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All EduApps collections can run from a USB pendrive plugged into a Windows computer. Equally, they can run from your place in the cloud. They offer a portable, personal solution - with you wherever you go. Please note, the EduApps suite including MyStudyBar is designed to run on a Windows PC.

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By Lisa Featherstone of Jisc @notlob on Twitter

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How can you make resources accessible for those with disabilities

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How can you make resources accessible for those with disabilities

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By Lisa Featherstone of Jisc @notlob on Twitter

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It can be easy to identify people with a disability if they use a wheelchair, walking aids or a white cane, but many disabilities are less obvious.

Podcast

In this accompanying podcast, Lisa Featherstone offers her tips on using technology to create more flexible resources that meet the needs of students with disabilities and learning impairments.

Learning difficulties, dyslexia or Asperger's are examples of disabilities that may have no indicators, and can be tricky to recognise and support.

Sometimes, invisible or unknown disability can remain undiagnosed for years and can contribute to a lack of success at school: it's not uncommon for adults to be diagnosed with a difficulty only when they continue their education in further or higher education institutions.

'Print impairments', an umbrella term for a range of barriers to reading print, including dyslexia, learning difficulties, and problems that prevent the learner from turning pages or holding a device to read from, are agreed to affect about 10% of those in higher education. This figure is higher within the further education and skills sector.

it is crucial you make sure that content and materials for learners is as diverse and varied as the students themselves

Taking students who have English as an additional language into consideration, this percentage could be as high as 25% So it is crucial you make sure that content and materials for learners is as diverse and varied as the students themselves.

Inclusive practice with the help of technology

Inclusive practice involves providing content that is accessible to as many people as possible, ensuring that a diverse range of students can use, access and contribute to it in a meaningful way.

In practice this involves using ways of conveying information other than by text, as text can present problems to people with disabilities. This short presentation shows how difficult it can be for different people to access written text, compared to other formats.

Technology can also improve the inclusivity of your learning resources, helping students with disabilities to access the curriculum, providing alternatives to printed text, and supporting better collaboration and sharing.

My top tips

Provide transcripts

Audio and video content can be difficult for learners with hearing or visual impairments to access. Providing transcripts for audio and video content helps.

Use accessibility features

Documents that are difficult to navigate can cause problems for some learners. Using existing built-in accessibility features of applications helps create more accessible and well structured documents.

Make use of free software

Learners with vision or hearing problems can find it difficult to access standard learning materials. Using simple, free additional software applications to provide access to the curriculum.

Helping Omar participate in group work

Omar studies HNC social care at the City of Glasgow College and is dyslexic.

Trying to take notes during lectures was frustrating and distracting for him. Now he uses AudioNote to take notes and record what he needs to quickly, and even to capture extra comments and pertinent asides from teachers and students to enhance his learning.

Omar is now able to learn better and participate in group work more effectively.

How technology supported Megan's learning

Megan is deaf and uses technology to support her learning. She uses her phone to record her lessons; she listens to them again at home, using a sound-enhancing software, to reinforce her own learning in a way that works well for her. Megan's efforts and hard work earned her 'Student of the Year' at her college.

Reframe content in learning materials

Some people with disabilities find the format of learning materials is the biggest barrier to being able to access them. There are many simple and effective to allow uses to reframe content into a format they find easier.

Why David chooses his mobile over a computer screen

David, who is blind, is taking a degree in script writing. His visual impairment means he finds concentrating on a computer screen for long spells difficult, so he prefers to use an iPhone for much of his writing. He finds using a phone much easier, and he feels this relaxed working setting really helps his creativity.

Make resources available online, on time

Providing ' just in time' information, held on online learning platforms, helps to support learners with disabilities to access all the content they need, in formats most useful to them, at any time.

How VLEs ensure Megan doesn't miss out

Megan, whom we also mentioned above, can struggle to hear during lessons due to her hearing impairment. But because all her lessons are on the college's virtual learning environment (), she can go back and check the content if she thinks she might have missed or misheard something. She also uses online quizzes and assessments to check and reinforce her own learning.

Support collaboration

Supporting collaboration and sharing also develops crucial employability skills and also provides an opportunity for deep learning and the development and testing of ideas.

