to standard keyboards.

Portable keyboards are useful for making notes on the move when typing skills are good. They are lightweight and have a long battery life. They generally have a liquid crystal display (LCD) and can hold approximately 100 pages of text. Typed notes can be transferred directly to a Personal Computer (PC).

Key guards are rigid overlays of metal or plastic that fit over the keyboard with holes to allow access to individual keys. This makes it harder to hit the wrong key by accident, can help when there is a tendency to hit more keys than required, and they allow you to rest your hands on the keyboard whilst typing.

Key top stickers can have either Braille, enlarged and/or coloured characters on them. They can be helpful when learning to type as a reminder for good finger positioning with the colours in rows or columns.

Laptop, notebook or tablet computers are portable PCs, which can be useful in any setting. However, it is important to ensure the laptop is not going to cause any strain injuries. Spare batteries will often be required to extend the useful period of mobile operation. In addition, these rechargeable batteries may cease to hold a useful amount of charge after a year or two and may need to be replaced. Compared to a desktop PC, performance of a laptop is generally lower for a given specification, insurance & warranty can be more expensive and care needs to be taken when transporting laptops. They are also easily stolen.

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Large monitors increase the screen size and with certain resolutions can increase graphics and print size. Thin Film Transistor (TFT) flat screens tend to have high screen resolutions but with no option for the low resolutions that are available on the bulky Cathode Ray Tube (CRT) monitors. However, the amount of screen area can be reduced on the TFT screen to view the same desktop area on a CRT so a 17” TFT may appear similar to a 19” CRT.

Low vision aids including magnifiers, monoculars, and other devices are used to maximise any useful sight an individual may have. Several different aids may be needed for different settings so, for instance, a monocular or video telescope may be needed for board work but an electronic portable magnifier would help in the library.

Mouse alternativesPointing devices can be used to provide access to computers if you cannot use any kind of keyboard. These devices may include head or mouth or foot pointers and can be used alongside keyboard emulation systems for all aspects of computer use. Some systems use specialist software and others have eye pointing with a camera link. The systems can be used very accurately, but it can be tiring and specialist training is needed.

Touch screens are fitted to the computer or are part of the system as in tablet PCs, communication devices and personal digital assistants. The software installed on the computer or device can be operated by touching the screen with a finger or stylus. Many systems will need specialist software to provide the best access to the computer and may be adapted to suit specific types of mobility or dexterity difficulties.

Tracker balls or joysticks produce the same results as the 9

mouse although they may not be as suitable for fine graphics work or computer aided design. A joystick is a stick that can be moved to control the screen pointer. Tracker balls are balls that are moved to control the screen pointer. These input devices can be used by the right or left hand and some of the more specialist designs come with supporting software with extra features to support mobility and dexterity difficulties.

Mind Mapping or concept-mapping software helps with the organisation and planning of written tasks. It is particularly valuable if you tend to think in a non-linear fashion as it allows you to generate ideas in a graphical way that can then be exported as a list to a word processing package. This can be a useful tool when writing notes and assignments.

Minidisc and other digital recording devices are operated in a similar way to tape recorders and are generally the preferred choice if you can use the controls. They provide excellent features for instantly locating chosen sections of recordings. They have good quality speech recording but even those models with built-in microphones still require an external directional microphone to successfully record lectures. These devices are also useful for revision, personal memos and for practising presentations.

Palantype is a system of machine shorthand which can help deaf people or hard of hearing people by providing a simultaneous word-for-word transcript of the spoken word. A Palantype speech-to-text reporter listens and types in what is said in a special shorthand code. A computer then transcribes this back into English and displays the text on small screen, TV monitors, or video projector. The transcript is also stored on disc and may be edited and printed afterwards. The Palantype keyboard and software package is expensive but may be hired.

