Getting Connected

Transcript

Getting Connected A guide to assist older people to use communication technology ACH Group ACH Group is dedicated to creating opportunities for older people to thrive. We believe growing older is akin to turning a new page and with it comes a sense of great anticipation and optimism. Our focus on innovation and services that respond to changing needs reflects our desire to shift the way the community thinks about older people. ACH Group’s 1700 specialist staff and hundreds of volunteers share our belief that older people should be valued and respected, connected to their communities and in control of their lives. This mindset drives our every action to empower older people, to support them to lead a good life and continue to make a contribution to family, community and society. For more information about ACH Group services, please call 08 8349 3515. © 2012 ACH Group All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the copyright owner. Whilst every effort has been made to ensure the accuracy of this guide, the author cannot accept or assume any responsibility or legal liability for its use, including liability for negligence, for errors or oversights in the information provided. The project team was Lenore de la Perrelle, Senior Manager of the Dementia Learning and Development Unit, ACH Group, and Project Officer, Anne Heard. Produced and printed in South Australia. 2 ACH Group | Getting Connected Contents Introduction 3 A. Preparation for learning 1. Pre-learning assessment 2. Choice of technology 3. Preparing the learning environment 4. Adapting technology - Computer 5. Adapting technology - Telephone 6. Setting up a Gmail account 7 7 7 9 10 12 14 B. Strategies for teaching technology 1. Principles 2. Communication – clear and simple 3. Verbal and visual prompts 4. Establish consistent routines 5. Practise, practise, practise 15 15 15 15 17 17 C. More information? 19     ACH Group | Getting Connected 3 Introduction A good life for older people involves remaining connected to family and community, being in control of our lives, respected and valued by those around us and continuing to make a contribution to family, community and society. Everyone can learn. We must find the ways to modify the tasks to promote learning and ease of use of technology! Remaining connected through the use of communication technology is one way to support older people to live a good life. Many older people already use communication technology to keep in touch with friends and family, to remain connected to interest groups, and in their volunteer and working roles. What older people say about why they want to get connected Other older people are fascinated by the technology available and see their children and grandchildren using technology as part of their everyday lives. Many are interested in and able to learn to use emails, computers and mobile telephones but want a process that goes at their speed. Many family members would like to be able to keep in contact with their relatives by using communication technology, and to provide a new way to send information and reminders about appointments or activities. This guide is designed to support older people to learn how to use communication technology and to guide family members and volunteers who wish to teach these skills. It is not directed at learning to use computer programs and applications generally but the same principles can apply. 4 ACH Group | Getting Connected This guide has been produced from the learning of the ‘Getting Connected’ project, in which volunteers worked with people with memory loss to familiarise them with computers to send email, and with mobile phones to call and send text messages. Being able to get in touch with family members in case of illness, changed plans or for news on the family is really important to older people. —— “It’s good to have regular updates on the family and see recent photos because they change so much.” (Edith, aged 87). —— “If there is a change of plans, you can still be in touch, reading an email is sometimes better than just a phone message.” (Joe, aged 90). With many families and friends spread interstate or overseas, it becomes harder to keep in contact and letter writing is not as regular as it once was. —— “The grandchildren don’t write letters anymore, so an email from them is a new way to be in touch.” (Joan, aged 78). Some couples want to be able to keep in touch with each other when they go out shopping or for a walk, in case of accident or for safety. —— “My husband likes to go out for a walk and I never know how long he is going to be. If I can ring him on the mobile phone, I can let him know if I need to go out or find out if he’s ok or how long he’ll be.” (Andrea, aged 79). Some family members want to be able to use text messages to remind relatives about appointments, to check