1997
Curriculum - Touch-typing: raising literacy
standards and much more…
Jean Cavanagh describes the success of a project to teach visually
impaired children to touch type.
Introduction
As a teacher of visually impaired children, I
recognise the importance for all pupils to acquire specific skills
such as touch typing to enable them to access the curriculum as
effectively as possible.
Throughout the years I have used a selection
of touch-typing schemes. These have tended to be on an individual
basis and depended on the motivation and available time of class
teachers/ support staff. Due to pressure of time it was difficult
for the visual impairment service (VIS) to monitor the progress of
individuals and to provide appropriate support. These understandable
limitations invariably led to a poor success rate.
I was introduced to the Touch-type Read and
Spell (TTRS) course by the head of the Greenwich Professional
Development Centre (PDC) and in November 1997 a pilot using the
programme began. The pilot involved attendance for one session a
week at the PDC between 4.15 - 5.15pm. None of the children
attending the pilot had previous touch-typing skills.
Suitability of the Touch-type Read and Spell
course for visually impaired children Since using the T-FRS course I
have become aware of the large number of advantages of it for
visually impaired children, which are:
- access for all visually impaired children
- a multi-sensory approach
- access through speech
- a choice of different font sizes
- a choice of background/font/indicating
finger colour
- immediate self-correction of errors and
feedback of results
- a clear graphical representation of score
- a planned programme
- instructions that can be repeated
- a focus of positive achievements
- ability to work at own pace.
As the children progressed through the course
I noticed specific improvements in the following areas:
- raised literacy skills
- improved listening skills
- ability to work independently
- improved motivation
- improved self-esteem
Criteria for selection
For the pilot all the children had to be
transported to the PDC by the parent/carer.
The parent/carer had to remain with their
child throughout the hour session and be committed to the pilot.
The children
All the children are in an integrated setting
and aged 8-10.
Aaron
- Retinal detachment right eye: no useful
vision
- Retinal detachment left eye: restricted
visual field
- High myopia
- A degree of photophobia
- A high achiever
- Difficulties interacting with other members
of the group ¯ Initially did not want to be singled out.
Chris
- Monocular vision
- Reduced visual acuity in dominant eye
- Night blindness: being investigated
- Low self-esteem
- Poor literacy skills
- Difficulties remaining on task
- Poor concentration
- Poor listening skills
- Easily frustrated
- Not prepared for delayed gratification
Robert
Ocular motor apraxia
Reduced visual acuity
Hypermetropia
- Pain in the area of the neck, possibly due
to an exaggerated compensatory head movement
- Difficulties remaining on task
- Poor concentration
- Easily frustrated
- Not prepared for delayed gratification
Toby O
- Anophthalmia
- A high achiever
Toby W
- Ptosis
- Nystagmus
- Strabismus
- Visual perception difficulties
- Dyspraxia
- Low self-esteem
- Easily frustrated
- Subject to fatigue due to dyspraxia
- Difficulties interacting with other members
of the group
- Poor concentration span
Progress
To date the children have attended 20 sessions
and due to the high level of commitment from both the children and
the parents/carers, they have made remarkable progress.
Initially the children required a high level
of adult input and experienced feelings of frustration as their
fingers struggled to hit the correct keys and then return to the
home keys. Some children felt they would never achieve success, but
slowly progress has been made and today the sessions could be
compared to an 'A' level study group! The children are all highly
motivated, working independently, developing their touch-typing
skills and are keen to achieve a high score.
Individual progress
Aaron
For the most part Aaron is able to use the
keyboard whilst looking at the screen and is developing accurate
finger skills. He now understands the value of attending the course
and does not feel awkward about being singled out from his peers.
Aaron consistently achieves 100% scores and is
highly motivated. His touch typing skills have transferred to both
the home and school environment. Aaron is beginning to socialise
with a child on a neighbouring computer.
Aaron comments:
I've learnt how to type properly and get fast.
Parent/carer's comments:
I am very happy with the progress Aaron has
made with his Touch-typing Read and Spell course. He is becoming
quite skilled at using the keyboard with accuracy of 100% without
looking at the keyboard. A valuable course.
Chris
During Chris's 19th touch- typing session he
finally achieved a 100% score. This was an amazing result for a
child who experiences difficulties with delayed gratification.
Throughout the sessions he has always been the first to arrive and
generally remains on task for 11/4 hours.
Chris's literacy skills have developed and due
to improved self-esteem he now offers support to other children in
his class with spelling difficulties. His listening skills have
improved noticeably during dictation. Feelings of frustration
related to fingering errors are beginning to be managed
appropriately and Chris is able to use his fingers correctly.
Touch-typing skills are now transferring to both the home and school
setting.