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PDAs (Personal Digital Assistants), also known as Palmtops or Handheld PCs are small battery-operated handheld devices which tend to have an address book, daily planner, to-do list, memo pad, calendar, etc. on a Palm, Pocket PC or Symbian/EPOC system. They have small screens and usually require text input through a writing recognition program, on-screen keyboard and/or small keypad. Utilities and other software programs can be added and most devices synchronise with PCs/Macs and mobile phones. They can help those who find organisational tasks difficult and can be set up with reminders and alarms. Overall, they require good vision and dexterity skills but additional software and hardware is available for magnification, Braille input and speech output.

PCs are standard equipment that may be useful in many situations. Much of the technology in this equipment list will require a computer with the Windows, Linux or Mac operating system,

Font size, colour and type facilities are features on standard computer systems and can be helpful when using word processing or accounting packages as well as when surfing the Internet.

Foreground and background colours can be changed to include high contrast mode, which can be helpful where visual difficulties arise, or more subtle colour changes to reduce the glare of black on white for scotopic sensitivity or when visual disturbances occur.

Word search, dictionary and thesaurus facilities are features within many standard word processing software packages. Additional programs that offer text to speech or screen reading support, word prediction and subject specific word banks may complement these features.

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Portable communication aids or voice output communication aids (VOCA) generate artificial speech and can be either a dedicated communication aid or computer-based communication system. It is possible to input whole words chosen from a word bank or make use of the specialist vocabulary packs available. These can be adapted to fit your individual and course requirements.

Radio aids use radio signals to transmit sounds via a microphone to a hearing aid. These aids cannot clarify speech but merely amplify the sounds. There are several different types of radio aids and it is important to make a choice that not only suits you but also the learning environment.

Scanner Readers are stand-alone scanners with speech output often used in libraries. They have easy to use controls and can scan data to be immediately read back. These larger scanners work reasonably quickly compared to scanners linked to computers and will automatically cope with papers that are placed at an angle or upside down on the scanning plate. Some can store batches of text as files to be transferred to a computer later.

Scanners with optical character recognition (OCR) software provide another method of text input. A scanner converts printed, hand-written or pictorial material into computer format as a picture, which cannot be edited. OCR software converts the image of printed material into editable text that can be used in a word processor or custom software package. Effects such as font, size, colour and spacing changes can be changed whilst additional packages such as magnification software, screen reading, Braille conversion and text-to-speech software can enhance the output. Scanning takes time but it can also be used to take the place of copy typing. Pen scanners and other portable scanners may be used in a research setting or library to capture small amounts of text.

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Screen-reading software allows full keyboard control and navigation of the screen while providing speech output of screen contents and control messages. These packages may be combined with magnification software. These programs can be complex and require support and training to get the most out of them. Macros, scripts and maps can be made to enhance the programs’ features and it may be necessary to have specialist assistance as courses change. Updates and maintenance agreements are important, as these programs have to keep up with other software updates.

Spell checkers are standard features on most word processors. They work with a word list (lexicon) and offer options to misspelled words but are usually designed to make up for typographical errors rather than difficulties with spelling. Software programs are available which check words phonetically, detect homophones and homonyms, or which respond more efficiently to ‘typical’ dyslexic errors. Other types of software, often designed with visual impairments in mind or for dexterity or specific learning difficulties, can speak the text that has been written and allow an audible spell check. Computer based dictionaries are available on the internet or from a CD-ROM. Pocket hand-held electronic dictionaries often offer thesaurus features while those with speech output tend to be a little more bulky and have larger screens.

Sterotype and SpeedText are electronic notetaking systems originally developed for people who are deaf or hard of hearing, but they can be very helpful if you have any writing difficulties. They allow a trained operator to type a transcript of a lecture or seminar connected to your own laptop but require an experienced typist who is familiar with the topic and its language. The systems also require two laptops, which may have to be purchased separately.

