1.1 Introduction To cover some of the concept of attention (we have only a unit, and there are whole books on the subject) I shall follow an approximately historical sequence, showing how generations of psychologists have tackled the issues and gradually refined and developed their theories. You will discover that initially there seemed to them to be only one role for attention, but that gradually it has been implicated in an ever-widening range of mental processes. As we work through the subject, two basic i
Introduction For many of us the concept of attention may have rather negative connotations. At school we were told to pay attention, making us all too aware that it was not possible to listen to the teacher while at the same time being lost in more interesting thoughts. Neither does it seem possible to listen effectively to two different things at the same time. How many parents with young children would love to be able to do that! One could be excused for feeling that evolution has let us down by failing
1.5.2 Discrepancy definitions The label is given if there is a discrepancy between perceived potential to learn to read (as indicated by general ability) and actual level of reading achievement. The most common way of diagnosing dyslexia is to look for a discrepancy between someone's general ability as measured by an IQ assessment and his or her performance on standardised measures of reading and spelling. However, there are
1.2.4 Personal distress Another way of defining psychological ‘abnormality’ is to ask whether certain behaviours or styles of functioning cause distress to the individual concerned. Think about your response to what you consider to be ‘normal’ alcohol consumption. Perhaps you specified a maximum number of units per day or week? If so, why did you do this? Is it because of the health problems associated with excessive drinking, or because of its association with antisocial behaviour? Some of you may believe t
3 Using the Menu This activity follows the previous one by opening with a window showing the Trends 14 data file. You are encouraged to explore the menus by using the SPSS software. E 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 p 2.2 Chair of Governors The role of the Chair of Governors is particularly important, as it is the Chair who will provide leadership for the governing body. It can be a time-consuming job so, to prevent it from becoming too onerous, the Chair should encourage other members to become more involved. An effective Chair can provide invaluable support for the school. A clear understanding of the role of the governing body, a positive and pro-active approach to the management of its responsibilities, and a good work 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
Activity 2
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