on how they are or if they need anything at the shops. —— “Mum does not hear well so talking on the telephone is difficult. If she could read a text message and reply, I know that would help her to be more independent and I would worry less.” (Theresa, aged 59). Keeping connected with family and friends allows older people to: —— maintain relationships, independence and safety —— feel more secure and less vulnerable —— experience a sense of achievement, learning new skills and mastering the use of technology for a useful purpose. Who can learn to use technology and who can teach? Most older people who are interested can learn to use communication technology. People with memory loss, disability or sensory impairments can learn. What is needed is a desire to learn, a reason for devoting some time to the task and a trusting relationship with a person who will teach them. Some people will become independent in the use of the technology after a period of learning, while others will need ongoing support, refresher training or problem solving support. them to stay connected through the use of technology. What we need to do is to be able to modify the task to focus on the key aspects required and to provide a safe learning environment for practising and mastering the task. This is a guide for teaching new technology to older people, many of whom may experience memory loss, sensory impairments or problems with manual dexterity. It provides a step by step process of preparing and teaching older people to use mobile telephones and emails. Examples are given on modifying the technology and providing various prompts to aid memory. Please note: This guide is not focused on using the internet. There are a range of issues to consider if a person wants to learn to access sites on the internet, including costs, privacy, security, illegal uses and what may be inappropriate advice. For further information and advice, please contact the Australian Communication Consumer Action Network on www. accan.org.au, or the Telecommunication Ombudsman on www.tio.com.au. Your ideas and feedback are welcome additions to this guide. Please send them via the email system to the ACH Group Dementia Learning and Development Unit at [email protected] or via the web page www.ach.org.au. Anyone can teach the use of technology if they are able to create a good learning environment and relationship and have the ability to understand the older person’s perspective. Partners, family members, friends and volunteers can all support good lives for older people by helping ACH Group | Getting Connected 5 Are you interested in Getting Connected? Are you an older person who is interested in learning to use email, a mobile phone or speed dials on a new phone to get connected to family, friends and interest groups? This guide will help you and the person you choose to teach you to make sure it goes at your pace and is suited to your needs. The person to teach you can be a family member or friend, a volunteer at the local library or community centre, or a volunteer organised through local services. The main qualification for the job is that the person will go at your pace, make the equipment easy for you to use and break the learning down into manageable steps which are easy for you to remember. 6 ACH Group | Getting Connected Are you interested in using communications technology to keep in touch with an older family member or friend? This guide will help you to teach your relative or friend how to use email, or a mobile phone to call and send text messages. The main considerations are how to interest your relative or friend in using the technology, choosing easy to use equipment, and knowing how to make it simple, successful and related to keeping in touch. You will need to get to know the person’s needs and abilities, go at their pace and become familiar with the technology they have or will use. A. Preparation for learning 1. Pre-learning assessment 1. Pre-learning assessment 2. Choice of technology 3. Preparing the learning environment 4. Adapting technology – computer 5. Adapting technology – telephone 6. Setting up a Gmail account Before commencing it is important for the teacher and the learner to: —— get to know each other —— clarify the expectations of the learning so as to agree on realistic goals —— consider any relevant health issues, especially the potential impact of memory loss, sensory impairments and coordination difficulties on potential learning outcomes —— assess each other’s current knowledge, skills, strengths and deficits in relation to the use of the preferred technology —— assess the suitability of the technology to be used and organise more appropriate equipment if necessary —— become familiar with the functions of the equipment which you will be using —— consider the working space —— discuss the best time of day, length and frequency