Spring 2003

Computer Training Prepares Blind Students to Compete in Job Market

“We teach our students to become problem-solvers,” says Paul Richardson, Instructor, Adult Computer Education (ACE).  “Problem-solvers are valuable assets that employers want to hire.  I am working to get my students to think more broadly, so when they get on another system or another computer they won’t be stymied because it isn’t what they are used to.”

The Seattle Lighthouse offers two computer-training programs for working-age blind adults.  ACE, the first course, focuses on general computer knowledge, specific assistive technologies and an introduction to resume writing and job interviews.  The second program, Service Office Systems (SOS), builds upon the first, dealing more specifically with customer service skills and the computer applications used in that field.

These courses are offered in conjunction with the Washington State Department of Services for the Blind (DSB).  Typically, vocational counselors refer students to the Lighthouse.  DSB also covers tuition costs for eligible participants.

“You go through the Lighthouse courses once,” continues Paul.  “It is not a return-to-training program.  You will know enough when you graduate that you should be able to keep up with any changes in technology.  Everyone using technology needs to be flexible, sight-impaired or not.  Although, it certainly may be more difficult for people who are sight-impaired.”

ACE/SOS courses are offered in five-week modules.  Eighty-five percent  mastery of competencies is required before moving on to the next class.  Designed specifically for adults who are blind and visually impaired, this training emphasizes computer and assistive technology skills needed to gain employment.

“We teach students to use what they know, and use the resources they have available to not only solve problems but to anticipate problems and solutions,” Paul adds.  “Sighted people who are applying for jobs are going to use all of the advantages they have at their disposal.  We need to teach our students how to teach themselves so they can be competitive in the marketplace.”  Paul points out that sighted computer users pick up large amounts of information and knowledge by merely noticing things casually.  “A sight-impaired person needs to be much more proactive.  Our students need to learn how to find that information.”

Paul says that modeling problem solving behavior is an essential aspect of teaching blind computer students effectively.  “I am sight-impaired and I use assistive technology,” he explains.  “When I am solving a problem, I call attention to it and show the students how I work through it.  If I make a mistake, I show them the mistake I made and we talk about how I’m going to avoid it in the future.  Or, I might try something based on an idea I have.  Maybe it doesn’t work.  Then we can look at reasons why it didn’t work.”

Students entering Lighthouse computer training programs do not need prior computer experience.  The process begins with an evaluation that places students at the appropriate point in the continuum of classes.  Instruction ranges from basic keyboarding through use of standard Microsoft applications such as Word, Outlook, Internet Explorer, Access and Excel.

“You don’t want to be the person on the job who is always having a computer problem and always needing help,” says Paul. “We want to train people to be not only competent in dealing with problems as they come up, but to be self-sufficient in anticipating problems before they happen and taking the necessary steps in advance. Those are the kinds of people who get hired.”

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