This presentation covers the ideas and practice I developed to support deaf students and their learning whilst teaching two deaf students in Design for Digital Media and Applied Photography. As the title suggests different subject areas will require different solutions but many aspects will help any lecturer develop they own inclusive practice for support students wit hearing impairment. From 2006/2008.
This scale could be used for individualized educational programming and in classroom teaching. There are 18 domains are sequentially arranged in most of the domains.
This PPT aims to help the learner to give insight about Multiple Disabilities, Types of Multiple Disabilities, Causes of Multiple Disabilities, Treatment for Multiple Disabilities, Teaching Method of Multiple Disabilities.
This scale could be used for individualized educational programming and in classroom teaching. There are 18 domains are sequentially arranged in most of the domains.
This PPT aims to help the learner to give insight about Multiple Disabilities, Types of Multiple Disabilities, Causes of Multiple Disabilities, Treatment for Multiple Disabilities, Teaching Method of Multiple Disabilities.
Uploading this presentation for ACADEMIC WRITING (SWAYAM) assignment. it is about hearing problems and the data is collected from various sites, books and journals.
Sections Included:
1. Front Page
2. Introduction
3. Types
4. Characteristics
5. Challenges
6. Provinces and Educational Facilities
7. Steps taken by Government
8. Categories to Educational needs
9. Teaching Approaches
Uploading this presentation for ACADEMIC WRITING (SWAYAM) assignment. it is about hearing problems and the data is collected from various sites, books and journals.
Sections Included:
1. Front Page
2. Introduction
3. Types
4. Characteristics
5. Challenges
6. Provinces and Educational Facilities
7. Steps taken by Government
8. Categories to Educational needs
9. Teaching Approaches
A powerpoint linked to my blog post at www.newtothepost.wordpress.com
Aim is to give teachers ideas on how to put into practice the EEF toolkit's top 6 practice for secondary schools that make the most impact. Especially for disadvantaged students.
Follow me- @ASTSupportaali
To further develop the module to be more authentic and support real world learning materials were developed to introduce students to the processes around submitting a paper to a journal from looking at a range of journal’s scope of practice, how to prepare a paper and submit for publication through to what to do to promote their paper and what they can and can’t do with it after submission.
The assessment that was developed to support this was devised using an online journal
The Challenge of Fire Scene Photography: Is High Dynamic Range Imaging a solu...University of Derby
The Forensic Science Special Interest Group (SIG)
has produced this report to provide a resource to the
forensic community; identifying the challenges and
opportunities within the field of fire and explosives
investigation.
To produce this report we brought together the fire
and explosives community in a day-long workshop,
comprising of presentations from a range of speakers,
followed by discussion sessions directed by the challenges
identified by the speakers and taken from the
SIG’s “Forensic Science UK Innovation Database”.1 The
results of these discussions have been compiled into
this report.
This very brief presentation looks and links to money collected on behalf of writers and artists from copyright fees. This includes money for researchers UK based papers/publications with an ISSN. Do note that any royalties count as income and as such are taxable.
This lecture weaves together three strands looking at our own bodies, what is termed surface anatomy, Leonardo Da Vinci as an anatomist and artist and variations in how our bodies are put together.
From the top of our heads down to our toes we can see and feel how our bodies work. Leonardo’s drawings show his work on a range of anatomical parts as he explored how we function.
Public lecture given as part of exhibition of Leonardo Da Vinci's drawings at Derby Museum and Art Gallery, April 2019.
Osteological photography and the Anglo-Saxons from Little Chester, Derby.University of Derby
The osteological remains from Little Chester, Derby were reported on in 1973 and published in 2002. Now at the University of Derby we have revisited the skeletal remains as small student based projects and part of this has involved taking photographs so we can record details of the remains especially aspects of non-metric variation and pathology.
This collection of photographs will enable us to publish a visual guide to the lives of the Anglo-Saxons as told through their skeletal remains. The range of photographic techniques includes; variations in lighting to show specific features, HDRI and focus stacking.
The value of clinical knowledge in understanding pathological findings in Ang...University of Derby
Palaeopathology is about understanding what you are looking at and how it relates to actual clinical conditions. It is often only by having an awareness of the clinical condition that you can come to a diagnosis when viewing osteological features.