of sessions, duration of the program. For the teacher, this pre-learning assessment might involve: —— access to existing information about the learner’s health, interests and specific needs —— discussion between you, the learner and/or their family member —— observation of communication skills, levels of concentration and understanding during the initial home visit —— checking for the dominant side (right or left handedness) —— asking the learner to show you their equipment and tell you or ‘demonstrate’ their current knowledge and skills in using it —— deciding on changes to equipment, purchasing new equipment or organising access to the internet if necessary —— agreeing on: >> your level of involvement and commitment to the teaching (i.e. length and frequency of sessions, duration of program) >> learning goals >> date for review of progress and goals. ACH Group | Getting Connected 7 2. Choice of technology The success of your program may be influenced by the appropriateness of the technology which the older person is using. There is a diverse range of assistive technology available to promote ease of access and accommodate various physical and learning impairments. Here are some examples: Mobile phone —— Mobile phone models with simple, easy to use features, such as: >> large, easy to read numbers on the screen and buttons >> large, easy to push buttons >> one touch dial keys for frequently used numbers >> voice announcements which read out your numbers as you dial them >> extra loud ring tones >> basic hearing aid functionality >> SOS emergency key to automatically dial up, pre-programmed family/ friends’ numbers, as well as sending an SOS text message >> minimal functions – simple operating procedures >> simple, clearly written instruction manual with text and visual prompts. 8 ACH Group | Getting Connected Computer —— Trackball mouse >> an alternative to the standard mouse >> shape dictated by the natural shape of the hand – the bending points and most comfortable position >> reduces stress and fatigue of the fingers, hand, wrist, arm and shoulder >> stationary, economical of space. >> some models can suit left or right handed preferences. —— Large screen >> accommodates maximised font and screen display size >> reduces eye fatigue —— Big keys keyboard. >> large easy to read keys >> minimises hitting wrong keys >> available in QWERTY and ABC formats – participants with typing skills may adapt more easily to a QWERTY format —— laptop boards —— ergonomic mouse pads with wrist rest —— keyboard wrist support. 3. Preparing the learning environment Good posture for sitting at the computer It is important to organise the learning environment to: —— facilitate comfort —— minimise distractions —— reduce eye strain and muscle fatigue —— provide ease of access to the equipment. The working space needs to be: —— quiet (e.g. turn off the TV, radio) —— free of clutter and visual distractions: >> a clear and unpatterned desk or tabletop >> provides contrast to the equipment and help the person to locate it easily and focus on it. —— well lit to: >> minimise reflections and glare on the screen >> provide enough light for the task. —— comfortable: >> chair at appropriate height and with good lumbar support >> easy access to the desk/table >> computer keyboard, mouse and monitor positioned for comfort of use and easy access to: —— minimise eye strain —— facilitate good posture —— reduce muscle fatigue >> use of wrist supports for keyboard and mouse. Bad posture for sitting at the computer The teacher needs to sit on the dominant side of the learner. Posture pictures with permission from www.ergonomics-info.com/posture-pictures.html ACH Group | Getting Connected 9 4. Adapting technology – Computer a. b. c. d. Accessibility options Slowing speed of mouse Shortcut keys Maximising size of font and symbols on screen e. Highlighting email icon f. Simplifying screen display g. Highlighting common functions with large print labels and familiar language. Please note: The instructions below are as a guide only, relevant for Microsoft Windows XP operating system. There are a number of different operating systems. You will need to become familiar with the system which you will be using. Information for your specific systems can be accessed through their Help and Support panel or the Internet. a. Accessibility options Most operating systems have developed a number of features which help people with visual, hearing, physical or literacy difficulties access their computer easily. To access these features: —— click on the Start button —— click on Control Panel —— double-click on Accessibility Options. OR —— click on the Start button —— choose All Programs and then Accessories —— double-click on Accessibility Options. 