Technology to give Luke confidence

Luke, who has autism, can struggle to engage with people socially - but using his confidence with technology has helped him to improve his interpersonal skills. Luke has been showing other students how to use tablets. Using technology as a basis for this personal development has given him confidence and he enjoys being able to connect with his fellow learners.

Further reading

There are a number of more detailed student case studies within our guide supporting learners with special needs.

Tags:

Accessibility

About the author

Lisa Featherstone

, Jisc

Lisa worked for Jisc between 2006-2016. Most recently, she was part of our team of subject specialists in accessibility and inclusion.

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How can you make resources accessible for those with disabilities?

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It can be easy to identify people with a disability if they use a wheelchair, walking aids or a white cane, but many disabilities are less obvious. In this accompanying podcast, Lisa Featherstone offers her tips on using technology to create more flexible resources that meet the needs of students with disabilities and learning impairments.

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By Malcolm Bodley @Bodles and Jane MacKenzie @janemackenzie2

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Approaches, Tools, Collaboration for accessibility and inclusion

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By Lisa Featherstone of Jisc @notlob on Twitter

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Using Digital Technology for Accessibility and Inclusion

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Using Digital Technology for Accessibility and Inclusion

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#DigiLearnForum 22nd October. Details of the event & to book see here:

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You are here: Home Page " Using Digital Technology for Accessibility and Inclusion

Sharing Effective Practice in Digital Learning
About the Event #DigiLearnForum :
Prospects College of Advanced Technology (PROCAT) hosts a digital learning community of practice for the sharing of effective practice between Colleges, FE, HE, Schools, Employers and other interested parties. The events are free to attend. Attendees are welcome from all locations.

The group meets on the last Friday of every calendar month (with the exception of October - due to half term the date will be Thursday 22nd October 2015). Here is the padlet wall for the Digital Learning Community of Practice 22nd October 2015.

Each month will focus on a specific theme and the forum will adopt different formats each month, from hands-on workshops, to share and tell sessions, presentations, round table exercises and action planning.
The next Digital Learning Community of Practice will take place on Thursday 22nd October 2015 at 8.30am - 12.30pm. The theme for October is "Using Digital Technology to meet the requirements of learners with special educational needs".

Working in Partnership with:

Outline Programme:

***Please remember to bring your laptop / tablet to the event for the workshop activities.***
8.15: Arrival, registration and refreshments

8.30: Welcome and Introduction with Katharine Jewitt, Digital Learning Fellow at PROCAT

About Katharine Jewitt:
Katharine is the Digital Learning Fellow at PROCAT & works as a Management & Education Consultant.She is a University Lecturer in The Department of Engineering, Technology & Design & The Centre for Inclusion & Collaborative Partnerships.Katharine is Chair of ELESIG, an international e-learning special interest group & a University of Glasgow PhD Student, researching 3D Technology.

8.45: Jisc update with Account Managers Malcolm Bodley and Jane Mackenzie

About Malcolm Bodley:
Malcolm joined Jisc in 2007 and prior to this was an e-learning manager at a medium sized college where he also ran staff development training, A & V unit training, teacher education training, 14 - 16 programmes, Aim Higher and taught motor vehicle technology.

Malcolm's interest in technology has been an important driver in his approach to teaching and learning, seeking innovation and sharing of good practice to improve the quality of teaching.

Malcolm works in the areas from Lincolnshire down to the Isle of Wight and from Oxford in the west to Norfolk and Suffolk in the East. Malcolm supports providers with the use of technology in teaching, learning and assessment and helping them to recognise the benefits of using technology by offering support from subject specialists.

About Jane Mackenzie:
Jane is an Account Manager at Jisc offering customers innovative and trusted solutions to their challenges, helping them to harness the power of digital technology.

Jane strives for a deep and sustained understanding of customers' needs, which drives the delivery of a cohesive customer experience and informs Jisc's priorities both strategic and operational.With both Bachelors and Masters degrees in education, Jane has worked in the education sector for the past 22 years, across higher education (HE), further education (FE), work-based learning, adult community
learning, as well as specialist educational settings.

