Author Archives: chris.bugaj

Moving the Screen to Follow the Mouse Accessibility Feature of ChromeOS

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The “Move Screen Continuously as Mouse Moves” option within the Full-Screen Magnifier feature of ChromeOS on a Chromebook is particularly beneficial for users of screen magnification to navigate more effectively. When enabled, it automatically moves the magnified area in the direction of the mouse cursor, creating a seamless and more intuitive navigation experience. This dynamic movement allows users to explore different parts of the screen without needing to constantly adjust the magnified area manually.

To access this feature, open the Settings on the ChromeOS device. Navigate to the ‘Advanced’ section and select ‘Accessibility.’ From there, choose ‘Manage Accessibility Features.’ Under the ‘Display and Magnification’ section, find the option for the Full-Screen Magnifier. Enable it, and then toggle on the ‘Move Screen Continuously as Mouse Moves’ feature. This unlocks a smoother and more accessible user interface, catering to those who use magnification to interact with their device effectively.Screenshot of the Display and Magnification Full-Screen Magnifier Feature

Art Is For Everyone at Kenneth Culbert Elementary School

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Addison Bender is the Art teacher at Kenneth Culbert Elementary School. He works to create opportunities for learners with all different types of abilities to express themselves through art using various assistive technologies. Examples include paint brushes made from pool noodles, duct tape, and old mop heads, various handles affixed to molded melted crayons, and much, much, more. Mr. Bender shares some of his ideas in the video Art Is For Everyone. In what ways can you make art more accessible to every learner?

The National Educational Technology Plan of 2024

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The U.S. Department of Education recently released the 2024 National Educational Technology Plan (NETP): A Call to Action for Closing the Digital Access, Design and Use Divides. It provides a vision for how the consideration and implementation of educational technology can transform teaching and learning to provide increased opportunities and access to all learners. The plan features numerous examples of how educators have adopted Universal Design for Learning and accessibility as an integral part of instruction, assessment, and culture to the benefit of each learner they support.

New Federal Guidance Regarding Assistive Technology

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The Office of Special Education Programs (OSEP) and the Office of Educational Technology have recently released a set of guidance documents specific to Assistive Technology (AT). These resources, available at https://sites.ed.gov/idea/idea-files/at-guidance, are designed to promote the understanding and implementation of Assistive Technology in educational settings. The guidance documents delve into the nuances of consideration and implementation of assistive technology in a format that uses facts to dispel common myths and misconceptions. Enjoy reviewing these documents to clarify your own understanding of Assistive Technology and consider sharing this resource with other educators, families, and members of the community.

Swipe to Type Using the Onscreen Keyboard on a Chromebook

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For some learners, it might be faster and easier to enter text into a keyboard by gliding over the keys rather than lifting and dropping a finger. Learners can access the Swipe to Type feature of the onscreen keyboard on a Chromebook to glide to type. To access the on screen keyboard use the following steps:

  1. Sign in to the Chromebook.
  2. At the bottom right, select the time.
  3. Select Settings  and then Accessibility.
  4. Under “Keyboard and text input,” turn on On-screen keyboard.

The keyboard will then appear on the screen. Then use the following steps

  1. Select the location where you want to type.
  2. Slide a finger or stylus across the letters of the word you want to type.
  3. Lift the finger or stylus when you finish the word. The space key does not need to be selected when a word is completed. Lifting the finger or stylus will automatically add a space.

Happy typing!

Inverting Colors on a Chromebook

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Color inversion is a feature in the Display and Magnification Accessibility section of ChromeOS, designed to enhance the visual experience for users. This feature flips the colors of the display, turning light backgrounds to dark and dark text to light. It’s particularly beneficial for those with certain vision impairments, like light sensitivity or low vision, as it reduces glare and increases contrast, making it easier to read text and view images. Moreover, color inversion can be a boon for users working in low-light conditions or for prolonged periods, as it can reduce eye strain and improve overall comfort.

The feature is not just limited to aiding those with visual impairments. It also appeals to anyone preferring a darker interface for aesthetic or practical reasons. For instance, it’s ideal for users who find traditional bright screens disruptive in dark environments, such as individuals using the Chromebook at night. Additionally, some users simply find inverted colors less harsh, which can be helpful during extended use. ChromeOS’s color inversion feature exemplifies the operating system’s commitment to accessibility and user comfort, catering to a diverse range of needs and preferences.

To enable this feature click on the time located at the bottom-right corner of the screen to open the system menu. Then, select the gear icon to open the Settings menu. In Settings, navigate to the “Advanced” section and then click on “Accessibility.” Here, find the “Display and magnification” options. Within this menu, look for the “Color inversion” option and toggle it on.Screenshot of the Color Inversion Feature

Lovettsville Elementary School’s Unity Squad Become Communication Partner Peers

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Learners at Lovettsville Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by Specialized Instructional Facilitator – Assistive Technology, John Millar, and supported by an ensemble of other educators, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it means to be a supportive communication partner to their peers who are using the application to help them learn language. What follows are actual quotes from those who participated:

“It must be really hard if you can’t communicate with words. This helped the kids use THEIR voice. One day they’ll be better at talking, but for now, these devices really help them.” – Mario, 5th Grade

A man standing in front of student seated in chairs at a kidney table. The man is holding an iPad with an AAC application on it.

