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Student develops technology and self-advocacy skills while learning about her visual needs


Dulcie using her camera

Figure 1: Dulcie using her camera independently

Dulcie is an 11 year old girl who is in Year 6 at her local school.

While learning to use her laptop and digital camera, Dulcie, with the support of Jacqueline Killip her Resource Teacher Vision, created a Powerpoint which explained her eye condition and her visual needs.

Dulcie has Achromatopsia and her Powerpoint has provided her with a tool for self-advocacy.  Figure 1 shows Dulcie using her camera independently.

Features and settings

Using headings, bullet points, inserting photos, clip art and layout

Figure 2: Using headings, bullet points, inserting photos, clip art and layout

Dulcie has learned how to produce a PowerPoint and through this also how to use a wider selection of features from Microsoft Word including; font styles, copying and pasting, bullet points, headings, formatting text and inserting clip art and photos to documents.

Figure 2 shows a slide using headings, bullet points, inserting photos, clip art and layout.

Elevating books to take a photo

Figure 3 Dulcie elevated the books when she took the photo

Dulcie has also learnt how to use a variety of settings on her camera, experimenting with the composition of photos including backgrounds and positioning of her resources.

Dulcie then downloaded the photos to her laptop and inserted them into a document/slide.

In figure 3 Dulcie elevated the books when she took the photo.

Dulcie was able to identify what supports she needs now and will need in the future and created slides outlining these.

Figure 4 is a list of supports for visual access and figure 5 is what else helps Dulcie on a daily basis.

List of supports for visual access

Figure 4: List of supports for visual access

What else helps Dulcie on a daily basis

Figure 5: What else helps Dulcie on a daily basis







Dulcie using the TypeFaster programme

Figure 6: Dulcie using the accessible version of the TypeFaster programme

Prerequisite skills

Dulcie had been learning to touch type using the typing programmes Type Faster and Typing Tournament.

In figure 6 Dulcie is using the accessible version of the TypeFaster programme.

She had learned how to take photos of her curriculum work on the whiteboard and to scroll across and down the photo to access the information.

Photos of Dulcie's Math work

Figure 7: Dulcie’s photos of her Math work

Figure 7 shows Dulcie’s photos of her Maths work.

Dulcie used research skills to collect information about her eye condition. Jacqueline explained the function of the rods and cones in the eye and leading on from this the effect Achromatopsia has on vision.

Possible next steps

  1. Building up Touch Typing speed
  2. Bound hard copy of the PowerPoint presentation produced
  3. Adding voice over to a PowerPoint presentation
  4. Movie- making using the camera which has High Definition Video capability
  5. Presentation of her PowerPoint to her current classmates to encourage self-advocacy for her visual needs- Dulcie has now presented twice. Initially with the support of her Resource Teacher Vision and reading the PowerPoint and secondly by herself and talking to it while adding in further examples of her visual needs.
  6. Presentation  of her PowerPoint to an unfamiliar group of students and adults when she transitions to Intermediate school in 2013.

Teaching methods and strategies

  • Scheduled withdrawal time to practice Touch Typing.
  • Independent exploration of Power Point features- transitions, slide design, animations, inserts, text boxes.
  • Inquiry learning approach – Dulcie set the questions about Achromatopsia that she wanted to research and what each slide should show.
  • Presentation and speech skills taught and practiced.
  • Modelling photography skills.

Learning adaptations

  • Enlarged icons to enable Dulcie to see her options in both Word and Power Point.
  • High contrast white background set to provide a better contrast for Dulcie as she does not see colours.
  • Large, black mouse pointer set.
  • TypeFaster and Typing Tournament programmes were loaded onto Dulcie’s laptop. She was able to practice her typing skills at home.
  • Enlargement of Internet site information using the zoom feature on the laptop.


The need for further assistive technology to support Dulcie’s visual needs became apparent when she moved to the senior area of the school and the quantity of written work increased.  During an extensive equipment trial period Dulcie used a laptop and digital camera to access and produce her work.  She needed at least basic skills to use both independently.

After an initial discussion of what our Learning Intention was the teaching progression was student led and skills were taught in the order they were required.

The final product and the presentation of her PowerPoint represented the success of the intended learning outcome.

Learning Resources

Useful Links

More information

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