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A handout of the legislation will be made available, this can be downloaded from JiscLegal. A brief overview of the drivers and a large section on the use of technology The RSCs remit is to support the Post 16 education sector in the use of technology for teaching and learning
Ask for contributions from the floor, be prepared for some discussion – move on to tools and technologies
Does not want to be identified as disabled . Needs technology which doesn’t label her,
Difficulty communicating, hard to develop relationships, inability to see things from another’s perspective leading to literal thinking. Find it easier to process visual rather than spoken or written information. Need structure and routine, easily distracted by extraneous stimuli. Cannot understand social rules and body language.
I want you to keep in mind the legal aspects and consider how the use of technology can satisfy the requirements of the law and the student
Sending routes Asking questions from remote regions
Edit and produce any Office document, spreadsheet, PP etc and upload to your DropBox account
Accessibility and Inclusion
Chris BarberJISC Regional Support Centre for Yorkshire and Humberwww.jiscrsc.ac.uk/YH
What we’re going to be looking at• An overview of the legislation• The drivers for inclusivity• Tools and technologies for being inclusive. (providing alternatives)http://inclusivity.rsc-yh.ac.uk/
Context Whoever is "not allowing" assistive technology had better have a good alternative reasonable adjustment that is acceptable to the learner otherwise they could find themselves attracting unwelcome publicity as well as a rather large settlement claim. Too many disabled learners still accept poor service and unacceptable barriers because they are not aware of the range of adjustments that could be made, the technologies that could be used or the procurement policies that ought to be in place to ensure that no organisation wide systems are purchased unless accessibility has been considered.
The Law Reasonable adjustments need to be made to ensure disabled persons do not suffer substantial disadvantage. ………..institutions need to be anticipatory and proactive in encouraging disabled persons to participate in the education provision and the various activities of each institution…..
The Law It is unlawful to discriminate against a disabled student •In respect to student services provided or offered. Student services has a broad meaning but will include teaching and learning, examinations and access to learning resources including digital resources and facilities.
Quick check Do you:-- •Ensure all your documents are fully accessible and provide these in alternative formats, if requested? • E.g. do you use style sheets in Word, speaker notes in PowerPoint, provide transcripts or a brief text summary of video material •Ensure all your information is accessible by portable devices 24/7? •Offer support to tutors to make their material accessible? •Offer support in examinations? Link to JiscTechdis •Make “reasonable adjustments”?
Reasonable adjustments Depends on many factors:- •Cost and effectiveness •The nature of the institution, its size and resources available •However…….cost must be balanced against rights and is not a defence in law, especially if a person suffers a “substantial disadvantage” - clearly open to interpretation. Link to JiscLegal So….the main consideration of this session is what constitutes a reasonable adjustment. Please feel free to comment at any time.
Context But….what are the real motivators for inclusion? •Achievement and retention •Desire to ensure that all students have the best learning experience •Personalised learning •Reputation •Care for the student •Fear of the law? Well….maybe but on a personal level, probably not.
Scenarios Sarah has moderate visual impairment which means that she needs a magnifier to read documents and needs a similar approach for reading material online. She recently arrived at the college from a school and wants to study on a Health and Social Care course. The school supplied her with a large and rather cumbersome magnifier which she did not bring with her. What are the issues and how would you potentially deal with them?
Scenarios Paul has been diagnosed with mild autistic spectrum disorder (Asperger’s Syndrome) and wishes to study A level physics and maths. His grades at school would allow him to do this. His academic performance overall at school was above average in his chosen subjects but he did not form friendships, except on a limited basis and is very much a “loner” What are the issues and how would you potentially deal with them?
Tools and Technologies for Inclusion • Sources of information • Jisc TechDis – www.jisctechdis.ac.uk • Jisc Legal – www.jisclegal.ac.uk • Jisc Infonet- www.jiscinfonet.ac.uk • Viewing resources • QR Codes • Scoop.It • Robobraille • Blogs etc • Xerte • Using mobile technology • Pearltrees • Apps • Built in accessibility features
Skitch• Allows the user to annotate photos, sketches, screenshots etc.• Useful for taking photos and asking questions• Questions (e.g. where am I?) can be emailed to a tutor or sent via Twitter or Facebook.• Save in EverNote for viewing later – the same people have developed it
• Allows the user to use genuine MS Office to create or edit documents• Works with your DropBox account • View and edit PowerPoint slides• View virtually any type of file and send in true PP mode (not as a .pdf via e.mail emulation) • Automatically saves documents • View and edit documents on any device
• Useful for capturing ideas and writing notes as they come to you• Organise your work and export as document or other file• Useful for managing and structuring project work
• Reveals old photos near your current location • Overlays them onto your screen • You can add your photos using your iPhone camera• Explore the history of an area through your iPhone using the in built GPS
Chris BarberJisc Regional Support Centre for Yorkshire and Humber email@example.com 0113 343 1000 www.jiscrsc.ac.uk/YH
The presentation is available from: http://bit.ly/UgN16s