10 ACH Group | Getting Connected These adaptations include: —— increasing the size of the scroll bar, window border and desktop icon —— a screen magnifier —— high contrast colour schemes on the monitor —— size and colour of the mouse cursor —— pointer speed and blink rate —— text-to speech playback voice with the ability to play back printed text as spoken words —— caption displays or visual alerts for speech and sounds —— on screen keyboard —— sticky-keys for people who have difficulty holding down two or more keys at a time —— filter-keys adjust the keyboard response so that inadvertently repeated keystrokes are ignored —— toggle keys for people who have vision impairment or cognitive difficulties —— mouse keys which allow you to use the numeric keypad to control the movement of the mouse pointer —— serial keys for people who have difficulty using the computer’s standard keyboard or mouse —— spelling, grammar and word completion facilities. b. Slowing speed of mouse This is a really helpful option when learning so that the cursor does not get lost if the mouse use is not smooth to start with. —— Click on the Start button. Windows displays the Start menu. —— Click on Control Panel. —— Double-click on the Mouse applet. The Mouse Properties dialog box appears —— Choose the Pointer Options tab. —— Adjust the Pointer Speed setting so it is more toward the slow (left) side. —— Click on OK. c. Shortcut keys d. Maximising size of font and symbols Shortcut keys help provide an easier and usually quicker method of navigating and using computer software programs. Using these shortcuts simplifies processes and makes teaching easier by reducing the number of steps which need to be remembered. Shortcut keys are commonly accessed by using the Alt, Ctrl, or Shift in conjunction with a single letter. To enlarge the font size: —— click on the Start button. Windows displays the Start menu —— choose Settings from the Start menu. Windows displays the Settings submenu —— click on Control Panel. Windows displays the Control Panel —— click on Appearance and Themes. The Display Properties dialog box appears —— click on Display —— click on Font size. Scroll down to Extra Large Fonts —— click on OK. OR —— highlight the text (Ctrl+A – press and hold down the Ctrl key while pressing A) —— press and hold down the Ctrl key while pressing the key with the right bracket that looks like this ]. Every time you press these two keys together (Ctrl+ ]), the text will get larger (to make the text smaller, press Ctrl and the left bracket [ ). OR —— If you have a mouse with a scroll wheel, many programs allow you to increase and decrease the size of on-screen text and graphics simply by pressing Ctrl while scrolling up and down. Shortcut keys Alt + F Alt + E F1 Ctrl + A Ctrl + X Shift + Del Ctrl + C Ctrl + Ins Ctrl + V Shift + Ins Home Ctrl + Home End Ctrl + End Shift + Home Shift + End Ctrl + Left arrow Ctrl + Right arrow Description File menu options in current program Edit options in current program Universal Help in almost every Windows program Select all text Cut selected item Cut selected item Copy selected item Copy selected item Paste Paste Goes to beginning of current line Goes to beginning of document Goes to end of current line Goes to end of document Highlights from current position to beginning of line Highlights from current position to end of line Moves one word to the left at a time Moves one word to the right at a time e. Highlighting email icon Enlarging the icon and moving it to the centre of the screen will make it more accessible for the learner. Creating a familiar symbol for the icon can also make it more easily identified. 1. To enlarge the icon: —— click on the Start button. Windows displays the Start menu —— click on Control Panel —— click on Appearance and Themes —— click on the Display icon. The Display Properties dialog box appears ACH Group | Getting Connected 11 —— click on Appearance. Click on Effects click on the Use large icons box —— click on Ok. 2. Moving the icon —— Left click on the icon and hold the mouse button down as you drag the icon to the preferred position. 3. Creating a familiar name for the email icon To rename the desktop icon: —— right-click the icon that you want to rename —— click Rename —— type the name that you want to appear under the icon, e.g. email or mail . OR —— you can also rename an icon by slowly clicking the name twice and then typing the new name. f. Simplifying screen display You can declutter the computer screen to make the email icon more easily identifiable, by removing unused desktop icons. To remove unused desktop icons: —— click Start, click Control Panel, click Appearance and Themes, and then click Display —— on the Desktop tab, click Customize Desktop —— under Desktop cleanup, click Clean Desktop Now —— follow the directions in the Desktop Cleanup Wizard >> The Desktop Cleanup Wizard displays a list of the desktop icons that have not been used for 60 days or more, enabling you to remove those icons that you don’t want on your desktop. You can retrieve icons you have removed by opening the Unused Desktop Shortcuts folder on your desktop. 