Mr. Millar demonstrates the Language Acquisition Through Motor Planning: Words For Life app

“I thought it was really fun. I had a great experience with the kids. I felt like it was good for someone in their school to be able to help them. I think they felt like they were happy to have older kids hang out with them.” – Mario, 5th Grade

A fifth grade student sitting next to a younger students both with communication devices

Communication partners explore language on AAC together.

If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Communication Partner Buddies at Elaine Thompson Elementary School

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October was National Augmentative/Alternative Communication Month. In recognition and celebration, learners at Elaine Thompson Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist, Hannah Schroyer, and supported by an ensemble of other educators including resource teacher, Emily Davis, and Specialized Instructional Facilitator – Assistive Technology, Joyce Sharp, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. What follows are actual quotes from those who participated:

The hands of two students touching an iPad with an AAC app on it

Learners work together to explore words on AAC

“I’ve never experienced this type of technology, but it was fun to learn it because I wanted to communicate more with my friends. I’ve had a lot of chances to use it. I liked how if you tapped on one thing like ‘work,’ it would bring you to this other screen with multiple words on it like ‘job’ or ‘hammer.'” -Ishanvi

Four learners collaborating at a table while using iPads with an AAC application.

Students explore how words are organized and where to find them to communicate a message to their peers.

“I loved the concept of giving every single student a voice, especially ones that aren’t able to speak. I can’t wait to further do this. I really liked how we learned and how you guys taught us like how you went into a very deep description of everything we needed to do. I loved all of the ‘who can do this the fastest’ type of stuff to get muscle memory going.” -Delilah

five students sitting at a table each with an iPad exploring the AAC

Students learn how to be awesome communication partners

“It was fun, but it was kind of difficult to see where everything was. It helped me learn a bunch about [my classmate] and how he would use the iPad to speak. My favorite part was learning where everything was so it would be easier for me to talk to [my classmate].” -Gabby

If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

My Overall SETDA Panel Experience

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Shaelyn and her dog Ivory in front of a sign that read SETDA Leadership, Technology, Innovation, Learning

Shaelyn and her dog at the SETDA event.

This post is written by guest author, Shaelyn Wheeler, a high school student in Loudoun County Public Schools.

My name is Shaelyn Wheeler. I am a high school student in Loudoun County Public Schools. I was offered an opportunity to be in a Student’s Voices panel for the State Educational Technology Directors Association (SETDA)’s Ed Forum by John Millar, my Specialized Instructional Facilitator – Assistive Technology. This invitation was for me to be interviewed by Chris Bugaj, the Assistive Technology Specialist. Mr. Bugaj happened to be my Assistive Technology Facilitator when I was just two years old and participating in Early Childhood Special Education in Loudoun County, VA. He was also the person who helped my team select my first speech device.

I was actually out of town in Ohio for 2 weeks training with my service dog when we got the email from John Millar, asking if I wanted to come. Of course, I said yes! Participating in this event would allow me to express myself and give me the opportunity to show people why assistive technology is so important. 

Shaelyn, her Golden Retriever, and Chris

Shaelyn, Ivory, & Chris at the SETDA event.

I was accompanied by my parents and my service dog, Ivory, for the event which was held in Arlington, VA. I was interviewed and asked specific questions related to my personal experiences with assistive technology and how Loudoun County Public Schools has helped me, as well as what LCPS could do better. I discussed my experiences, my wins and my hardships dealing with using a communication device. At the panel, I shared the difference between getting used to my old speech application LAMP:Words for Life and my current application Proloquo4Text. LAMP:WFL primarily uses pictures. Over the years, I found myself primarily using the keyboard feature of LAMP:WFL and not the pictures. Therefore, we considered something more specifically designed to produce text. Proloquo4text helps me communicate quickly by supporting my use of text

I thought the questions were challenging but by answering them, I was able to show others how I persevered. Chris Bugaj provided us with the panel questions ahead of time which allowed me to type my responses and store them in my communication device for use at the event. Typing out my responses obviously takes more time than it does for people to just speak, so preparing them ahead of time was very helpful. Mr. Bugaj did add onto those questions during the interview which allowed me to type out additional responses on the fly. I enjoyed the audience being able to ask questions they had, make any comments, and share their appreciation. I wasn’t nervous at all being in front of a lot of people in the conference room. It felt very natural talking to Mr. Bugaj up on the stage. 

I’m truly grateful I was nominated for this event. I can’t thank Mr. Millar enough for choosing me. It was such a great opportunity to participate and it is an experience that I am hopeful I can use later in life.

Shaelyn and Chris on stage

Shaelyn & Chris on stage at the SETDA event