3.11 Accessible content and alternatives Assistive technology can give access only to whatever is on the screen; it doesn't provide any alternative content, unless this is specifically added. For example, a screen reader cannot interpret visual content but it can read a description if one has been provided. Multimedia content might need to be supplemented with the same content in other formats. Deaf students need transcripts of audio and for the audio track of video material. If the video is an interview, a simple transcript m
3.10.1 Use of computers by dyslexic people In general, people with dyslexia may have difficulty reading, and may also have difficulty in composing and physically writing or typing their own work. This group can be supported by assistive technology for both input and output and they may use a range of software to assist them in reading and writing, depending on their particular needs. People who have difficulties with reading may use text-to-speech software that reads out text. For example, the screen readers used by visually impaired
3.10 Dyslexia Dyslexia is sometimes referred to as a specific learning difficulty (SLD). The British Dyslexia Association provides a useful description of dyslexia, its effects, and the numbers of people affected. The word ‘dyslexia’ comes from the Greek and means ‘difficulty with words’. It is a difference in the brain area that deals with language. It affects the under-lying skills that are needed for learning t 3.7 Deafness The Royal National Institute for Deaf People (RNID) estimate that there are approximately 9 million deaf and hard of hearing people in the UK (approximately 698,000 of these are severely or profoundly deaf) and this number is rising as the number of people over 60 increases. The RNID also states that approximately 450,000 severely or profoundly deaf people cannot hear well enough to use a voice telephone, even when using equipment to amplify the sound (RNID, 2005, ‘Facts and figures about d 3.5.3 PC input by partially sighted people Partially sighted people can learn to touch-type as sighted people do. However, this can be a difficult process if you cannot see the screen or the keyboard clearly. A simple, low-tech solution to make the keyboard more visible is the use of large print labels, which can be attached to the keys. Alternatively, a high contrast keyboard can be used; for example a black keyboard with black keys with yellow characters. In addition, speech output software can announce every key that is pressed so 3.4 Activity task 3: using a screen reader If you are already familiar with screen readers you can skip this activity. A simulation that demonstrates how a web page might be read by a screen reader and speech synthesiser is available on the Web AIM site. This site contains an audio file of a screen reader reading a website that has been designed with some common accessibility errors. It also provides a visual version of the site. The simulation requires the Shockwave plug-in. If you do not have this plug-in on your c 3.3.5 PC input by blind people To input to the computer blind people can touch-type using a standard keyboard but can't use a mouse because this requires hand-eye coordination. Although it is possible to emulate mouse actions using the keyboard, it can be difficult to locate its position on the screen reliably. It is possible to use most Microsoft applications under the Windows platform without using the mouse at all by using keyboard shortcuts. The Help files of Microsoft applications and Windows provide lists of availabl 3.3.4 Screen readers and speech synthesisers A refreshable Braille display is a row of cells each containing pins that represent Braille dots. These pins are raised or lowered to form Braille letters. The screen reader program sends text a line at a time or as set by the user. The hardware is expensive, a 40 character display costs about £4000 ($7000, €6000); so this option is most often used by those in employment. Its main advantage over speech output is that refreshable Braille distinguishes between individual characters, so there 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 1 Performance management 5 Further information The Scottish Government: Education & Training Curriculum for Excellence www.ltscotland.org.uk/curriculumforexcellence/whatiscfe/purposes.asp Learning and Teaching Scotland Literacy www.ltscotland.org.uk/literacy/index.asp Department for children, schools and families: Standards Site www.standards.dfes.gov.uk/primary/
Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence (not subject to Creative Commons licence ). Grateful acknowledgement is made the following sources for permission: Marion Coomey and John Stephenson: ‘Online learning: it is all about dialogue, involvement, suppo Introduction This unit looks at the pedagogical issues involved in the creation and selection of self-study educational resources for a set of intended learning outcomes as exemplified here on OpenLearn. It is a unit about writing a unit. Although it considers the way that people at The Open University set about writing open-learning materials, it will not focus specifically on the University’s particular production system. Nor does it look deeply at the technical issues involved in producing certain ty References 4 Evaluating success Understanding the reasons for a school's success may require special expertise, but the fact of that success should be clear….. Martin & Holt, 2002. Take another look at the cycle for improvement (below). 3 Sharing information If all governors are not involved in monitoring there must be procedures through which all are kept informed. Creese and Earley (1999). The role of the governor has changed considerably in recent years: there is a genuine need to know and understand the school much better, from the point of view of its performance and development priorities. At the same time, all governors have other commitment 3 What does the data tell us? Data never gives you the answers: it helps you to ask the questions. (Hawker, 1998) Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information. A single set of figures, relating to only one year's results, may n 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 Sue Platt has been a school governor for 21 years, at both primary and secondary 4. Strategic management ’It must be accepted that governors
share
in every aspect of the strategic management of the school.‘ (Sallis, 2000) If strategic direction is about setting aims and targets, devising plans and policies, and taking decisions that will raise standards, then strategic management is concerned with ensuring that all the necessary elements are in place in order that succes 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
Author
