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5.4.3 How to evaluate accessibility

Accessibility guidelines and checklists can be used to evaluate a design or prototype. Despite the difficulties associated with the use of guidelines, they can be a useful tool for getting general insight into the accessibility of a website or system. As we discussed earlier, the main limitation of the use of guidelines or checklists is the fact that background knowledge of disability and assistive technology is required in order to effectively interpret and apply such guidelines.

Once
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5.4 Evaluating accessibility

It is good practice to include evaluation in the development of any product or resource, but it is particularly important to evaluate accessibility because of the difficulties associated with the use of accessibility guidelines, described earlier in ‘Design guidelines and their limitations’.

Accessibility can be evaluated in different ways.

  1. Testing with disabled users.

  2. Testing by accessibility experts.

  3. Asses
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3.10.2 Other impairments

There are people with a wide range of other impairments that are not covered by the above groups, but which may affect study. Some examples are listed below.

  • People with diabetes may have reduced sensitivity in their hands.

  • People with many different conditions may experience severe pain, which makes it difficult for them to concentrate on a task.

  • People with mental illness may have a range of difficulties, including
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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
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3.8 Physical impairments

People may have a range of physical impairments caused by a wide variety of conditions. It is not necessary to discuss causes of these conditions, but it is useful to note the kind of impairments that people experience. For example, people may have:

  • tremor or shaking

  • weakness

  • pain

  • reduced control of limbs

  • inability to sit upright

  • short or missing limbs.


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3.5.2 Magnification

Some people who require large fonts, or who need to enlarge pictures or icons, may use a software magnifier. A basic magnifier is available within operating systems such as Windows and Mac OS. More sophisticated software magnifiers are also available, which provide additional functionality, such as the following:

  • Magnification of the whole screen (see picture below)

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3.5.1 Colours and fonts

Partially sighted people may require particular computer display settings to optimise their ability to see the screen. For example, some people find that particular colour combinations for text and background are easier to see. A common preferred combination is yellow text on a black background. Some people may prefer certain font styles, such as sans serif fonts, or may need larger font sizes in order to read text. Such people may change the default font or increase the font size via operati
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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
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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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2 How active should young people be?

Physical activity in childhood has a range of benefits, including healthy growth and development, maintenance of a healthy weight, mental well-being and learning social skills. It is particularly important for bone health, increasing bone mineral density and preventing osteoporosis in later life. Although there is only indirect evidence (compared with adults) linking physical inactivity in children with childhood health outc
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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.


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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
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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).


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2 Finding evidence

If the purpose of monitoring is to ensure that policies and plans are being put into action, it follows that governors should be focusing their attention on finding evidence that supports this.

Governors are not inspectors, and need to be aware of the danger that they could impinge on the role of the headteacher through inappropriate involvement in day-to-day monitoring, rather than operating at the strategic level.

How monitoring is undertaken is a matter for each individual gove
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2. What is strategic direction?

Figure 1
Figure 2

In order for governors to be effective and to stand any chance of being involved in the process of raising standards, they
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Acknowledgements

Author Details

Professor David Lambert is Chief Executive of the Geographical but remains Research Associate of the Institute of Education (London). He is a former secondary geography teacher (for 12 years) and developed a scholarly interest in assessment issues following the introduction of the national curriculum. He also has a research interest in the way teachers select and use textbooks with pupils. He has a long-standing concern with mo
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3.1 Using and developing a popular topic: migration

‘Oh, what joy to see you again.’

Just one line from a folk song on a very familiar theme, to be found in traditional Irish music, can help us imagine the magnitude of the decision to migrate, especially if forced by hunger, oppression or fear. The line is written by a father to a son. They both know they will not see each other again.

Like many topics in geography, teaching migration well is challenging – because the human dimension is often multi-faceted and holds more subt
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Acknowledgements

Author Details

Amanda Burrows is a graduate of Laban and gained an MA in Education from The Open University. She has taught dance in secondary schools, FE colleges, universities and in community settings. Amanda is currently Head of Curriculum for Visual, Performing Arts and Media at Grantham College, and has produced materials for the Open Univerity's Teachandlearn.net, repurposed here for openlearn.

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1.2 The warm up

The importance of an effective warm up to prepare the body for physical exertion cannot be emphasised enough.

Warm-up activities for dance should:

  • mobilise the joints;

  • increase the internal temperature of the body;

  • increase the heart rate and blood flow to the muscles;

  • make the muscles warm and pliable;

  • increase the range of movement around the joints;

  • increase
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6.2.4 Europe

Finally, an area that is subject to much dispute and political discussion is the whole issue of working conditions and the role of the EU. As already mentioned, the background to this is the question of the European Social Chapter. The UK has opted out of this EU initiative, which has to do with establishing common rights and conditions for working environments across the EU member states. A controversial aspect of this concerns the EU's European Works Councils Directive (see www.dti.g
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