12 ACH Group | Getting Connected OR —— you can remove an individual desktop icon by right-clicking the icon and then clicking Delete. g. Highlighting common functions with large print labels and familiar language (See B3: Verbal and visual prompts) 5. Adapting technology – telephone Features: a. Speed dial for frequently called numbers b. Adjusting incoming ring tone and volume c. Setting up Emergency Dial SOS function d. Setting up hands free speaker function e. Organising event reminders Prompts: a. Labelling keys with large numbers and symbols b. Highlighting key function buttons Mobile phones vary greatly in their appearance and functions. You will need to become familiar with the various features of the phone being used by the learner. The following adaptations can make mobile phones more accessible and beneficial for older people. Features Mobile phones will vary in the instructions for these functions. a. Speed dial for frequently called numbers Speed dial reduces the amount of information the caller needs to remember and simplifies communication. Mobiles have the ability to store several commonly called numbers in a speed dial format so that the user can dial the number with the press of one key only. You can only add numbers that are in the phone’s Phone Book. c. Setting up Emergency Dial SOS function Some phones now have an SOS button or switch* on the back to activate an Emergency function. Unlike home monitoring systems, this function will work away from the home provided the phone has coverage. You can pre-program several mobile phone numbers of trusted people. This can be done through the Settings or Phonebook field on the Menu depending on the phone model being used. b. Adjusting incoming ring tone and volume A ringtone can be chosen which is easily recognisable by the older person. It may be: —— different from other family members and land line phones —— an old fashioned tone which might be more familiar to the person —— personalised, e.g. ‘Mary, answer your mobile phone!’ These ring tone options can be accessed on some phones through the Settings field on the Menu. It can be helpful to extend the duration of the ring tone to give the older person longer to locate the phone and answer it. Alternatively phone companies provide a specific code to be entered into the phone to change the length of the ring before the call is diverted to Voicemail. Increasing the volume of the ringtone can cater for people who have a hearing impairment or are slow to respond. This can be adjusted through the Settings field on the Menu of some phones but you will need to check the pathway for this function for the specific mobile phone you are using. When the button is pressed: —— the emergency numbers are called simultaneously —— a preset text message e.g ‘Emergency! Please call me!’ is sent to each of the emergency numbers —— an alarm sounds —— the hands free (speaker phone) mode on the phone is enabled. If none of the emergency numbers answer the SOS call, the phone remains in emergency mode for one hour, during which the alarm sounds, calls are automatically received and the Hands free function operates. If no numbers are preset in the phone, or there is no SIM card 000 will be called. *Models with a switch function initiate a call to the first programmed number and a pre-programmed text message to the remaining numbers. ACH Group | Getting Connected 13 d. Setting up hands free speaker function The hands free speaker function allows you to speak and listen to other people whilst on a phone call without needing to hold the phone. This can be activated at the time of answering or making a call, or pre-programmed through Settings field on the Menu so that all calls are automatically presented in hands free mode. e. Organising event reminders You can set up the phone so that it gives reminders of birthdays, anniversaries and other events. This can be organised through the Settings, Calendar or Organiser field on the Menu depending on the phone model being used. This can be a good prompt for people with early memory loss, provided practice is given in recognising the alarm and checking the screen display. Prompts a. Labelling keys with large numbers and symbols Mobile phones with large keys, and large numbers and familiar symbols on the keys (e.g. )) are preferable for people with memory loss, manual dexterity or visual impairment issues. Where the mobile phone has smaller numbers and symbols, the use of labels with enlarged text can be helpful. b. Highlighting key function buttons Most modern phone keypads have a multitude of function keys, many of which an older person may have no use for. This array of keys can be overwhelming and confusing, especially for people with memory loss. The keypad can be simplified by highlighting the major function keys to draw attention to them and make them more easily recognisable. This can be done with stickers, dymo labels, coloured nail polish or a paint pen. 14 ACH Group | Getting Connected Navigation key: —— Paint pen arrows. —— Nail polish on OK button. 