Using examples from clinical photography, specifically orthopaedics, examples of pathology from the Anglo-Saxon cemetery in Little Chester, Derby and papers published, in many and varied journals, by Calvin Wells it is possible to see the importance of viewing palaeopathology from a clinician’s perspective.
Population level analysis, for example the quantification of osteoarthritis (OA) in a particular area or cemetery, gives information about the frequency of occurrence of specific traits associated with OA. What it doesn’t do is give us a picture of actual diagnoses. Under a general category of OA of the knee you could have individuals with varus or valgus deformities, eburnation of the tibial plateau and femoral condyles and accompanying osteophytes through to variations in the patella-femoral joint e.g. subluxation, lateral patella maltracking and patella alta.
Individual diagnoses though leading to short simple papers or a series of case studies can be equally valuable in understanding how our ancestors lived. Through looking at actual diagnoses we can link how people lived with specific increases or decreases in clinical conditions that could lead to ways of decreasing the impact of OA in modern populations.
Presentation given as part of Assessment FOR Learning in the Biosciences, HUBS, Royal Society of Biology, School of Biosciences, Cardiff University, December 13th 2016.
It is over 30 years since I started undertaking personal injury work and 20 since I first wrote a paper about this area in the Journal of Audiovisual Media in Medicine, now Journal of Visual Communication in Medicine. Looking at the current situation: What is the same? What has changed? What is the future for Personal Injury Photography?
This paper will address the similarities and differences between clinical, forensic and personal injury photography including the principles behind the use of photography in litigation. It will also look at the state of casework in the UK and suggest possible ways forward to maximize the value to clinical photography departments in the view of the current legislation and marketplace for personal injury work.
Ears, feet and injuries: The development of project based learning materials ...University of Derby
In Forensic Science we are able to move away from traditional lectures to other ways of supporting learning. These techniques include problem based learning and simulation using mock crime scenes. However, these are quite time consuming and though good for longer sessions are not feasible for a shorter practical sessions. Another way of developing learning materials is through the use of Project Based learning.
The sessions usually consist of a number of elements:
• Introduction to the topic area either as a short talk or online as a lecture in advance of the session.
• A collection of examples in the form of photographs, texts, papers etc.
• Learning activity sheets with specific questions for the session either one for the whole class or a selection of activities that build up to cover the whole topic when students present their findings at the end of the session.
• Tutor providing support as facilitator and guide
• Back-up materials in the form of extra references and links to further reading.
This presentation show how project based learning materials can be created using examples from aspects of human identification i.e. ears and ear-prints, foot anatomy and morphology and injury causation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Supporting deaf students from the curriculum to the classroom
1. Overcoming challenges to learning
Supporting deaf students from
the curriculum to the classroom
David Bryson
Teaching Fellow CPD
Faculty of Arts, Design and Technology
2. Overcoming challenges to learning
Supporting deaf students
• Curriculum to classroom
• In the classroom
• Working with a signer
• Online Glossaries
• Keeping language simple
• Weblinks
3. Overcoming challenges to learning
Curriculum to classroom
• It is not redesigning the curriculum but
being aware of the challenges the
curriculum creates for students
especially in terms of accessibility to all.
• This presentation is looking at the
implications for deaf students but some
issues have wider implications.
4. Overcoming challenges to learning
Subject domain
• What is different about your subject area
that could be problematic?
• This is not looking for areas that should
be omitted but thinking about how you
might need to cover this them differently
• Alternative ways of covering the same
materials, different modes of assessment
5. Overcoming challenges to learning
Curriculum design
• A large part of curriculum design is
developing what in Web Design or
Graphics terms is called “Universal
Design” that is taking into account from
the outset all the possible needs of the
end-users (students) who may want to
study your programme.
6. Overcoming challenges to learning
Teaching learning and
assessment strategy
• Ways of teaching have a great impact on
students not just deaf students
• There is a need to reflect on the best way to
teach any subject and what may work for one
student will not necessarily be best for them
all.
• Generally meeting your students needs by
providing accessible learning opportunities
works best for all and doesn't create barriers
to learning.
