In this manual, references to DARS now refer to TWC. The manual includes both links to public content and links to content available only to staff.
Teach scanning with a system scanner using the following steps.
- Review the previous lesson (The Word Processor).
- Provide instruction on how to operate a scanner that is attached to a computer and uses assistive optical character recognition (OCR) software.
- Explain the relationship between the speech component of the scanning software and the screen reader.
- Practice customizing the speech output in the scanning software.
- Explore the scanning functions within the assistive software including
- scanning a document and reading by word, line, and paragraph;
- scanning in the background; and
- advanced reading and scanning options.
- Practice editing a document including
- saving an edited file, and
- importing and exporting documents.
- Provide instruction on modifying and setting the screen magnification options in the assistive software.
Measure the following during scanner training.
- The consumer can control speech output and understands how the scanner and screen reader work together—Yes or No.
- The consumer can select different scanning options within the assistive software, scan documents, and save files in different formats—Yes
- The consumer can use the arrow keys to read scanned documents by word, line, and paragraph—Yes or No.
- The consumer can edit scanned material and save it to a folder, removable storage device, or disc—Yes or No.
- The consumer can set the screen magnification options—Yes or No.
Teach scanning with a stand-alone scanner using the following steps.
Provide instruction on
- Using the control panel or keypad on the scanner including.
- practice using the scanning and reading functions of the keypad; and
- practice setting the voice controls including speed, pitch, rate, and voice.
- Provide instruction on how to retrieve files and save files to a folder, removable storage device, or disc.
Measure the following during stand-alone scanner training.
- The consumer can read through scanned text (by word, line, and paragraph) using the keypad—Yes or No.
- The consumer can save scanned text as a file to a folder, removable storage device, or disc—Yes or No.
- The consumer can retrieve and read files from a folder, removable storage device, or disc —Yes or No.
Teach braille embossing using the following steps.
- Provide instruction on installing and getting oriented to the braille embosser.
- Provide practice loading paper into the embosser and choosing the single- or double-sided mode.
- Provide instruction on setting the top of the form.
- Provide instruction on operating the keypad or control panel on the embosser.
- Provide instruction on the uses of braille translation software.
- Provide practice translating a document into braille.
- Explore the pull-down menus.
- Provide instruction on editing a document before printing including
- importing a document,
- editing the text version, and
- editing the braille version.
- Provide instruction on formatting and embossing a document including
- formatting a document using codes and styles,
- choosing uncontracted (Grade 1) or contracted (Grade 2) braille,
- translating and embossing a braille document, and
- using shortcuts to emboss documents.
Measure the following during braille embossing training.
- The consumer can use the keypad, control panel, and other switches on the front panel to program the braille embosser—Yes or No.
- The consumer can load a text document, and format and edit it for braille embossing—Yes or No.
- The consumer can emboss a correctly formatted document in contracted (Grade 2) braille—Yes or No.