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Switch access is an alternative way to drive a keyboard emulator. A controlled movement from a foot, the head, an eye blink or a breath can be interpreted by a switch and appropriate software as input to the computer. A keyboard is represented on the screen for the selection of actions, words, letters or symbols. In scanning mode, instead of direct selection with the cursor, the software highlights keys or groups of keys in turn until the user operates the switch to select a highlighted key or keys. Switch input through scanning is extremely slow, but it can provide access to computers and communication and speeds increase with practise. Most switch users will need to purchase special software for their computers. Many different switches are available ranging from simple to complex, and this complexity is reflected in the expense. Many systems will need specialist software that requires support and training.

Tape recorders can be used to record meetings, seminars and discussions. The tape can then be played back as and when necessary, or given to someone else to type up. An external directional microphone will be required to successfully record lectures. The recording quality is not as good as MiniDisc or digital recorder output, but controls are often more accessible. Four-track tapes, rather than the usual two-track tapes, allow up to four times the amount of material to be stored. Some specialist tape libraries produce academic materials in this format, for example, the RNIB Student Tape Library, but many of these libraries are now converting their data from analogue to digital format. This type of format may be suitable for portable flash memory or hard drive MP3 players or CD players, which may also use daisy format for increased navigational support with speech output for the controls.

TFT (Thin Film Transistor) monitors are large flat panel monitors with a LCD screen, so that there is minimal flicker compared to a Cathode Ray Tube (CRT) monitor which may suit you better if you have certain types of epilepsy or scotopic sensitivity. The screens

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take up less space and, if on an adjustable arm (as with Mac panels), are easy to move into a good position if you need to be able to raise of lower the viewing area.

Text-to-Speech software is an alternative to standard computer output as the computer reads the text that can be seen in the active window. This is not the same as screen reading used by blind students as not all the navigational settings are necessarily read aloud. Text-to-speech is often used when proofreading or composing work and may be included in a package along with a range of other facilities such as spell checking, OCR and word prediction.

Typing Programs aim to improve keyboarding skills by not only training users to place their finger tips on the correct keys in order to be able to type without looking at the keyboard but also to use control keys. These control keys may be set up to make capital letters or delete letters etc. but they can also be a combination of keys that provide a short cut when dexterity difficulties are an issue or when a mouse is not used. Learning to type can be essential if handwriting skills are poor and some programs have been developed specifically for those with specific learning difficulties or visual impairments and tend to offer speech output support.

Voice/Speech recognition systems are an alternative to standard computer keyboard or mouse input. Relatively consistent speech patterns help ease the training and use of this software, which requires good support at the outset. Care should be taken to check how well these programs work, with guidance for dictation and proof reading. If you are a Jaws user additional scripts are required, such as those found in a program called Jawbone or J-Say. Speech Recognition systems need a relatively powerful computer or laptop.

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Word banks are lists of words that can be selected and sent to a word processor or other program to reduce the number of keystrokes needed to produce text. They can also be used as a vocabulary ‘aid memoire’ or way of checking complex course-related vocabulary.

Word prediction programs will suggest words based on the letter or letters typed in. Some predictors can predict the next word based on context, grammar as well as previous use, and are used along side word processing packages. As has been said in the introduction, these programs have often been designed for those who find typing difficult with the aim of speeding up text input.

Word processors are regarded as ‘standard’ software packages to facilitate writing. They will often be incorporated in ‘office’ packages, which offer better value by including other standard office software (spreadsheets, presentation software etc). Word processors allow a measure of control over work (e.g. note taking, essays) that a pen and paper cannot offer. The choice of the best word processor may depend on its built in facilities but is more likely to be influenced by the program available in your college, university or workplace.

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4 Organisations that provide assessments, individual advice or information

Assessments help you to find out what equipment is right for you. You may have come up with your own equipment solutions over time. However, your needs may change as you begin a new course or job. Assessors take into account the new learning environment and the equipment that is already available at your college/ university or workplace. Assessors also know about the most recent equipment available on the market so can give you good advice about new and changing technologies.

If you are in further education, your college may do an assessment for you or someone at college may be able to organise one for you. Most colleges have a member of staff who can advise disabled students. This person is often called the learning support co-ordinator or disability co-ordinator.