6. Setting up a Gmail account Gmail is a free webmail provided by Google. It provides all the necessities for reading, composing and organising emails. Instructions: —— Enter the URL www.gmail.com OR use the search bar on Google and search ‘gmail’. —— Click the Create an account link as seen in the below image. —— Follow the prompts. B. Strategies for teaching technology 1. Principles 2. Communication- clear and simple 3. Verbal and visual prompts 4. Establish consistent routines 5. Practise, practise, practise! 1. Principles The Montessori approach to teaching offers some guiding principles and strategies which can be helpful in supporting older people to learn technology. —— Focus on skills and strengths rather than deficits. —— Progress from the simple to the complex. —— Break down the learning into small manageable steps and practise one step at a time. —— Encourage confidence. —— Establish clear and consistent routines e.g. in each session: >> state the goal for the session >> review learning from previous session >> introduce new learning >> review complete sequence of steps to date >> suggest a practice routine leading to the next session. —— Minimise risk of failure and maximise chance of success by: >> getting to know your learner’s strengths, weaknesses and tolerance levels >> setting realistic goals for each session >> being flexible to accommodate your learner’s mood and alertness on the day. You may need to: —— adjust the pace of the session —— spend more time practising previous learning —— abandon plans to introduce new learning. 2. Communication – clear and simple —— Gain attention, use learner’s name. —— Talk less, demonstrate more. —— Use real life parallels whenever possible, e.g.: >> When describing the “To:” box on an email screen, show the front of an envelope that has been addressed >> When opening an email Inbox , compare it to going to the mailbox to collect mail >> The cursor on the screen is like a finger pointer. —— Match your speed to their speed; SLOW DOWN. —— Provide prompts and reminders (see section 3: Verbal and visual prompts). —— Break tasks down into small, achievable steps. —— Demonstrate steps, one at a time. —— Check for understanding. —— ALLOW TIME. —— Repeat instructions in the same way each time. —— Cue – prompt action with touch, pointing. —— Provide discreet assistance and reassurance when needed. —— Acknowledge successes, however small. 3. Verbal and visual prompts Older people may not be familiar with the names of equipment and various functions, or may have difficulty reading the words and numbers on the keys. People with memory loss can become easily overwhelmed and confused with the complexity of a keypad or keyboard. Verbal and visual prompts can assist with learning of language and functions. ACH Group | Getting Connected 15 a. Place labels and stickers on computer/phone —— Identify equipment (e.g. monitor, mouse, keyboard). —— Enlarge numbers or letters. —— Draw attention to important function keys (e.g. mark the @ key with brightly coloured nail polish, or a sticker for quick identification when typing in email addresses). —— Describe functions in more familiar terms (e.g. Shift = Capitals). —— Instructions written left to right, not vertically. Example Prompt cards To make a call 1. Type in phone number 2. Press ) to ring 3. Press ) to end call To call someone on your Contact list – 1. Press under Contacts 2. Scroll down ê to highlight number. The background will become white. 3. Press ) to ring c. Screen dumps Step-by-step instructions can be presented in a variety of ways. b. Prompt cards —— Use large font (sentence case) sans serif. —— Use symbols which match the equipment. —— Use pictures to show steps. Example Pictures Click left mouse button 16 ACH Group | Getting Connected A screen dump is a ‘snapshot’ of the computer screen. It’s also known as a ‘screenshot’ or ‘screen capture’. The screen dump can be used as the template for an instruction sheet. To make a screen dump: —— press and hold down Ctrl key while pressing Print Scrn key —— click on File and then Save as. Save image in appropriate folder. To make an instruction sheet using a screen dump template: —— open a new Word document —— insert a text box (click on Insert and then Text Box) —— open the screen dump —— use Paste or Ctrl+V to paste the template into the text box on your page. It will allow you to resize the image and move it around —— type steps into clearly visible text boxes. Use colour and arrows to illustrate steps. Example —— suggest a practice