This work includes the last three years for Jisc Regional Support Centre south east. Having started her teaching career in FE, Jane held positions of course leader and senior lecturer on vocational courses, both in mainstream and specialist provision.

Jane's passion for supporting those with disabilities led to her role as manager of a learning support unit within a secure hospital for adults with learning difficulties and challenging behaviour. Her last post before joining Jisc was the quality and communications manager for a work-based learning provider where she played a key role in developing the strategy to embed e-learning into all courses, updating the website and introducing the use of social media.

9:00:Paul Warren shares some of the wider issues of supporting students with learning difficulties and provides a host of hints and tips and simple solutions in using digital tools to support accessibility and inclusion.

About Paul Warren:
Paul has worked in Further Education as a learning support assistant since 2004. He has a passion for teaching and learning, with a particular interest in using a digital learning approach to promote inclusive learning. Paul has Cerebral Palsy and Aspergers and is keen to showcase a range of tools and techniques that he has used to help himself - and which have been used successfully with many of the learners he has supported.

9:30:Technology to support learners workshop with Jisc Accessibility and Inclusion team.

Hands On Workshop with Lisa Featherstone from Jisc

About Lisa Featherstone:
Lisa's role within Jisc is to provide advice and guidance on the use of technology to support an inclusive culture. Technology can enable collaboration, sharing and creativity and supporting all aspects of an organisation is essential to develop a comprehensive ethos of inclusion. Access, accessibility and inclusive practice can maximise the ability of diverse users to interact and develop independence for learning, work and leisure.

Lisa's main focus is working with providers for learners with learning difficulty or disability at every level, from strategy to hands on practice.

About the workshop:
Technology can provide a vehicle for independent learning and achievement. In this workshop we will look at the barriers that some learners face and ways to overcome them using technology.

It will cover the built-in features of, Windows, Microsoft Word and mobile devices that allow users to access their curriculum in a range of ways.

Free assistive technology can facilitate independent access to content that in turn helps students to be more autonomous.

In this workshop, you will be introduced to free software tools to enhance teaching and learning.
10:30: Refreshment Break and an opportunity to network
After the break, the workshop continues hosted by Lisa Featherstone of Jisc.

12:30: The event closes. No lunch but we can move to the College Canteen for more chat and networking

Showcase your work at a future event
If you would like to showcase what you have been doing at your organisation (slots can be as short as 5 minutes) or if you would like to present or run a workshop, please email katharine.jewitt@procat.ac.uk
FAQs
What is the Social Networking Hashtag for the Digital Learning Community of Practice?
Please use the hashtag #DigiLearnForum
You can also post on the#DigiLearnForum padlet wall here
What are my transport/parking options getting to the event?
The event is held at our Basildon campus. Please visit this link for transport options and directions:
http://www.procat.ac.uk/locations
There are limited parking spaces available on-campus or park on the surrounding roads.
Where can I contact the organiser with any questions?
If you have any questions, please email katharine.jewitt@procat.ac.uk

Visit PROCAT Prospects College of Advanced Technology

This PROCAT Digital website is produced to report on activity from the Digital Learning Fellowship at PROCAT Prospects College of Advanced Technology, funded by The Education and Training Foundation.

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using digital technology for accessibility and inclusion

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procat community of practice digital learning

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Using Digital Technology for Accessibility and Inclusion,

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You are here: Home Page " Using Digital Technology for Accessibility and Inclusion About the Event #DigiLearnForum : Prospects College of Advanced Technology (PROCAT) hosts a digital learning community of practice for the sharing of effective practice between Colleges, FE, HE, Schools, Employers and other interested parties. The events are free to attend.

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Download AccessApps (It's free!)provides a
range of solutions to support writing, reading and planning, ideal for students
with dyslexia

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Download AccessApps (It's free!)provides a
range of solutions to support writing, reading and planning, ideal for students
with dyslexia

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All EduApps collections can run from a USB pendrive plugged into a Windows computer. Equally, they can run from your place in the cloud. They offer a portable, personal solution - with you wherever you go. Please note, the EduApps suite including MyStudyBar is designed to run on a Windows PC.

