MODULES, KsiÄ…zki
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"Yes, they can!"Preparing Parents & Educators of Blind and Visually ImpairedIndividuals in the Field of Access Technology(Project EENAT Publication, 2000)Table of ContentsIntroduction (Lawrence F. Campbell)Preface (Krisztina Kov�cs)Module 1: Computer play for children who are severely visually impaired(Jenny Hammarlund)Module 2: General Information About the Use of Computers (AnneliesFeelders, Maria Noyons)Introduction1. Basic principles and ergonomics2. Visually impaired and blind pupils2.1 Visually impaired pupils2.2 Blind pupils3. Computer4. Special devicesAppendix 1: Eye diseases, main characteristics, and the effect on using the computerAppendix 2: Case study of a visually impaired childAppendix 3Module 3: Getting Started With Computer (Wanda Gonzurova)Visualy Impaired Individuals and ComputerDOS or WindowsDOS for BeginnersFirst Steps to Computer Using in PracticeWord Processors under DOSNational Environment SupportStarting the ProgramWorking AreaUseful SettingsBasic SkillsHelp SystemTerminating the ProgramUtility ProgramsFile ManagementVirus ProtectionArchivingOCRScreen Magnification SoftwareStarting with WindowsTalking and Braille Notetakers (by Branislav Mamojka)Several Words in ConclusionModule 4a: Windows Tutorial (Ludmila Ja�kov�, Zuzana Kubincov�)IntroductionWindows 95/98 with Jaws 3.3 for WindowsInitial SettingsWindows 95/98 EnvironmentUsing the My Computer WindowWorking With the Recycle BinFinding Files and Folders on Your ComputerCreating ShortcutsRemoving ShortcutsControl PanelHints improving communication between blind or visually impaired user and a computerwith Windows 9598 operating system .Experience From Real CoursesWord 97 with Jaws 3.3 for WindowsInitial SettingsThe Layout and Elements of the Word ScreenWorking With DocumentsEditing a documentFormatting a DocumentProofing and Printing a DocumentUsing Word HelpExperience from Real CoursesExcel 97 with Jaws 3.3 for WindowsInitial SettingsThe Layout and Elements of the Excel ScreenWorking with WorksheetsModifying a WorksheetPerforming CalculationsFormatting DataManaging WorkbooksPreparing A Workbook For PrintingProofing and Printing WorkbooksAdvanced FeaturesExperience from Real CoursesReferencesModule 4b: Screen ReadersIntroduction (by Branislav Mamojka)JAWS for Windows (by Branislav Mamojka)Window-Eyes (by Tam�s Babinszki)Wintalker (by Rastislav Sacek)Module 5: Internet: What It Is And How It Can Change Your Life(Karolina and Victor Tsaran)IntroductionWhat is the Internet and why Internet?What can we do on the Internet?How can we make use of all these goodies of the Internet?EmailDiscussion listsWWWSearch EnginesHow to access Internet?What if I use access technology and want to use Internet?CaviotsReferencesSearch enginesElectronic text librariesDiscussion list servicesEntertainmentNewsTeacher resourcesMiscellaneous resourcesModule 6: Design of Accessible Web Pages and Access to WWW usingInternet Explorer with JAWS for Windows (Martina Kobolkov�)IntroductionI. Basic ConceptsA. Internet TerminologyWWWWeb browserURLHTMLHTML DocumentHTTP, Web server, client and User agentB. JAWS for Windows 3.3PC cursor and JAWS cursorJFW SettingsII. Internet Explorer 5 with JAWS 3.3 for WindowsA. Recommended SettingsToolbarsB. Application WindowC. Opening PagesD. Navigating Pages in GeneralMoving within the Current PageMoving between Pages (Documents)Reading Text in ColumnsE. Navigating Pages in DetailFramesForms Mode of JAWSUsing ClipboardDownloading FilesPrinting DocumentsAssociated ProgramsIII. Accessibility to EveryoneA. Validation PossibilitiesBobby Approved 3.1IV. HTML and FrontPage Express with JAWS for WindowsA. About FrontPage EditorApplication windowB. Simple HTML elementsBodyData TablesAdding HyperLinksBackground SoundImages and videoPosting to the WebC. Advanced HTML elementsForms on Web PagesCascading Style SheetsWhat wasn't mentioned before?V. AppendixD. JFW 3.3 keystrokesE. IE 5 keyboard shortcutsF. FrontPage keyboard shortcutsG. Accessibilty guidelinesReferences and ResourcesModule 7: Resources (Vitas Purlys)CompanysWeb pages for teachers and parentsTactile Graphic at APH web pageIntroductionIt is a pleasure to present to you this new publication, which is a product of Project EENAT and to have an opporunity to place the development of this publication into the overall perspective of this regional technology network which has developed and grown over the past five years.Over the past decade it has become increasingly clear to all of us that developments in the field of information