• Resource Guide Home
• Legislation and Policies
  • What Laws Might Apply?
  • Other Employment Laws
  • Roles & Responsibilities
  • Resources: Legislation
• Identification of Accommodations
  • Workplace Assessment
  • Types of Accommodations
  • Implementation
  • Resources: Programs
  • Resources: Funding
• Motor Impairments
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Vision Impairments
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Communication Difficulties
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Cognitive Impairment
  • Getting Around
  • Communicating
  • Using a Computer
• Resources: Technical Assistance
• Research Findings

Module 6: Accommodations for Cognitive Impairments

Using a Computer

Many educators use computers to generate handouts, prepare lectures, and write reports. In addition, as discussed elsewhere, computer technology can assist with other tasks (e.g., electronic texts for reading). Using a computer involves being able to type or otherwise enter text, use a mouse or similar device, and read information from a computer screen.

An education with a cognitive disability may have difficulty remembering where files are stored, choosing menu commands in software applications, write documents that are free of spelling errors, and review text documents. Accommodation options may include:

Attention / Memory Difficulties

• Develop routines / habitual patterns for login, opening and saving files, and using applications.
• Customize standard toolbars / ribbons with other frequently used commands to provide a simplified list of commands.
• Use a keyboard with a alphabetical key arrangement if the teacher is not a touch typist.
  Hunt and peck typists may find that it is easier to locate letters on an alphabetically-arranged keyboard rather than a QWERTY keyboard.

Visual and Auditory Information Processing Difficulties

• Use low vision strategies for changing font size and color.
  Some people with visual processing difficulties find it easier to focus on text when it is presented in certain colors. Operating system colors can be adjusted - for example, for pre-Vista versions of Windows, adjust the accessibility options under the Control Panel. Larger font sizes and line spacing can help some individuals keep their place while reading. Change the font size in documents or the Zoom setting in some applications.
• Adjust lighting or use a glare screen to reduce monitor glare and related distractions.
  Visit assistivetech.net entries for glare screens.
  Visit assistivetech.net entries for screen magnifiers.
• Supplement visual information with auditory information (e.g., screen reading).
  Screen reading programs for people with cognitive disabilities read text while highlighting it for multi-modal presentation. The software is typically controlled with a mouse and with simplified menus.
• Supplement auditory multimedia information with visual information (e.g., captioning).

Literacy Difficulties

• Use technology that provides spelling and grammar cues.
  Spell checking and grammar checking programs may be helpful. Look for programs that display a short list of options and which provide clear explanations for changes.
• Use word prediction to provide spelling cues.
  Word prediction programs suggest words or phrases based on the first few letters of a word and its context. The correct option can be selected from a list, providing a spelling cue. However, some people find that it is more effort to scan through the list than to spell out the words. Teachers should use this technology selectively, just for words that they have difficulty spelling. Additional words (e.g., STEM terminology) can be added.
  Visit atwiki article on word prediction.
  Visit assistivetech.net entries for word prediction.
• Use voice input software.
  When sentences are dictated into a computer, users do not need to remember how to spell every word. This benefit, however, is balanced by a need for training on how to use the system and a need to focus on details such as misrecognized words. Additional words (e.g., STEM terminology) can be added to the system.
  Visit atwiki article on voice input systems.
• Supplement text with auditory information (e.g., screen reading).
  Screen reading programs for people with cognitive disabilities read text while highlighting it for multi-modal presentation. The software is typically controlled with a mouse and with simplified menus.