Supporting inclusion introduction webinar march 5th 2012

Go to View > Header & Footer to edit October 19, 2011 | slide 1www.rsc-south-west.ac.uk RSCs – Stimulating and supporting innovation in learning

Supporting Inclusion with Technology

JISC RSC SW – Introduction to webinar seriesJulia Taylor RSC SW

April 9, 2023 | slide 2

JISC RSC SW

Advice and information for providers:

FE – ISC – ACL –WBL and HEI• Teaching & Learning• Staff Development• Strategy & Management• E-learning Technology• Learning resources• Accessibility & Inclusion

http://www.jiscrsc.ac.uk


March 6th – Accessible Infrastructure and resources– Make it easy to create accessible resources

March 13th – Support Staff Skills– Develop staff awareness, confidence and skills

March 20th – Encouraging Learner Independence– Provide basic assistive technology for everyone

March 27th – Encouraging Inclusive Practice– Self-Assessing and Monitoring good practice


March 6th – Accessible Infrastructure and resourcesAccessible e-Texts and Alternative Formats

March 13th – Support Staff SkillsStaff Development - Accessibility Essentials

March 20th – Encouraging Learner IndependenceAvailable Assistive Technology – OS MyStudyBar

March 27th – Monitoring Inclusive PracticeOASES Online self assessment tool

Inclusive Learning Practice

Session Aims: Understand how and why

Technology can help

Adding Rich media – captions, text alternatives, adding images, symbols, sound, prompts

Widening availability – personal and mobile devices

remote access – alternative formats and AT

Opening up infrastructure to open source and web

Why Use Technology?

Did you know? • 51% on facebook• 61% 16 year olds have a mobile phone with

internet access• Talking texting, browsing and reading on screen• More likely to play with mobiles that watch TV• Laptops, tablets replacing PC’s• More can send a text than find a phone number• Multi tasking talents

6

Why Use Technology?

Learners expectations Learners current skills Future skills requirements Innovative and interesting Supports differentiation Can be cost effective ‘Real-life’ learning opportunities Equality Act -

Guidance for FE Equality Act and SED

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any disadvantage that arises from their disability

Equality Act

More than Making Reasonable Adjustment

Treating a person less favourably because of their disability.

Ensure equal access to services for everyone.

Technology makes this easy so why not?


How can e-learning help?

VI learner doesn’t have a note-taker Learner with health issues can’t attend a lecture HI learner can’t join in group discussion work Learner can’t read the instruction text in class Autistic learner finds it hard to cope with last

minute changes MI learner wants participate in field trip

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Why Use Technology?

E-learning has the potential to support more inclusive teaching and learning practice

It can be flexibly delivered and widely available, the materials are highly portable, easy to store and lend themselves to adaptation and personalisation

This flexibility can help meet all learners needs

E-maturity model

1. “We don’t have many disabled learners – we deal with each as and when they register”

2. “Click here for a text only version – Contact us if you need enlarged print version”

3. “Do you have a disability?- Student support services can offer help”

4. “We have followed WCAG 2.0 Guidelines”

5. “Staff are trained to be flexible, creative and adaptable with e-learning approaches”

6. “Disabled learners have tested our systems and been consulted in developing our good practice”

E-maturity model

What do we mean by...

Disability

Inclusion

Equality

Support April 9, 2023 | slide 15

Disclosure

Not being exclusive

Of service Delivery

Independence

E-maturity model

E-Maturity Model

Student having difficulty taking notes

Create screen-readable revision notes or MP3

Create revision notes in MS OneNote (2007)

www.lexdis.org.uk


E-Maturity Model

Student having difficulty taking notes

Create screen-readable revision notes or MP3 Create revision notes in MS OneNote (2007)

www.lexdis.org.uk Note-taker or even Photocopying handouts

Publisher Look-up


Accessible Infrastructure

Using Technology – in and out of the classroom

Windows Accessibility - Ease of Access Adding Multi-media to enhance learning Providing Alternative Formats Using web-based resources Open source software Accessible Devices

Accessible Infrastructure

Ease of Access Centre– Magnifier– Narrator– On-Screen Keyboard– Speech Recognition

Tablet deviceTap & swiping

Zoom &Pinch

Voice Over

Toggling

Communication Through ICT

Oakwood Court College

October 19, 2011 | slide 12

What Happens In the Classroom


Voicethread

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What Happens Outside the Classroom

http://voicethread.com/#q.b8878.i69787

What Happens Outside the Classroom

LexDisOpen University

Supporting Staff Skills

ELS - Enhancement of Learner Support Programme

ITQ in Accessible Technology

Informal CPD JORUM


Xerte

User Preferences Colour Scheme Screen Size Text Font and Size Text to Speech Keyboard Accessible

(Tab - - Space keys)


Creating Accessible Resources – Xerte

Typing

Browsing

Multi –media content

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Creating Accessible Materials

TechDis - Accessible Word, PDF,’s PPT’s Doc’s


Encouraging learner independence

Increase Confidence

Explore solutions

Familiarise Staff

Good Practice


Making Software AvailableEduAppsAccessApps, Learn & TeachAppsOpen Source Assistive SoftwarePortable on a memory StickNon licensedPersonalisedFree

Encouraging Learner Independence

Planning and organisation– Mind Mapping, reminders and prompts

Reading & Writing– Background, overlay and text Colour Preferences– Reading masks and guides– Word Prediction– Talking Dictionary, Text-to-Speech, MP3– Magnification and visual support

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How can e-learning help?

Autistic learner finds it hard to cope with last minute changes

Learner with health issues can’t attend a lecture VI learner doesn’t have a note-taker HI learner can’t join in group work Learner can’t read the instruction text in class MI learner wants participate in field trip

Focus supporting resources

Lecture notes on VLE v Note-takers at lectures Accessible Formats v Scanning books Open Source v Licensed assistive software Force Disclosure v Support learners discretely

Any learner can have equal access without:

dependence / permission / disclosure


How can technology help?

Preparing to teach not respond inclusively Flexible curriculum and course design

Technology supports:

Remote access, alternative formats, mobile devices, participatory field trips, recorded practical activities, multi-faceted online conversations, pre-emptive and tailored contact, quick assessment results, rich-media feedback and learner involvement and dependence.

Supporting Inclusion with Technology Series:

March 6th – Accessible Infrastructure and resourcesAccessible e-Texts and Alternative Formats

March 13th – Support Staff SkillsStaff Development - Accessibility Essentials

March 20th – Encouraging Learner IndependenceAvailable Assistive Technology – OS MyStudyBar

March 27th – Monitoring Inclusive PracticeOASES Online self assessment tool

www.jiscrsc.ac.uk

Education

Supporting inclusion introduction webinar march 5th 2012