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Video resources on the TechDis YouTube Channel

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Video resources on the TechDis YouTube Channel

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accessibility education inclusion technology disability higher further specialist colleges

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Jisc TechDis is a leading UK advisory service on technologies for inclusion. We explore and promote inclusive practices, resources and advice for learning and teaching in UK higher education, further education & skills, and independent and specialist colleges.

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Something all staff can do is use the inbuilt
features in word to create accessible documents every time they create a
document and then they don’t need to be specifically changed for individuals
with special educational needs. This section here covers the steps they can
take under the heading ‘learning
materials’.

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Something all staff can do is use the inbuilt
features in word to create accessible documents every time they create a
document and then they don’t need to be specifically changed for individuals
with special educational needs. This section here covers the steps they can
take under the heading ‘learning
materials’.

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Dyslexia affects memory and processing speed which impacts on literacy development, mathematics, memory, organisation and sequencing skills to varying degrees. It can occur at any level of intellectual development. It is neurological in origin and affects up to 10% of the UK population (Dyslexia Action, 2014).

Potential issues

Writing

Two common issues impact on many dyslexics:

Difficulties in planning and sequencing can undermine written assignments

Poor spelling can lose marks and create frustrations, both for tutors trying to interpret assignments and learners trying to revise from their own notes.

Confidence

Dyslexic people can be original thinkers and creative problem solvers but in a text-based education system, they find themselves playing to their weaknesses rather than their strengths. This can have a corrosive impact on confidence.

It is common for bright dyslexic people to feel they are 'stupid.' This is not the case for sensory disabilities where the barriers to achievement are more tangible and so more likely to be tackled.

Uniqueness

Dyslexia is part of a spectrum that can include dyspraxia, dyscalculia, dysgraphia and attention deficit hyperactivity disorder (ADHD).

Given the range of strengths and weaknesses, the impact of personal strategies and the influence of personality, it is unlikely that any two dyslexics in your organisation will have the same support needs. Dyslexics who are confident with technology can develop many helpful self-support strategies.

Staff development

Staff development is vital in empowering staff to teach inclusively. From the point of view of dyslexic learners small things can make a big difference. This includes training in:

Making resources available online in digital format

Ensuring documents and presentations comply with basic accessibility practice

Training staff in using multimedia

Assistive technology

There is a range of assistive technologies that can help dyslexic learners with reading, writing, planning and organising.

Reading for speed and meaning

This can be significantly enhanced by basic good practice in e-learning but the following technologies can benefit the reading speeds and skills of many dyslexics:

Colour overlay tools and other similar features to reduce the visual glare sometimes experienced when reading black text on white backgrounds. For example changing the background colour on a Word document can help. When browsing the web, using the colour overlay feature on the ATbar or the colour overlay on the ClaroRead Chrome extension may be useful. Colour overlay tools such as RapidSet and SSOverlay can be downloaded as part of the MyStudyBar suite of tools from the Eduapps website

Screen tinting features in commercial literacy/assistive technology software such as Texthelp Read&Write or ClaroRead can be useful and worth promoting, especially if your institution has a site license making it available to all

Reading rulers such as the Reading Ruler extension for Google Chrome, ruler features and in commercial literacy/assistive technology software such as Texthelp Read&Write or ClaroRead. The VuBar reading ruler can be downloaded as part of the MyStudyBar suite of tools from the Eduapps website

Browser plugins to de-clutter pages (eg Clearly), support speed reading (eg Spreeder) or to help read on screen (eg ATBar)

Ensuring text-to-speech tools with high-quality voices are available across the network - this can also open up textbooks to dyslexics when they are available in alternative formats

Providing tablet devices so learners can make use of their inbuilt accessibility features

Writing

Voice recognition tools like the inbuilt Windows voice recognition or commercial tools like Dragon NaturallySpeaking can support poor writers, however word prediction tools like LetMeType and Dasher may be more suitable in noisy environments. You can also set up AutoText or AutoCorrect in Word to provide shortcuts to commonly misspelled words or phrases.

Planning assignments

Mind mapping tools can be an excellent way to help learners organise their work. The combination of visual planning, drag and drop reorganisation and export to a word processing package (depending on the version) make it easier to separate the processes of recalling content and sequencing ideas.