If you are in higher education and applying for Disabled Students’ Allowances, you will need to have an assessment done by an assessment centre. Your local education authority (LEA) or other funding body will tell you how to organise your assessment and where you can have it carried out.

If you are applying for a job, you will have an assessment for funding via Access to Work. Your local Jobcentre Plus will provide further details.

5 Paying for assessments and equipment

Most centres will make a charge for carrying out an assessment of your needs. You will also need to find the funding for your equipment unless it can be loaned to you. The following section looks at sources of official funding, funding from trusts and how

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you can borrow equipment if you do not want to buy your own.

Employment is covered under the Disability Discrimination Act Part 2 and Education under Part 4. All employers (except the armed forces) and all universities/colleges will be expected for example, to make reasonable adjustments and may have to provide additional assistive technology or support where this is reasonable. For more information about this and your college, university or employer’s responsibilities, see Skill’s information booklet Disability Discrimination Act 1995.

Official funding

At schoolIf you are between 16 and 19 and are attending school, your local education authority or social services department should assess what your educational needs are. If the assessment shows that you need assistive technology to help you with your studies, your school should provide it for you. However, often this equipment is available for use in the school but not for use in the home. The equipment will probably be loaned to you while you attend school.

In further educationColleges and other learning providers are expected to meet most of the equipment needs of all students (including those with disabilities) from their main budget. The Government has stated that if a college accepts a disabled student on a course, then the student can expect their disability-related needs to be met. In addition, the funding systems for further education in England, Wales, Scotland and Northern Ireland allow colleges to get extra funding to pay for any extra support that disabled students need.

The college will assess what your needs are and will meet those needs. This might be through providing you with assistive technology to use in college. However, normally the equipment

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remains the property of the college or learning provider and is often available for use only while you are in college and not for use at home. See Skill’s Information booklet Funding for disabled students in further education.

In higher education (HE)You may be eligible for the Disabled Students’ Allowances (DSAs), which are intended to help with the extra costs of studying that disabled people can face. The DSAs are available to full-time, part-time, postgraduate and open/distance learning students.

You apply for the DSAs through your funding body (Local Education Authority in England/Wales, Student Awards Agency for Scotland, SAAS, in Scotland or Education and Library Board in Northern Ireland). They will tell you whether or not you are eligible, how to arrange your needs assessment and what centres are nearest to your home or university. The cost of your assessment can be met out of your general DSA allowance. At your assessment you will have an opportunity to discuss your needs in HE with an assessor who will make appropriate recommendations for support which may include specialist equipment.

The assistive technology allowance can cover your needs up to a maximum amount over the whole course. The other expenditure allowance can also be used to top up the equipment allowance. See Skill information booklets Applying for Disabled Students’ Allowances, Postgraduate education and Opportunities in open or distance learning.

Work-based learningLearning and Skills Councils (LSCs) and Jobcentre Plus fund work-based learning courses such as Entry to Employment, Apprenticeships and New Deal. Either they or the work-based learning provider should provide you with any equipment you might need to take part in these programmes. For more guidance contact

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the Disability Employment Adviser (DEA) at the Jobcentre Plus or your local LSC.

In Scotland the equivalent organisation is called the Local Enterprise Company (LEC) and in Wales, ELWa (Education and Learning, Wales) funds work-based learning programmes.

LSCCheylesmore House, Quinton Road, Coventry, CV1 2WTHelpline: 0870 900 6800Fax: 024 7682 3675 Email info@lsc.gov.uk Website: www.lsc.gov.uk

LECScottish Enterprise 5 Atlantic Quay, 150 Broomielaw, Glasgow, G2 8LU Helpline: 0845 607 8787 in Scotland, 0141 228 2000 rest of the UKFax: 0141 221 3217 Email: network.helpline@scotent.co.uk

ELWaTo find your regional office address call 08456 088 066 or visit the ELWa website www.elwa.org.uk/elwaweb/portal.aspx

EmploymentYour local Jobcentre Plus can advise you about getting equipment to use in your workplace. The Access to Work scheme can provide equipment or alter existing equipment at work. This is available to disabled people in, or looking for, any type of work: full-time or part-time (over 8 hours per week), temporary or permanent and employed or self-employed. You do not need to be registered as disabled to get help through Access to Work. Contact the Disability Employment Adviser at your local jobcentre. See Skill

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information booklet Help for disabled people from Jobcentre Plus.

