Improving the Academic Inclusion of a Student with Special Needs at University Bordeaux
John J. Kelway, Anke M. Brock, Pascal Guitton, Aurélie Millet, Yasushi Nakata · 2018 · Proceedings of the 20th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS '18) · doi:10.1145/3234695.3241482
Summary
This experience report describes a collaborative effort between accessibility researchers, student support services (PHASE), and a motor and speech-disabled student (YN) at the University of Bordeaux to improve his academic participation. YN, over 60 years old, acquired a severe motor and speech impairment from an accident 30 years after completing his initial education. He is a non-native French speaker who communicates using a low-tech paper keyboard — an A4 sheet with letters, numbers, and common phrases that he points to with a marker pen. His arm movements are slow, imprecise, and sometimes painful, making both this communication method and standard computer keyboard use extremely difficult. The team conducted a needs assessment focused on communication and assessment in academic contexts, then performed a person-technology match evaluating several assistive technologies: a Tobii EyeX eye tracker with OptiKey on-screen keyboard, a standard keyboard with a 3D-printed keyguard, a trackball, and a touchpad. Each was tested for typing speed and pointing accuracy.
Key findings
Eye tracking initially seemed the most promising solution but proved impractical because YN's left eye closes involuntarily and he has difficulty keeping his head still, degrading calibration accuracy. The most effective solution was a combination of 3D-printed assistive devices: a keyguard (rigid keyboard cover that prevents accidental key presses), a tilted keyboard stand, and a mobile armrest that slides on a felt base. Together these nearly doubled YN's typing speed compared to a standard keyboard alone — though maximum speed was still approximately 40 characters per minute versus 200 CPM for non-disabled typists. The 3D-printed keyguard cost a fraction of commercial keyguards (which range from 100-700 euros) and was shared on Thingiverse for others to print. The keyboard stand was iteratively designed after observing that YN types with a fully extended middle finger, making flat keyguard access difficult. The mobile armrest addressed fatigue from lifting his hand to reach upper keyboard rows. For pointing, the trackball significantly outperformed both the standard mouse and touchpad, as YN could manipulate it with his entire hand without the pointer shifting during clicks. The paper also notes that simple OS accessibility settings (pointer sensitivity, double-click delay, desktop shortcuts) were unknown to the student and support staff.
Relevance
This paper demonstrates the practical value of collaboration between accessibility researchers and university disability services — a relationship that is uncommon but increasingly necessary as more students with disabilities enter higher education. The case study illustrates several important principles: the person-technology match must involve the user as an active participant; the most technically sophisticated solution (eye tracking) is not always the best fit; and low-cost 3D printing can produce effective, personalized assistive devices that commercial products cannot match for individual needs. The iterative design process — observing how YN actually types, then adapting the keyguard and stand accordingly — exemplifies user-centered assistive technology development. The finding that both the student and support staff were unaware of built-in OS accessibility features highlights a systemic gap in assistive technology knowledge at universities, suggesting that even basic awareness training could improve outcomes for students with disabilities.
Tags: 3D printing · assistive technology · text entry · motor disability · higher education · DIY assistive technology · keyguard · inclusive education