Chris's class teacher has noticed an
improvement with regard to concentration span and behaviour within
the classroom setting.
Chris comments: It's fun. My reading and
spelling have got better.
Parent/carer's comments: Christopher's
reading, writing and spelling have improved since he started the
course. Also he is now able to sit in one place and concentrate for
longer. Chris loves the course and looks forward to it every week.
Robert
Robert has missed a number of sessions due to
neck pain. This is being investigated and as a result his ability to
remain on task has been affected as he struggles to make himself
comfortable. An exaggerated compensatory head movement may be
contributing to his discomfort.
Robert is developing appropriate fingering and
is learning to cope with his frustrations when he uses the incorrect
key. He is very keen to achieve a 100% score, responds well to
praise and his listening skills have noticeably improved during
dictation.
Once Robert's physical difficulties have been
addressed I feel sure he will achieve his 100% score.
Robert comments: I have learnt spellings and
am getting better at touch-typing.
Parent/carer's comments: Robert enjoys coming
to computers, it has improved his concentration and his spelling. He
is trying very hard to achieve 100%. His head movement does not seem
as bad due to his concentration.
Toby 0
Toby has acquired a high level of independence
and confidence, only requiring adult input with complex words, new
fingering on the keyboard. He also needs to be told his final score.
Toby consistently scores 100% and as a result is highly motivated.
Expectations are high and Toby has' learnt that a score of less than
100% is perfectly acceptable. His listening skills have noticeably
improved and he is able to isolate sounds more effectively.
Difficulties with fingering at the start have
improved and Toby has developed the flexibility to move his fingers
appropriately and to return to the home keys. Touch-typing skills
have successfully transferred to the home setting.
Toby O comments: I can touch type now and I
get 100%. I like touch-typing.
Parent/carer's comments: Toby really looks
forward to attending the course and likes to aim for 100%. He gains
a great sense of achievement. The course has made him independent
and he is using the computer at home to do his homework and
independently to print out his work.
Toby W
Initially Toby experienced difficulties
remaining on task at the end of a long school day, due to general
fatigue and feelings of frustration. At first he struggled to
complete 2 levels but now he generally completes 8 at each session.
If Toby is feeling particularly tired, he has a walk around the room
between levels.
Toby is now highly motivated, has improved
self-esteem, concentration span and is able to work independently.
Dictation was not popular with Toby, but with developed listening
skills his scores have improved and recently he achieved 100%. He is
learning to manage his feelings of frustration when he feels
overtired. Toby has developed appropriate fingering and his
touch-typing skills have successfully transferred to the home
setting. He is beginning to socialise with a child on a neighbouring
computer.
Toby W comments: It has helped my fingers a
lot because I can write better.
Parent/Carer's comments: Toby is greatly
motivated by the instant feedback system on this typing course. He
is motivated to achieve high scores - even aiming for 100% at each
session. He has generally become 'au fait' with the use of a
wordprocessor.
The development of the touch-typing group
There have been a number of advantages arising
from the weekly sessions that have benefited all the individuals
involved.
For the children the opportunity to:
improve literacy skills
meet other visually impaired children
develop new friendships
discuss experiences
improve social skills
learn a skill that can be used in school to improve performance
improve self-esteem
have quality time with their parent/carer
increase computer efficiency and confidence
increase awareness of other visual impairments.
For the parent/carer the opportunity to:
- meet with other parents and liaise with
them
- spend quality time with their child and
share in their success
- observe their child in a classroom setting
working within a group
- discuss concerns with the visual impairment
teacher.
The weekly sessions have enabled the visual
impairment teacher to:
- develop an ongoing relationship with both
parent and child
- monitor individual children's progress
weekly
- develop a clearer picture of each
individual's needs within a classroom/group setting
- work in partnership with parents/carets
- discuss individual issues with
parents/caters
- provide information and suggestions and to
seek comment from a wider audience
- enjoy the successes of the individual
children.
Conclusion
Access to the Touch-type Read and Spell course
has enabled this small group of visually impaired children to
improve their literacy skills and to begin to develop touch- typing
skills that are being used both at home and within the classroom
setting.
Improved confidence and self-esteem has
contributed to a positive attitude in other areas of learning and is
making a good contribution to their attainment and progress.
This success story has only been possible due
to the generosity of Philip Alexandre who is the National Course
Director for the Touch-type Read and Spell course, the Greenwich PDC,
the amazing commitment and support from the parents/carets and the
total enthusiasm from the children themselves.
The project ended in July, but hopefully
additional funding will be forthcoming to enable the children to
complete the touch-typing course and to become competent keyboard
users. I envisage the course being available to all the visually
impaired children within the borough who would benefit from it.
Jean Cavanagh, Greenwich Visual Impairment Service