7. Overcoming challenges to learning
It takes extra time
• An issue on reflection is that working
with and supporting a deaf student does
take more work for a module
• It is work that in some cases benefits
other students but do need to be aware
of this issue.
8. Overcoming challenges to learning
Feedback: Group working
What difficulties do deaf students face working
in groups?
• Might feel alienated by peers
• Extra provision might not help
• Attitudes and awareness of peers
• Provide support, assumption all students work
well in groups - training
• Not just for deaf student
• Avoid due to lack of knowledge
9. Overcoming challenges to learning
Feedback: Impact of a signer
What could be the impact of a signer and deaf
student on a session for other students?
• Signing is fascinating to watch
• A distraction
• Awareness of lecturer in how work
• Negotiation / lecture responsibility to work
together
• Picking up cues difficult
10. Overcoming challenges to learning
Supporting deaf students
• Curriculum to classroom
• In the classroom
• Working with a signer
• Online Glossaries
• Keeping language simple
• Weblinks
11. Overcoming challenges to learning
Room organisation
• The learning environment can make a
significant difference to the challenges facing a
deaf student.
• The challenges are very much your challenges
rather than the student's or signer's to make
the right adaptations.
• The next series of slides illustrates some
aspects that have occurred in my teaching over
the past two years.
13. Overcoming challenges to learning
Need to be aware interpreter can’t see what
you may be writing or showing on screen.
14. Overcoming challenges to learning
Changing position of your laptop will help but can end
up if you having to sit to use computer or you will
block the screen. Easiest if DP ceiling mounted.
15. Overcoming challenges to learning
In the round is more difficult as you may not see signer
easily or the student read your lips when you are
facing other students.
16. Overcoming challenges to learning
Adding a signer to a group can complicate things
students need to be aware that they need to allow
time after they have talked for deaf student to have
taken in signs so they may be slower in joining in.
18. Overcoming challenges to learning
Computer support or training
• If the student is concentrating on the
screen then they cannot see you speak.
• You need to follow a sequence agreed
with the student.
– Say what you are going to do
– Demonstrate it while they watch
– Ask for feedback from the student
19. Overcoming challenges to learning
In a darkroom
• When trying to teach in a darkroom working
with safelights there might not be enough light
for the student to see the signer or your lips
to lip read.
• This is equally true if lights are dimmed for a
dataprojector. So you may need to provide a
light for the signer's hands.
• Don't forget if using a DVD to use the English
subtitles.
20. Overcoming challenges to learning
In a darkroom
• When trying to teach in a darkroom working
with safelights there might not be enough light
for the student to see the signer or your lips
to lip read.
• This is equally true if lights are dimmed for a
dataprojector. So you may need to provide a
light for the signer's hands.
• Don't forget if using a DVD to use the English
subtitles.
21. Overcoming challenges to learning
Demonstrations
• If you have a group of students looking at
you demonstrating make sure you repeat
at least once so deaf student can see
what you have said then watched you
demonstrate.
• Do need to make sure the student can
see their signer when there is a gaggle of
students.
22. Overcoming challenges to learning
Supporting deaf students
• Curriculum to classroom
• In the classroom
• Working with a signer
• Online Glossaries
• Keeping language simple
• Weblinks
23. Overcoming challenges to learning
Ways of working
• Signers need breaks - don’t imagine you
can drive on through a long lecture when
someone is signing.
• The guides to good practice have very
good ideas and ways of working with
deaf students and signers.
• Important not just you and deaf student
(and his hearing dog)!
24. Overcoming challenges to learning
You and the Deaf Support Unit
• Need to make sure Deaf support unit knows
what you are doing so they can organise a
signer as well as student.
• A module handbook for the signer and deaf
support unit will help them to know when you
need support.
• You may or may not get the same signer each
week so it is best to make sure you are
prepared with materials a new one may need
each week.
25. Overcoming challenges to learning
Learning support materials
• In sessions it is important to have a handout for signer
so can read and have an overview of what you are
going to do.
• Need 5 - 10 mins to read preferably available before
session.
• This should include a lesson plan if involving more
than a lecture e.g. Group work.