technology have, and will continue to have, profound impacts on the way we live and learn. For blind and visually impaired people, who have long struggled with the issue of "access to information", these developments represent both new challenges and new opportunities.In 1996, the Eastern European Network on Access Technology was created to address these challengens and to take advantage of new opportunities for blind and visually impaired persons within East and Central Europe and the Baltics.For the countries of East and Central Europe and the Baltics keeping pace with these new developments was, and continues to be, particularly important as the critical transition to a new "open market economy" is made. It is no secret that this market transition has had a particularly profound effect on blind and visually impaired persons as traditional employment options have closed. Therefore, it was obvious that if blind and visually impaired persons were going to compete in open market employment, new developments in information technology needed to be integrated into ongoing education, rehabilitation and employment training programs.As these developments became more apparent to education and rehabilitation personnel, each country began in its own way to make efforts to take advantage of the power of technology. However, there was little or no communication or coordination between these individual efforts. As a result, in 1996 it was common to find in one location that individuals had grappled with and solved a technical problem, while just a short distance away others were struggling with the same issue. We knew that if somehow people facing common challenges and shared goals could be brought together; collectively they could achieve a great deal more.This challenge coincided with the Overbrook School for the Blind's (Philadelphia, PA, USA) desire to build upon a network of individuals from East and Central Europe who had studied access technology at Overbrook's International Program and had returned to their countries with new ideas and an enthusiasm to share with others the liberating power of new technologies.We were most fortunate at this same time to discover that The Open Society Institute (Soros Foundation) was concerned about the needs of disabled persons in East and Central Europe and the Baltics. Two persons in particular, Elizabeth Lorant and Noah Simmons, had the foresight to see how technology could improve education and employment opportunties for blind and visually impaired persons and were willing to commit resources to develop a program through which The Open Society Institute and the Overbrook School for the Blind would reach out to the countries of East and Central Europe and the Baltics to create what has become the Eastern European Network on Access Technology for Blind and Visually Impaired Persons (Project EENAT)The goals of Project EENAT were quite simple and straightforward. We wanted to exploit the power of new technologies for the blind and visually impaired to expand education and employment opportunities in the region.The program was lauched in 1996 and initially included the Czech Republic, Hungary, Lithuania, Poland and the Slovak Republic. The program was guided by a Project Advisory Group consisting of two represenatives from each of the five countries involved along with representatives of the Overbrook School for the Blind.After collecting baseline data on the situation in each country the PAG established initial priorities, which included:1. increasing training opportunities at all levels,2. developing a mechanism to objectively assess existing technologies and3. developing a system for sharing ideas and information between the five countries in the region.Initially a great deal of attention was placed on national level training programs. As the impact of these programs was felt there was increasing awareness of the need to focus more attention on regional level training-of-trainer programs and on the development of appropriate training and public education materials. While the outcomes of the work of Project EENAT are the collective accomplishment of many individuals and organizations, the leadership roles assumed by Dr. Branislav Mamojka (Slovak Republic) in the area of training and evaluation and Mrs. Krisztina Kovacs (Hungary) in the area of materials development are truly exceptional.In 1999, Project EENAT was expanded to include Estonia, Latvia and Romania and has become a vital network of individuals and organizations who share a ...
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