5.6.5 Software IBM, ‘Software accessibility’ guidelines and checklist, IBM Human Ability and Accessibility Center Trace Research and Development Center, University of Wisconsin-Madison,‘Application software design guidelines’
5.4.1 Aim of accessibility evaluation The aim of an accessibility evaluation is to assess the extent of the accessibility of the teaching resource: not to evaluate whether it is or is not accessible. In other words, the question to ask is ‘To what extent is this product accessible to people with a range of disabilities?’ rather than ‘Is this product accessible?’ An accessibility evaluation should assess both technical accessibility and usable accessibility.
4.5.3 Don't – compromise requirements of external bodies If your course is provided for an external body, you should discuss with them any adjustments that may conflict with their requirements.
3.13.7 Assistive technology software
Screen magnification
SuperNova Magnifier (formerly known as Lunar)Â from Dolphin Computer Access
SuperNova from Dolphin Computer Access ZoomText from Ai Squared Author(s):
3.13.6 Sources of funding for disabled students UK Disabled Students' Allowances (DSAs)
Scotland Disabled Students' Allowances (DSAs)
3.13.1 General OU Knowledge Network, ‘Guidelines for describing visual teaching material’ http://kn.open.ac.uk/ public/ index.cfm?wpid=2709
US National Public Website on Assistive Technology
3.8.1 Use of computers by physically impaired people As described above, people may have a wide range of physical impairments, which differ in terms of the extent to which they impair computer use, indeed they may only need suitable furniture. The assistive technology used depends on the person's specific disability. People who have limited use of their hands or arms, or have reduced control of fine movements, may use a variety of input devices that suit their specific requirements, such as adapted keyboards, mice, trackballs and joystick
1.3 Disability facts and figures There are many sources on the web that have disability statistics. We found the following at CSR Europe. The International Labour Organisation estimates that there are 610 million disabled people worldwide. Four hundred million disabled people live in the world's developing countries Disability is estimated to affect 10 per cent to 20 per cent of every country's population, a percentage that is expected to grow becaus
2. Connecting the hemispheres We know that our brains are divided into two hemispheres, and that different areas of the brain have a dominant responsibility for different functions and actions. It is important to maximise our brain use; some studies say that we use less than 5 per cent! In general, the Western educational system is strongly weighted towards the functions of the left brain – reading, writing, listening, and activities involving logic and sequence. ‘Right brain’ activities involving images, colo
3.4 School Improvement Partners Following the introduction of School Improvement Partners during 2006–7, governing bodies will no longer be required to take external advice on the head teacher's performance management. Instead, each governing body will be advised by its School Improvement Partner on its management of the head's performance and appraisal. This advice (DfES/Ofsted 2005) will cover the areas currently covered by the External Adviser.
3.1 What the review is about ‘The performance review process enables me to have a meaningful discussion about issues at the heart of the improvement of the school, with governors who support me yet make me stop and think about why I do what I do and, more importantly, how I might do my job better.’ Quote from headteacher The review of the headteacher's performance is one of the most important tasks for the governing bo
1 Performance management 1 Using Teach Global The Teach Global courses and resources have been developed to support primary and secondary teachers wanting to extend their teaching of the global dimension through all aspects of school life. Two of the courses focus on managing this process and two look specifically at curriculum issues. The secondary course focuses on the teaching of geography. A fifth course presents ways of incorporating the global dimension into science lessons for Key Stage 2–4 (pupil ages 8–16). You can access t Learning outcomes After studying this unit you should: be able to explain what is meant by the term ‘the global dimension’; be familiar with the terminology used in relation to the global dimension; know why the inclusion of the global dimension in the primary school curriculum is important; know how the global dimension can enhance the primary school curriculum; be able to plan the global dimension into the secondary curriculum. 1.1 Introduction In this unit you will find a discussion of the national curricula framework in Scotland. This is discussed in terms of the literacy curricula, and compared to the framework set up in England and Wales. This comparison reveals differing emphases on a number of themes. For example, individual child-centred approaches are evident in the Scottish Curriculum Guideline developments. However, a uniform approach to all children is privileged in the whole-class approaches in the English Nationa 5.3 Behaviorism, Piagetianism and social constructivism How do the well-known ideas of behaviorism, Piagetianism and social constructivism relate to what you actually do as a teacher in a face-to-face context? Are you able to ‘sign up’ to any one of the theories wholeheartedly? As you read the descriptions you may have felt that each of them separately described some aspects of your ideas about learning and those of your colleagues, yet none was wholly satisfactory in its own right. For example, in teaching certain practical skills, a regime o Learning outcomes After studying this unit you will: be able to state your own motivation for producing self-study Open Educational Resources (OERs); have investigated and analysed some of the research into online learning; have evaluated some examples of educational resources for active open learning; be able to plan a structured learning experience using a range of resources; be able to construct an OpenLearn-style unit by remixing res 1 What is monitoring? Monitoring means gathering evidence to show what progress has been made towards strategic priorities and targets and the implementation of policies. Evaluation means making judgements about the results. DfES 2003, National Training Programme for New Governors, Module 2, p. 4. Monitoring is a key aspect of governors' remit; it is necessary so that governing bodies can carry out their strat 1 What are the targets?
National KS2 targets: 2006
85% of 11 year olds to achieve Level 4 or above in English and mathematics by 2006, with this level of performance sustained to 2008.
National KS2 targets: 2008
… to reduce by 40% the proportion of schools where fewer than 65% of pupils achieve Level 4+ in English and fewer than 65% achieve Level 4+ in mathematics. Source: DfES Standards website References
