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SENnet: Special Educa0onal Needs Network
sennet.eun.org is a community dedicated to the use of technology to improve learning for students with SEN SENnet ac0vi0es: • Research: finding and sharing good
prac0ce, e.g. video clips • Digital learning resources: improving
access and discoverability • Teacher educa0on: online ‘learning
episodes’ • Peer networking: study visits
Aim, objec+ves Aim:
To introduce key ideas in designing technology-‐supported learning ac0vi0es for students with special needs in mainstream classes
Objec0ves: • Understand ‘special needs’ • Learn about Universal Design for Learning • Discover useful resources for the inclusive classroom • Make video and digital learning resources accessible
Accessibility issues
Accessibility for whom? “Special needs students’ are not well defined interna0onally but usually cover those for whom a special learning need has been formally iden0fied because they are mentally, physically or emo0onally disadvantaged ” OECD
Trend to integrate students with SEN into mainstream schools and close special schools
How many?
In England, the largest categories in schools are: • Moderate learning difficulty • Behaviour, emo0onal and social difficul0es
• Speech, language and communica0ons needs A much smaller propor0on of pupils have: • Au0sm spectrum disorders • Physical disabili0es • Visual or hearing impairments
Does equity maWer?
2006 UN Conven0on on the Rights of Persons with Disabili0es
– Provide accessible informa0on to persons with disabili0es – Design, develop, produce and distribute accessible ICT’
Standards bodies: – WCAG 2.0 Guidelines. Web content must be perceivable,
operable, understandable and robust It’s easy and there are addi0onal benefits, e.g. for:
– School (cer0fica0on) – All learners
SEN and inclusion “Inclusive educa0on does not mean making SEN pupils par0cipate or aWend mainstream educa0on but transforming the educa0on system so that all students (with their differences) can exploit the educa0onal offers and opportuni0es regardless of their individual needs.”
Universal Design for Learning
• Designing for all: from pavements and kitchens… • …to digital learning • www.youtube.com/watch?v=bDvKnY0g6e4 • Do we do it ins0nc0vely as teachers?
Name Defini+on Access Mode Human sensory perceptual system or cogni0ve faculty through which a
person may process or perceive informa0on.
Vocabulary Auditory, colour, tac0le, textOnImage, textual, visual
Adapta+on Media Type
Term iden0fying a media type commonly used to aggregate accessibility modali0es or func0onali0es as media.
Vocabulary Braille, ChemML, Daisy, EPUB3, NIMAS , LaTex, LIT, MathML, Nemeth, OEBPS, PDF
Adapta+on Type Term describing an adapta0on type. Vocabulary alterna0veText, audioDescrip0on, cap0ons, e-‐book, hap0c, highContrast,
signLanguage, transcript, longDescrip0on, extendedAudioDescrip0on, visualRepresenta0on, sub0tlesFor Deaf, fullTranscrip0on
Control Flexibility Term describing an input method.
Vocabulary fullKeyboardControl, fullMouseControl, fullVoiceControl
Display Transformability
Term describing a characteris0c of a resource display that can be modified.
Vocabulary backgroundColour, cursorPresenta0on, fontFace, fontSize, fontWeight, foregroundColour, highlightPresenta0on, layout, leWerSpacing, lineHeight, structurePresenta0on, wordSpacing, fontColour, imageContrast
Educa+onal Complexity
Term describing a resource that is simplified or enriched rela0ve to another resource that presents the same intellectual content.
Vocabulary Simplified, enriched
Hazard Term describing a characteris0c of the described resource that must not be delivered to some users.
Vocabulary Flashing, mo0onSimula0on, sound
SENET-‐LRE
Metad
ata
Applica+
on Profile
Useful resources for learners with SEN
• European survey of SEN resources and repositories of SEN resources -‐ Posi0ve feedback
• Collected and registered in a Google database • Various ways to categorise resources • The registered records were transferred to
EUN’s Learning Resource Exchange (LRE). • 204 new 0tles are now in the LRE tagged with SENNET as
provider
Resources for learners with SEN (LRE)
Spanish, 38
Danish, 2
Dutch, 2
English, 79
Norwegian, 26
Portuguese, 54
Italian, 17
Turkish, 6
Estonian, 4
German, 31
Languages
The website www.chillola.com has a number of resources in various languages (English, German, French, Spanish, Italian) which help children to learn basic vocabulary. They see pictures associated with words, can listen to the correct pronuncia0on and can easily switch between languages to listen to the word in another language.
Video case study with observation of and interview with student with dyslexia and her teacher. The student demonstrates how she uses the IT-backpack. http://lreforschools.eun.org/web/guest/resource-details?resourceId=621757
It-‐rygsækken (Danish with English sub0tles)
http://lreforschools.eun.org/web/guest/resource-details?resourceId=626552
Doorway (in English)
Doorway Online is a collection of free learning activities originally developed with funding from Scottish Borders Council. The suite comprises highly accessible educational activities that learners will find easy to use independently. Each exercise has range of accessibility and difficulty options.
Accessibility for video: prac0cal considera0ons
• Belgium – Consumer tools: smartphone and MS MovieMaker – Permission, publishing – Fonts and contrast
• Italy – Professional equipment and tools – Scrip0ng
• Portugal – iPad and iRig mic adapter, Final Cut Pro – Get the scenes, light, sound right – Cap0oning tools (Amara, YouTube)
Cap0ons are easy! 1. Log on to YouTube 2. Choose a video you have uploaded 3. Use the cap0on tool 4. Share thre results!
Checklist ü UDL applied? ü Text: digital, sans serif, structured, bullets func0ons used,
language simple, contrast ü Video: cap0ons and transcript ü Presenta0on: 16 pt minimum, high contrast ü Web content: alterna0ve text to images
ü Built-‐in features of tools used, e.g. templates
Going further • Classroom ideas, advice: sennet.eun.org • Facebook: www.facebook.com/groups/SENnetwork/
Project ref. 518426-‐LLP-‐1-‐2011-‐1-‐BE-‐COMENIUS-‐CNW This project has been funded with support from the European Commission. This publica9on reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the
informa9on contained therein.