Jobcentre Plus SecretariatGround Floor, Steel City House, West Street, Sheffield. S1 2GQWebsite: www.jobcentreplus.gov.uk

Unofficial funding

If you cannot get any financial help through official sources to pay for equipment, you may be able to get help through trusts and charities, either local or national. There are some trusts in the UK which specifically try to help people with disabilities who are training or studying. The size of the grant varies. Unfortunately, there is no guarantee that you will be able to obtain funding from trusts. See Skill information booklet Funding from charitable trusts.

If you cannot find any alternative sources of funding, you may need to get help from an independent organisation. The alphabetical list of organisations below gives some suggestions who may be able to help you. Most of these organisations will charge for undertaking an assessment.

AbilityNetPO Box 94, Warwick, Warwickshire, CV34 5WSTel: 0800 269 545 (freephone)Text: 0800 269 545Fax: 01926 407 425Email: enquiries@abilitynet.org.ukWebsite: www.abilitynet.org.ukCharity advising on adaptive computer technology for people with disabilities.

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The ACE Centre Advisory Trust92 Windmill Road, Headington, Oxford, OX3 7DRTel: 01865 759 800Text: 01865 759 815Sales line: 01865 759 800Fax: 01865 759 810Email: info@ace-centre.org.ukWebsite: www.ace-centre.org.ukSupplies Software and Assessment for children with communication disabilities. Also provides training in Augmentative and Alternative Communication for anyone involved with these children.

Aidis TrustFirst Floor, 54 Commercial Street, London, E1 6LTTel: 0207 426 2130Fax: 020 7374 4794Email: info@aidis.orgWebsite: www.aidis.orgThe Aidis Trust provides specialised computer equipment to physically disabled people of all ages, to aid their communication.

British Computer Society Disability GroupAdministration Office, 1 Sanford Street, Swindon, WiltshireSN1 1HJTel: 01793 417 417Email: disability.grp@bcs.org.ukWebsite: www.disability.bcs.org.ukBCSDG encourages the computer industry to consider the needs of disabled people when new products are being developed. The group also runs a volunteer support scheme called the IT Can Help Network, which offers computer advice to disabled people at home. British Dyslexia Association (BDA)

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98 London Road, Reading, RG1 5AUTel: 0118 96 62 677Helpline: 0118 96 68 271Phoneline open: Monday to Thursday 10.00 - 12.30 and 2.00 - 4.30Fax: 0118 93 51 927Email: helpline@bdadyslexia.org.ukWebsite: www.bdadyslexia.org.ukThe BDA produces a range of leaflets that may be helpful to people with dyslexia including an adult information pack for further and higher education and a computing information pack.

CALL (Communication Aids for Language and Learning) CentreUniversity of Edinburgh, Paterson’s Land, Holyrood Road Edinburgh, EH8 8AQTel: 0131 651 6235/6Fax: 0131 651 6234Email: call.centre@ed.ac.ukWebsite: callcentre.education.ed.ac.ukThe CALL Centre provides services and carries out research and development projects across Scotland for people with severe communication disabilities, their families and people who work with them. It offers an information service and publications and has a limited assessment and support service.

Centre for Micro-Assisted Communication (CENMAC)Charlton School, Charlton Park Road, London, SE7 8JBTel: 020 8854 1019Fax: 020 8854 1143Email: mail@cenmac.comWebsite: www.cenmac.comCENMAC is a team of advisory teachers with backgrounds in special schools and mainstream inclusion. They work in the Greater London area, with children aged 3 to 19 who have a

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physical disability that prevents them communicating in writing. They are able to loan appropriate equipment and regularly review pupils’ changing needs updating equipment when necessary.

