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Julia Taylor - JISC
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Julia Taylor - JISC

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  • Strengthens and extends the protection We have a new definition which goes beyond the idea of defined sensory, mobility and cognitive impairment. Now ‘claims against providers may not be about behaviour directed at a disabled person but about the general environment provided. We also have indirect and associative discrimination and an obligation to avoid any disadvantage arising from disability May 25, 2011
  • May 25, 2011
  • May 25, 2011
  • Whiteboards and Portable Mimios, Images and video to support understanding – practical demonstrations and screen casts Xerte demonstration LO: http://www.nottingham.ac.uk/toolkits/play_560 Text to Speech: iPadio, Read the Word,Robobraille, Daisy Plug-in ReadAloud PDF’s
  • Xerte demonstration http://www.nottingham.ac.uk/toolkits/play_560 May 25, 2011
  • 11:50 May 25, 2011
  • Simple rollerball – video using a standard mouse Off table – Thumb activated. Easy use – Flip applications. Back and forth, Search. Ergonomical, right –size mouse. Ideal position for your hands UL disorder. Joystick – Hand resting, finger operated. May 25, 2011
  • 11:55 May 25, 2011
  • 12:00 May 25, 2011
  • May 25, 2011
  • Strategies – TechDis, Excellence Gateway & LexDis RSC Yorks & Humber http://inclusivity.rsc-yh.ac.uk/ and Scottish A&I Resource Open Universit Inclusive Learning AssitIT May 25, 2011
  • May 25, 2011
  • A user can change the background and font colour to suit May 25, 2011