Personal organisation

There are a range of personal organisation tools, both free and commercial, that could benefit learners but they need to be used habitually to make a difference. Some learning providers have facilitated informal 'app cafe' activities where learners can share tools and approaches.

Learning materials

Tutor handouts using the inbuilt heading styles (Heading 1, Heading 2 etc) allow dyslexic learners to rapidly navigate a document - a form of 'skim reading' that depends on the tutor's accessibility awareness.

Learning activities

Dyslexic people can often be very articulate in class discussions but face barriers in online discussions. They may be self conscious about how coherent their contributions are to discussion lists and they may be slower in keeping up the reading in fast moving discussions.

You can reduce these anxieties by making the value explicit - is it in participating, spelling or both?

Where comments count towards assessment (and where spelling will lose marks), it might be appropriate to allow dyslexic learners to copy the discussion thread so they can proof read their contributions and retrofit improved spelling and grammar.

Assessment

Since written assessments present a barrier to many dyslexic learners, consider how you could adapt assessments and assignments to play to the strengths of dyslexic (and other) learners).

For example they could use their mobile phone to produce image, audio or video evidence.

What organisations can do

Documents

Write in plain English and check the readability

Use the inbuilt heading styles in Word for learners to get a content overview in the navigation pane

Use pop up information over images to help contextualise explanations

Use creative e-learning approaches that minimise text heavy resources and activities.

Watch the video tutorial from Microsoft on creating accessible Word documents.

Presentations

For presentations, add notes to the notes field in PowerPoint to help clarify explanations and use animations to explain difficult concepts.

Watch the video tutorial to check and improve the accessibility of your PowerPoint presentations.

Multimedia

Dyslexic learners can often benefit from simple and effective use of video and audio, however research suggests that overloading the learner with too much rich content can result in confusion.

Summaries of key learning objectives in video and audio can particularly benefit dyslexics who may have less developed note taking skills.

Learners

Encourage them to be part of their own solutions - make them aware of free text to speech, mindmapping solutions and of relevant browser plugins.

Encourage them to use:

Personal tools like Azzapt to get text in their preferred format

Tools like Evernote or OneNote to keep track of research

Inbuilt features or apps on phones for personal organisation, for example online calendars and task lists that can sync with a mobile device.

If grammar, vocabulary or spelling are poor get them to try the inbuilt grammar checkers or synonyms function in Word.

Network managers

The network manager in your organisation can ensure high quality text to speech is available across the network either using commercial tools or free voices like the Scottish or Welsh voices. They can also make content creation tools like Xerte or commercial equivalents available on the network to support staff in creating accessible mobile resources.

Tables and graphs

These can be very challenging for learners with dyscalculia and dysgraphia but they can be made more accessible.

For tabular information in Excel spreadsheets use the comments field to add extra explanations.

In Word documents, the pop up screen tip trick can add extra information over images or row and column headings in tables.

Mitch's story - using built in text-to-speech in Microsoft Word

"I'm studying English GCSE, maths AS and engineering BTEC at St Vincent College.

"I use technology a lot. For example I use my iPad to write up and access notes online and in class. The college is very technology-based especially for the maths and engineering so any feedback we get is via emails or on the . We get any past papers from the .

"The learning support department showed me how to set up text-to-speech on Microsoft Word so that I can hear my work read back to me.

"If I was to go online just to read something I would use Orato in MyStudyBar - it highlights the text as you go along and you can change colours, etc. But if I was just reading a Word document I would use the in-built text-to-speech. I've downloaded voices for use at home. The process worked okay but I was impatient about waiting to get the registration through - I prefer things to be instant!

"I've noticed that by using text-to-speech to proof read my assignments I've spotted (and corrected) a lot of mistakes so I'm handing in better quality work. The text-to-speech is good but is not as good as hearing your tutor speaking. It would be great if we could have podcasts with the tutor's voice. That would be better than synthetic speech."

Ashley's story - using text-to-speech for proof reading

"I'm studying English GCSE, maths AS and engineering BTEC at St Vincent College. I'm very comfortable with using lots of different types of technology. For example I bring up notes on my phone. I've got concessions to use technology in the exams and I use the computer for practice papers in English.