Communication Aids Centres (CACs)Communication Aid Centres can offer assessments, advice and training in the use of communication aids. There are a number of CACs around the country, usually found in hospitals. You should usually get a referral from your doctor, speech therapist or social worker if you have one.

Disabled Living Foundation380-384 Harrow Road, London, W9 2HUTel: 020 728 96 111Text: 020 7432 8009Helpline: 0845 130 9177Phone line open: Monday – Friday 10.00am - 4.00pmFax: 020 7266 2922Email: dlfinfo@dlf.org.ukWebsite: www.dlf.org.ukProvides specialist information and advice about equipment for disabled people. Can refer to local Disabled Living Centres. Visits for product demonstrations are possible when arranged in advance.

The Dyslexia InstitutePark House, Wick Road, Egham, Surrey, TW20 0HHTel: 01784 22 23 00Enquiries about assessments or teaching: 01784 417 300Fax: 01784 22 23 33Email: info@dyslexia-inst.org.ukWebsite: www.dyslexia-inst.org.ukThe Dyslexia Institute produces a wide range of information and practical guides for people with dyslexia, families and

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professionals. It offers an advice and information service, educational psychological assessment and teaching programmes for all ages.

Local authority services for partially sighted people Some local education authorities' services for partially sighted people may be able to help and advise people in further and higher education as well as those of school age.

Local authority services for people who are deaf or hard of hearingSome local authority services have a member of staff who works with people who are deaf or hard of hearing in further, higher or adult education.

Medical Engineering Research Unit8 Damson Way, Orchard Hill, Carshalton, Surrey, SM5 4NRTel: 020 8770 8286Fax: 020 8770 8398Email: info@meru.org.ukWebsite: www.meru.org.ukThe Medical Engineering Research Unit is run by volunteers who work on a part-time basis with the Unit’s technicians. They aim to help design and make equipment for disabled young people whose needs cannot be satisfied by commercially available equipment. Referrals can be made by anyone caring for a disabled child or young person, preferably in liaison with a qualified health professional. There is no charge to the young person.

National Network of Assessment Centres (NNAC)NNAC is a UK-wide network of specialist services that work together to facilitate access for disabled people to education, training, employment and personal development and undertake assessments of students entering HE for the purposes of DSA support.

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Email: broadbentco@btconnect.com or Lesley.Morrice@nottingham.ac.uk Website: www.nnac.org

Open University Disabled Students ServiceWalton Hall, Milton Keynes, MK7 6AATel: 01908 654 034Fax: 01908 652 213Email: Disabled-Student-Services@open.ac.uk Website: www.open.ac.uk/disabilityThe Office for Disabled Students Services can advise on study support and services such as alternative media, communications support and equipment loans. Support and services are offered at thirteen regional centres. Each centre has a Disability and Additional Requirements team who can provide advice on study support and equipment loans.

Papworth TrustThe Employment Team, Papworth Everard, Cambridge, CB3 8RGTel: 0800 183 2050Fax: 01480 830 781Email: info@papworth.org.ukWebsite: www.papworth.org.ukThe Papworth Trust provides a specialist assessment service to enable individuals to determine suitable careers. This will usually include advice on adaptations and aids, often for computers. They can also undertake assessments to support applications for the assistive technology allowance as part of the disabled students’ allowances.

Partially Sighted SocietyBox 322, Doncaster, DN1 2XATel: 01302 32 31 32Phone line open: 9.30am-12.30pm and 2pm to 5pm Monday to Friday

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Fax: 01302 368 998Email: doncaster@partsight.org.uk

RemapD9 Chaucer Business Park, Kemsing, KentTN15 9ADTel: 0845 1300456Fax: 0845 1300789Email: info@remap.org.ukWebsite: www.remap.org.uk Remap designs and manufactures, or adapts, equipment for disabled individuals that is not available commercially. This service is provided free of charge.