Transcript

  • 1. Go to View > Header & Footer to edit May 25, 2011 | slide www.rsc-south-west.ac.uk RSCs – Stimulating and supporting innovation in learning JISC RSC South West Delivering Equality through Technology
  • 2. Single Equality Duty How ‘e-learning’ can help? Julia Taylor RSC SW [email_address]
  • 3. Equality Act - Oct 2010
    • Strengthens and extends the protection
      • new disability definition - beyond ‘impairment’
      • – any difficulty in carrying out day-to-day activities
      • claim related to general environment not behaviour directed at a disabled person
      • indirect discrimination where a rule, policy condition or practice disadvantages them
      • associative discrimination to anyone associated with a disabled person
      • any disadvantage that arises from their disability
  • 4. Equality Act - Oct 2010
    • Opportunity
    • Pro-actively promoting equality
      • Avoiding discrimination is no longer enough
    • Reduce barriers rather than overcome them
      • Take a fresh look at inclusive practice (OASES)
    • Reduce cost of ‘supporting’ access
      • Focus on independence and personalisation
    • Integrate equality into the mainstream
      • Actively ‘market’ equality of opportunity
    • Using technology to support inclusive practice
  • 5.
    • Technology for inclusion - Shift the focus
    • Lecture notes on VLE v Note-takers at lectures
    • Accessible e-learning books v scanning
    • Open Source v licensed assistive software
    • Disclosure v support learners discretely
    • Any learner can have access without dependence / permission / disclosure
  • 6. How can e-learning help? It can be flexibly delivered and widely available , the materials are highly portable , easy to store and lend themselves to adaptation and personalisation May 25, 2011 | slide
  • 7. How can e-learning help?
    • E-texts and VLE documents
      • Portable, Available, Adaptable, Repeatable.
    • Images, Symbols and Video clips
      • Support text, add meaning, visual organisation
    • Sound Alternatives –MP3, TTS, Voice-Over.
      • Support recognition, understanding and add meaning
  • 8. How can e-learning help?
    • E-texts and VLE documents
      • Recorded Notes and ‘Digital Flip Charts’
      • Whiteboard Ipadio OneNote MindMapping
    • Images, Symbols and Video clips
      • Screen Capture , Xerte transcript reader, BSL
    • Sound Alternatives – TTS to MP3 and PDF’s ,
      • Word Prediction, Talking Calculators and dictionaries ,
    • Captions and Text alternatives
      • I etherpad http://ietherpad.com/lzAIuVkBXp
      • Universal Subtitles
  • 9. Inclusive Technology?
    • 1. “We don’t have many disabled learners – we have some keyboards and mice so 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”
  • 10. Inclusive Technology?
    • 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”
  • 11. Inclusive Technology?
    • 1. “We don’t have many disabled learners – we deal with each as and when they register”
    • Relying on luck
    • 2. “Click here for a text only version – Contact us if you need enlarged print version”
    • Tokenism
    • 3. “Do you have a disability?- Student support services can offer help”
    • Specialism
  • 12. Inclusive Technology?
    • 4. “We have followed WCAG 2.0 Guidelines”
    • Meeting Standards
    • 5. “Staff are trained to be flexible, creative and adaptable with e-learning approaches”
    • Ownership for all staff
    • 6. “Disabled learners have tested our systems and been consulted in developing our good practice”
    • Partnership with learners and staff
  • 13. OASES
    • On-line Accessibility Self-Assessment Survey
    • Identify and reduce barriers
    • Partnership model for integrated equality
    • Sustainable Approach to Inclusive Technology
      • Create accessible learning materials for all
      • Provide basic assistive technology for all
      • Develop staff awareness, confidence and skills
      • Whole organisational responsibility
  • 14. OASES
    • Equality Scheme dovetails with other key strategies and policies:
      • assessment,
      • learning and teaching,
      • learner/student support,
      • procurement,
      • library and learning resource provision,
      • IT and network systems
  • 15. Inclusive Learning Practice
    • Session Aims:
    • Accessible Learning content
    • Create accessible learning materials easily
    • Available Assistive Access Technology
    • Provide basic assistive technology for everyone
    • Addressing staff and organisational involvement
    • Encourage staff to take responsibility
    • Develop staff awareness, confidence and skills
    May 25, 2011 | slide
  • 16. Creating Inclusive Learning Content
    • Xerte
    • User Preferences
    • Colour Scheme
    • Screen Size
    • Text Font and Size
    • Text to Speech
    • Keyboard Accessible ( Tab - - Space keys)
  • 17. Making Technology Available May 25, 2011 | slide
  • 18. Making Technology Available
    • Supporting Staff Development
    • Increase Confidence
    • Explore solutions
    • Familiarise Staff
    www.rsc-south-west.ac.uk May 25, 2011 | slide
  • 19. May 25, 2011 | slide
  • 20. Making Technology Available May 25, 2011 | slide EduApps AccessApps, Learn & TeachApps Open Source Assistive Software Portable on a memory Stick Non licensed Personalised Free
  • 21. Making Technology Available
    • Create and convert – Docs to ePubs
    • SpeedCrunch – keyboard access, colour calculator
    • MyStudyBar – Planning & Organisation, Writing and reading
    May 25, 2011 | slide
  • 22.
    • 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
    Go to View > Header & Footer to edit
  • 23. OASES TechDis Self-Assessment Tool
    • Online Accessibility Self-Assessment Survey
    • Quick, Free and Anonymous comparison against other institutions and Reasonable Adjustment
    • OASES Global Award
    May 25, 2011 | slide
  • 24. RSC South West Accessibility & Inclusion
      • http://jisc-rscsw.ning.com/group/inclusivity2
      • juliataylor@rsc-south-west.ac.uk
    Go to View > Header & Footer to edit May 25, 2011 | slide
  • 25. Julia Taylor RSC SW e-advisor Inclusion [email_address] 01392 205472
  • 26. Reminders & Prompts Go to View > Header & Footer to edit May 25, 2011 | slide
  • 27. Go to View > Header & Footer to edit May 25, 2011 | slide
  • 28. Reading
    • T-Bar – Screen Masking
    • RapidSet – Change Colours
    • Vu-Bar – Screen Ruler
    • SS Overlay – Screen Tint
    Go to View > Header & Footer to edit May 25, 2011 | slide
  • 29. Go to View > Header & Footer to edit May 25, 2011 | slide
  • 30. MyStudyBar
    • Reading on screen,
    • Background colour and font
        • Word Prediction LetMeType
        • Create customised lexicons
        • Predict on first letter
        • Adjust background colour and font size
  • 31. Lingoes Go to View > Header & Footer to edit May 25, 2011 | slide
  • 32. Go to View > Header & Footer to edit May 25, 2011 | slide