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3.7.1 Technical considerations

Handwriting

Nowadays most people use a word processing package to write essays while some people may use a typewriter. However, if you don't have access to either of these you will need to hand-write your essay. Should this be the case, the ease of reading depends on the quality of your handwriting . It is only fair to your tutor to try to make your writing as legible as possible. This will take time and care. But when you have spent a long time putting an essay togeth
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5.6.4 Educational software/learning application

Barstow, C. andRothberg, M. (2002) IMS Guidelines for Developing Accessible Learning Applications

Hardware

IBM, ‘Hardware accessibility’ checklist.


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4.4.6 Do – seek additional funding for expensive adjustments

If a reasonable adjustment requires extra resources, such as using more expensive but accessible software, course providers should ask whether their institutions receive government funding for disabled students and bid for extra resources.


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4.4.5 Do – provide information

Clear information for students and advisors is essential. Disabled students need to know whether they can complete all the learning objectives and what adjustments they can expect. They need this information in good time before they start the course so that they can plan ahead. We have more to say on this subject in the section, ‘Informing students’.


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4.4.4 Do – provide alternative academic content

There is a difference between supplying deaf students with a simple transcript of an interview, which is a straightforward translation between formats, and providing blind students with an alternative to a visual image. In some cases, a transcript may require an academic decision about whether to transcribe every ‘um’ and ‘er’ or background noise. Decisions about alternative academic content need to be taken by the author of a resource, or someone with the same understanding of the in
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4.4.3 Do – consider the impact of alternative study methods and helpers

The impact is related to the two types of barrier mentioned above and the intended learning outcomes of an activity. For example, does it contradict the learning objectives if a deaf student relies on a transcript or subtitles for a specific activity? A student may wish to use a helper for course components that cannot be made accessible to them. Returning to the example of someone who cannot hold a stylus, will it be the same experience if they observe someone else using a mobile device?


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1.2 Considering disabled people

Disabled people were among the early adopters of personal computers. They were quick to appreciate that word processing programs and printers gave them freedom from dependence on others to read and write for them. Some became very knowledgeable about what could be achieved and used their knowledge to become independent students at a high level. They also gained the confidence to ask that providers of education make adjustments so that disabled students could make better use of course software
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1.1 Why include accessibility in innovation?

In countries where the use of computers and the web in daily life is widespread, many disabled people now have better and more independent access to information and communication. New technology developments can make this access easier, but they can also raise new barriers. These barriers can often be removed by considering the needs of disabled users when designing and implementing computer interfaces. This is what we are talking about when we use the term ‘accessibility’.

As commo
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Learning outcomes

By the end of this unit you should:

  • be able to discuss the main challenges facing disabled students in eLearning;

  • have an understanding of the types of technology used by disabled students;

  • be able to consider what adjustments you might make in your own role;

  • be able to discuss disability and adjustments with colleagues involved in putting teaching into a virtual learning environment.


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Introduction

Accessibility for disabled students is a topic which could be included in any area of the curriculum. Most education professionals are aware that they should consider it, but are unsure of what it means, the implications for their role and where to get information. This unit addresses that need.

This unit is from our archive and is an adapted extracted from Innovations in elearning (H807) which is no longer taught by The Open University. If you want to study formally with us, you
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References

Armstrong, N., & Welsman, J. (1997) Young people and physical activity, Oxford, Oxford University Press.
Department for Education and Employment & Qualifications and Curriculum Authority (1999) The National Curriculum for Physical Education, London, QCA.
Department of Health (2004) Chief Medical Officer, At least five a week: Evidence on the impact of physical
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4 Encouraging physical activity

The proportion of children who were active for 60 or more minutes in 7 days in the last week was calculated. Overall, a higher proportion of boys than girls achieved the recommended levels – 70% of boys compared with 61% of girls. Among boys, the proportion active for at least 60 minutes on 7 days did not vary markedly with age. In contrast, levels of physical activity among girls declined from about age 11.

(Source:
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3 The challenge of change

…although we may be striving to turn a profession that has the inertia of a supertanker, as individuals each of us is a speed boat that can turn on a dime…

(Pate and Hohn (1994), p. 217)

The American authors of the quote above suggest that PE needs to change so that it places primary emphasis on the promotion of lifelong exercise. However, they consider that this could be slow and difficult
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Learning outcomes

The aim of this unit is to:

  • raise awareness of the process and principles of performance management/appraisal in schools;

  • identify the negative aspects of appraisal systems and consider how these might be overcome;

  • enhance understanding of the role of the governing body in the performance review process, especially in relation to reviewing the headteacher's performance;

  • encourage discussion of performance with regard to pay awards, an
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Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Special Restrictions: Teach Global courses are governed by the Teach Global site Terms and Conditions. Please ensure you read
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Acknowledgements

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Author details

Sue Platt has been a school governor for 21 years, at both primary and sec
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1. The Governor

‘School Governors have a vital role to play in helping to improve educational standards… The governor role is interesting, challenging and worthwhile.’

The Right Hon. Estelle Morris MP, Former Secretary of State for Education and Skills.

School governance has evolved over a long period. From the Education Act of 1870, which first introduced a structure of lay governance that was accountab
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Introduction

There are many approaches to using film music in the classroom, including:

  • a focus on pupil experience;

  • a focus on the structure of composition;

  • a focus on the relationship between music and image;

This unit will explore some of these approaches through various activities.


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Introduction

Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina
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Acknowledgements

Author Details

This unit was originally prepared for TeachandLearn.net by Heather Rendall. Heather is a CiLT Associate Trainer and freelance consultant. Her specialisms are ICT, grammar and reading skills. She continues to research into the ‘how’ of learning.

The Modern Foreign Language units have been developed for TeachandLearn.net in collaboration with CiLT.

Other Acknowledgemen
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