• Deaf students do like to use VLEs and do access
online materials, often the first to sign up or access.
• It is important to work with and support your signers
to do their job.
26. Overcoming challenges to learning
Learning support materials
• Deaf student has to see what you have on
screen and read signs at same time!
• Deaf students do use tools like Udo,
BlackBoard, moodle or other VLEs and do
access online support materials, often first to
sign up.
• May have two extra people with deaf student
signer but also note taker, again more copies
of handouts.
27. Overcoming challenges to learning
Supporting deaf students
• Curriculum to classroom
• In the classroom
• Working with a signer
• Online Glossaries
• Keeping language simple
• Weblinks
28. Overcoming challenges to learning
Online glossaries
• Online glossaries have been created by
signers and deaf students to create a
uniform range of signs to enhance
communication of concepts in education.
• Links at end to science, engineering, built
environment and art signs sites
• New one pointed out to me recently
http://www.slcresources4ict.net/ for ICT
35. Overcoming challenges to learning
Preparation
• If lectures are online beforehand
students and signer can meet to look at
and agree what signs mean for words
that are going to be used in the lecture.
• Students and signers do use these sites
so the more help in advance with
vocabulary through lecture notes or
terminology materials the better.
36. Overcoming challenges to learning
Supporting deaf students
• Curriculum to classroom
• In the classroom
• Working with a signer
• Online Glossaries
• Keeping language simple
• Weblinks
37. Overcoming challenges to learning
Keep it simple
• The signer has to listen to your sentence
before signing it as the grammatical
construction is different.
• So you should keep you sentences short
• Make sure you leave them enough time
for them to able finish signing otherwise
they are listening to you and signing your
last sentence.
38. Overcoming challenges to learning
Keeping language simple
• Some words may have to be spelt out by the
signer.
• See how long it takes you to understand a
word spelt out letter by letter!
• Sometimes need to be aware of signer out of
the corner of your eye and avoid talking too
fast.
• Try to pause and think about what you are
saying and how you say it.
39. Overcoming challenges to learning
Reusing learning materials
• Ask your self are they inclusive will the
language work or is the sentence or paragraph
structure too complex for you to use without
changing?
• This should be done before start lecture
otherwise you will be trying to shorten
sentences as you read or go through slides.
• This is not easy, also it may confuse students as
they read something different on screen.
40. Overcoming challenges to learning
Avoid complex language
• The deaf support unit found this useful
link and passed it on to me.
(A subtle hint?)
• Simplify relative clause sentences
http://www.rit.edu/~seawww/relativeclau
sepages/rcsimplifying.html
• Supporting English Acquisition
http://www.rit.edu/~seawww/
42. Overcoming challenges to learning
Relative clauses
• A strength of digital photography is the
degree of control it gives photographers.
• Possible simplification: Digital
photography gives photographers a lot of
control. This control is a strength of
digital photography.
43. Overcoming challenges to learning
Key to making sessions
inclusive
• Work out the best way to support the
end-user i.e. student.
• It is not your lecture it is their lecture.
• Plan and prepare in advance.
• Make sure you, the deaf student,
interpreter and note taker work
together.
• This is your role not theirs.
44. Overcoming challenges to learning
Supporting deaf students
• Curriculum to classroom
• In the classroom
• Working with a signer
• Online Glossaries
• Keeping language simple
• Weblinks
45. Overcoming challenges to learning
Supporting materials for lecturers
www.wlv.ac.uk/teachingdeafstudents
There is a guide
to good practice
for art, design and
communication and
science and
engineering
49. Overcoming challenges to learning
Support and advisory service
• Information for staff
http://www2.derby.ac.uk/student-
services/dis1_staff.htm
• Support and Advisory Service
http://www2.derby.ac.uk/student-services/
50. Overcoming challenges to learning
Acknowledgements
• With thanks to two deaf students, Lianne
Murphy and Anthony Martin, and to all
the signers who have worked with us.
• Also the staff in the Deaf Support Unit,
especially Chéron Stevenson.
51. Overcoming challenges to learning
David Bryson
D.Bryson@derby.ac.uk
Personal website
http://www.cladonia.co.uk