routine leading to the next session (e.g. email, call or text each other, family members or friends). Examples To open Gmail It can also be confusing when different words or steps are given from one session to the next. Move arrow to point to Gmail. It will change to a hand shape I. To compose a new message Type in the person’s address here Type in subject here Type your message here 4. Establish consistent routines Older people and particularly those with memory loss can be confused and overwhelmed when they don’t know what to expect. It is helpful to establish a routine for each session e.g. at each session: —— state the goal for the session —— review learning from previous session (prompt steps, have person demonstrate mastery) —— introduce new learning (demonstrate steps, offer practice) —— review complete sequence of steps to date Give consistent instructions and steps e.g. ‘Right hand on the mouse’. ‘Press this button first’. If the person does not seem to understand what you have said, consider whether you had gained their attention before speaking, have spoken too quickly or have given too many steps at once. Repeat the same instructions slowly, step by step, allowing time for a response after each step. 5. Practise, practise, practise! Older people, especially those with memory loss may take longer to absorb new information and to recall previous learning. Repetition of steps is essential to reinforce new learning. —— Provide opportunities for practicedemonstrate step and then ‘Now you ….’ using consistent language. —— Start each new session with a review of the learning in the previous session. Show the steps. Ask the participant to demonstrate what they are able to recall. —— Acknowledge small successes. —— Finish each session with a review of the steps learnt. —— Provide opportunities for practice between sessions: >> leave step-by-step instructions to practise each day >> mobile phone – ring or text seeking a response >> computer – email seeking a reply. ACH Group | Getting Connected 17 Final words Older people can learn to use new technology, with appropriate equipment and support. As well as keeping the person connected with family and friends, the learning of these new skills can lead to a sense of achievement and awe. ‘I was amazed once I got going. It fascinated me. The ability to type and send emails and the family bounced them back to me. It’s so wonderfully useful. Communicating in a way I’ve never done before. It’s opened up a new world to me.’ Helen, 92 18 ACH Group | Getting Connected Family members and friends can have peace of mind when their relative is able to keep in touch via mobile phone or email. ‘It’s reassuring to know that if anything happens to him or me that he can be contacted.’ Pam, wife of Frank, 71. It is hoped that this guide will encourage and support older people to learn how to use communication technology to stay connected. C. More Information? 1. Adaptive technology 2. Computer courses for seniors (e.g. large keys keyboards, large mouse devices, simple to use mobile phones) Local council, library or community centre Council on the Ageing (COTA) for purchase of a large number, simple to use mobile phone Tel: (08) 8232 0422 or 1800 182 324 Web: http://www.cota.org.au Independent Living Centre for information and display of a range of adaptive technology Tel: 1300 885 886 Web: http://www.disability.sa.gov.au Australian Seniors Computer Clubs Association Tel: (02) 9286 3871 Web: http://www.ascca.org.au Broadband for Seniors Web: http://www.ala.asn.au/broadband-forseniors Seniors Information Service Tel: (08) 8168 8776 or 1800 636 368 Web: http://www.seniors.asn.au Novita Tech for information, display and purchase of a range of adaptive technology Tel: 1300 855 585 Web: http://www.novitatech.org.au University of the Third Age Online (U3A Online) Tel: (08) 8359 3307 Web: http://u3aonline.org.au Royal Society for the Blind for display, information, and purchase of a range of adaptive technology Tel: (08) 8232 4777 Web: http://www.rsb.org.au 3. Internet access Technical Aid to the Disabled SA for design, construction or modification of equipment not readily available, to suit individual needs Tel: 1300 663 243 or (08) 8261 2922 Web: http://www.tadsa.org.au ONE Seniors for discount home Internet access for seniors and training via Internet Kiosks hosted by various organisations Tel: 133 011 Web: http://www.oneseniors.com.au 4. Complaints, advocacy for information and advocacy on issues relating to the use of communication technology Australian Communication Consumer Action Network Web: http://www.accan.org.au Telecommunications Ombudsman Web: http://www.tio.com.au ACH Group | Getting Connected 19 ACH Group 22 Henley Beach Road Mile End SA 5031 Tel: (08) 8159 3600 Fax: (08) 8159 3777 [email protected] www.ach.org.au Aged Care & Housing Group Inc. ABN 99 437 071 895 May 2012