What Is Accessible Tech?

Stage: Year 7-9 / KS3 (Ages 11-14) Time: 1-1.5 hours Subjects: PSHE, Design & Technology, Computing Board: SPOKE (either version)

Learning Objectives

• Understand the basic principles of accessible and adaptive technology

• Experience how a single switch can replace a standard control

• Use the SPOKE Mapping Tool to configure a touch sensor as a keyboard or mouse input

• Build empathy for users who rely on adaptive interfaces, and begin thinking critically about inclusive design

Overview

Pupils discuss what accessible technology means and see real-world examples, then experience it directly: they build a single large touch "switch" using the SPOKE board, then use the SPOKE Mapping Tool to configure that sensor as a real keyboard key or mouse click — no manual coding required. They try completing a simple task using only that one switch, in place of a keyboard, mouse, or game controller.

Materials Needed

• SPOKE board

• Computer with Chrome, Edge, or Opera (needed for the Mapping Tool's Web MIDI and file-saving features)

• SPOKE Mapping Tool: tom-vulpes.github.io/SpokeWebMidi/mapping.html

• A simple one-button-compatible browser game or activity

• Crocodile clips

• Large conductive touch plates (foil-covered card works well)

Instructions

1. Discuss as a class: what does "accessible technology" mean? Share real-world examples (switch-adapted toys, eye-gaze devices, one-button games)

2. Explain that a SPOKE sensor pad can be extended into one large switch using a foil-covered touch plate

3. Build one or two large touch switches, each connected to a SPOKE sensor pad

4. Open the SPOKE Mapping Tool and connect the board — if it's been configured before, use "Reset Board to Default Mapping" first

5. Configure the switch's pin: choose HID mode and assign it to a single key (e.g. Space) or a mouse click, matching the task pupils will try

6. Save the configuration directly to the board, so the switch now behaves as a real keyboard or mouse input

7. Try completing a simple task — a one-button browser game, or clicking through a simple activity — using only the large switch

8. Discuss as a class: what was easy or difficult about using just one input? How did the choice of key or click affect it?

9. In small groups, sketch an idea for an accessible device, including which input mode (key, shortcut, or mouse click) would suit a specific real need

Teacher Tips

• The Mapping Tool needs Chrome, Edge, or Opera — other browsers can't auto-detect pins or save the configuration to the board

• If pupils aren't sure whether a board has been configured before, resetting to default mapping first makes pin detection reliable

• Different tasks call for different modes — a Space key suits many simple browser games, while a mouse click suits point-and-click interfaces

• Approach the discussion with sensitivity — invite pupils to share experiences respectfully, and don't assume nobody in the room is personally affected

• A guest speaker with lived experience of assistive technology, if available, adds significant value to this session

Extension Ideas

• Follow up with the KS4/KS5 Accessibility Controller build project, where pupils design a full bespoke device

• Use the Mapping Tool to try a keyboard shortcut (e.g. copy/paste) on a pin and discuss more advanced accessibility scenarios

• Compare HID mode with MIDI mode in the Mapping Tool and discuss when each would suit an assistive device

• Research an existing assistive technology product and present how it works

This lesson uses the SPOKE Mapping Tool at tom-vulpes.github.io/SpokeWebMidi/mapping.html, which lets pupils configure a sensor's behaviour and save the generated code straight to the board without writing any code by hand.