The main way I use text-to-speech is for proof reading my work. When it's read back to you, you notice your mistakes. I've tended to use text-to-speech a lot for assignments and English coursework.

"The built-in text-to-speech in Microsoft Word is handy. There is also text-to-speech in MyStudyBar but the only problem with that is you have to open a separate programme. If I hear a mistake I want to correct it there and then so it is better for me to work directly in Word than listening to one programme and correcting it in another. However it does help to see the text highlighted as it's read out and Word doesn't do that!"

"Although the text-to-speech is helping me with the written work the thing that would really benefit me would be to have more videos explaining things."

Omar's story - using AudioNote for independent learning

Omar studies HNC social care at the City of Glasgow College.

Using AudioNote, Omar finds that taking notes is now worthwhile where before his efforts to make notes during a lecture was frustrating, distracting and ultimately unrewarding. Using AudioNote has enhanced his abilities to learn as an individual, and to participate in group work more effectively.

He now uses it at work for team meetings, to take notes and to capture all the extra comments and pertinent asides from teachers and fellow students which he could not do before.

Technology enhanced learning has the potential to meet many of the support needs of dyslexic learners. There are a wide range of support tools available commercially or as free/open source versions.

What tutors and teachers can do

Tutors make a difference by doing the basics better, extending their repertoire of resources and making learning more active.

Creating accessible resources

Accessible documents and presentations benefit all learners including those with dyslexia.

What others can do

People in different roles can have a significant impact.

Case studies

These case studies highlight how dyslexic learners use technology to assist their learning:

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Dyslexia affects memory and processing speed which impacts on literacy development, mathematics, memory, organisation and sequencing skills to varying degrees. It can occur at any level of intellectual development. It is neurological in origin and affects up to 10% of the UK population (Dyslexia Action, 2014).

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This is a useful guide on support for students with dyslexia

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This is a useful guide on support for students with dyslexia

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A learner has special educational needs if they have a learning difficulty or disability which requires special educational provision.

In order to support learners and meet their needs, you must have some understanding of the difficulties they face. In this guide we outline different needs and consider:

How users can understand and meet their own needs

How tutors can appreciate learner needs

The range of adjustments that could make a difference for the learner, and the benefits and barriers associated with those adjustments

The importance of joined up policies and procedures which support individual user needs.

While learners should always be consulted on how best to meet their needs, it is wrong to assume that they are aware of all the possibilities available to them.

Accessible teaching

There are some general recommendations that will help all learners, but particularly those with disabilities. These include:

A clear outline of each lesson

Clear, unambiguous language

Information in a variety of forms

Repetition

Signpost changes to:

Routines

Class or group work

New or additional content

New language or concepts.

Learning technology

A well developed virtual learning environment () can provide a substantial framework to support teaching, learning and assessment. It allows learners to access or revisit learning sessions, materials and resources at a time that they choose.

Interactive whiteboards allow learners to contribute to lessons providing relevance and authenticity. Learners can revisit captured lessons or lectures and staff can review the session or provide staff development and quality assurance. Enabling learners to revisit the whiteboard content may help them to understand the lesson objectives that may not have been clear within the live session.

There are benefits for all learners in creating and developing accessible content. Installing and supporting content creation tools like Xerte Online Toolkits allow tutors to create visually rich and stimulating learning resources.

Technology provides opportunities for communication, collaboration and sharing that enable the leaners to participate in their learning rather than simply receive it. Enabling staff to use collaborative applications proficiently and well is crucial to providing this essential aspect of learning.

Using their own devices will allow students to access rich content or use it to provide evidence in the form of audio, photos or video.

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Meeting the requirements of learners with special educational needs

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A guide to understanding the difficulties faced by learners with varying disabilities and how you and your organisation can support them.

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Please post ideas for future subjects to be covered in the Digital Learning Community of Practice 

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Please post ideas for future subjects to be covered in the Digital Learning Community of Practice 

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Useful Resources for using Digital Technology for accessibility and inclusion

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Useful Resources for using Digital Technology for accessibility and inclusion

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This is the theme for the Community of Practice for October. Please share resources.