Royal National Institute for Deaf People (RNID)19-23 Featherstone Street, London, EC1Y 8SLTel: 0808 80 80 123 (freephone)Text: 0808 808 9000 (freephone)Phone line open: 9am to 5pm Monday to FridayFax: 020 7296 8001Email: informationline@rnid.org.ukWebsite: www.rnid.org.ukThe RNID produce a range of leaflets about how assistive technology can help people who are deaf or hard of hearing at home and in education.

Royal National Institute of the Blind (RNIB)105 Judd Street, London, WC1H 9NETel: 020 7388 1266Helpline: 0845 766 99 99Phoneline open: Monday –Friday 9am - 5pmFax: 020 7388 2034Email: helpline@rnib.org.ukWebsite: www.rnib.org.uk/pcetOffers specialist DSA assessments

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in study needs and access technology for blind and partially sighted people.

Sequal Trust3 Plowmans Corner, Wharf Road, Ellesmere Shropshire, SY12 0EJTel: 01691 624 222Fax: 01691 624 222Website: www.the-sequal-trust.org.ukSequal provides a skilled full-time assessor who will visit any disabled person requiring help and information regarding suitable communication equipment. The assessment will cover the range of equipment available and also advice about funding.

TechDis, Technology for Disabilities Information ServicesWebsite: www.techdis.ac.ukTechDis provides an on-line resource of up-to-date information about the technology available to assist people with disabilities. The database allows you to search by keywords, product or company / supplier. Part of the Techdis organisation is Web Accessibility Initiatives which provides guidelines on making websites more accessible. Visit www.w3.org/WAI

6 Alternatives to buying equipment

You can sometimes borrow assistive technology while you are studying or working. Your college, university, education authority or education department may lend you equipment. Some of the organisations listed above may be able to loan or donate equipment to you.

The following organisations may assist you to borrow equipment. (contact details in section five).

· Aidis Trust 28

· CALL Centre · CENMAC · Local authority services· Medical Engineering Research Unit · Open University disabled students service · Remap Great Britain · Royal National Institute of the Blind (RNIB) · Sequal Trust

7 Information for professionals or people doing research

If you work with students or workers who need assistive technology or you are researching new technologies, the following organisations and publications can provide you with up-to-date information about what is available.

British Educational Communications and Technology Agency (BECTA)Millburn Hill Road, Science Park, Coventry, CV4 7JJTel: 024 764 16 994Fax: 024 7641 1418Email: becta@becta.org.ukWebsite: www.becta.org.ukPromotes the use of IT in education and learning and evaluates the potential of new and emerging technology.

Dayan, Ginette15 North Avenue, South Shields, Tyne and Wear, NE34 6BBTel: 0191 456 0898Ginette Dayan has produced the publication: Clearing the Way - the dyslexia and technology pocket book. Dis-Forum

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Email: Jiscmail@jiscmail.ac.ukWebsite: www.jiscmail.ac.uk/lists/dis-forumAn e-mail forum mainly designed for people working with disabled students, such as disability co-ordinators. To join send a message to jiscmail@jiscmail.ac.uk. Leave the subject field blank and type: join disforum [first name] [last name]. You can also join, view previous messages and send a message from the website: www.jiscmail.ac.uk/lists/dis-forum/

Visual Impairment Centre for Teaching and Research (VICTOR)University of Birmingham, School of Education, Edgbaston, Birmingham, B15 2TTTel: 0121 414 6733Fax: 0121 414 4865Email: victar-enquiries@bham.ac.ukWebsite: www.education.bham.ac.uk/research/victar

See also the following organisations and their publications (contact details in section five):· Ability Net · ACE Centre · British Computer Society Disability Group · British Dyslexia Association· CALL Centre · Dyslexia Institute · NNAC· RNIB

Updated December 2005

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