4.7 Informing students Students need accurate information about accessibility before they enrol on a course. This may seem like common sense, but it is a significant contributor to students’ legal complaints. It is important that details of reasonable adjustments are carefully recorded, including the limitations of alternative formats and accessible design. The second accessibility activity, ‘Specifying, designing and evaluating accessibility’, will look more closely at specifying and evaluating web resources
4.6.1 What if a learning objective CAN'T be achieved? What can you do if you have considered all the adjustments appropriate for a particular student and you have determined that they can't achieve the learning objective?
3.14 References BBC (2005) ‘Men's health’, London, British Broadcasting Corporation, http://www.bbc.co.uk/health/mens_health/index.shtml (Accessed 31 July 2007). British Dyslexia Association (2005) ‘What is dyslexia?’. Reading, British Dyslexia Association, http://www.bdadyslexia.org.uk/extra329.html (Accessed 31 July 2007). RNIB (2005) ‘About sight loss – changing the way we think about blindness’ [online], London, Royal National Institute of the Blind (Accessed 31 July 2007).
3.13.2 Deafness Deafblind, ‘Refreshable Braille displays’
2.2 Defining disability So, what do we mean by the term ‘disability’? The Open University doesn't define the term, but offers services to any person with ‘a disability, health problem, mental-health difficulty or specific learning difficulty (such as dyslexia) that affects their ability to study’ (Open to Your Needs
booklet, pdf file, 2005). In the UK the main legislation used to improve the treatment of disabled people and to manage resources is the Disability Discrimination Act (DDA). T
3.1 Introduction The following PDF document contains pages from Section 11 of the Open University publication ‘The Legal Framework’, which was written for the OU Masters Programme in Education. 1.3 Concern over falling standards: a policy for the ‘90s There followed a number of reports from the Scottish Education Office to schools offering guidance in developing particular aspects of the curriculum. These culminated in a consultative paper Curriculum and Assessment in Scotland: a policy for the ‘90s (SED, 1987) which identified apparent poor practice in school curricular policy-making, lack of continuity in the school curriculum, lack of challenge for students in Years 6 and 7 of primary schools, lack of consistency in the practic Introduction Target setting for pupil attainment is seen as being a means of raising standards in schools through placing pupil achievement at the core of school planning. This unit will help governors of primary schools ensure that appropriate targets are set and provide guidance on assessing the data that needs to be evaluated to come to such decisions. 2. What is strategic direction? In order for governors to be effective and to stand any chance of being involved in the process of raising standards, they 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 6.2.2 Industrial relations In addition to these two government departments dealing with working conditions, the UK system of industrial relations has the
Advisory, Conciliation and Arbitration Service
(ACAS), a semi-independent body that mainly deals with dispute resolution issues between workers and employers. At its website there is information on employment rights, time off, worker consultation, trade union representation, equality and discrimination, parents at work, pay, discipline and dismissal. The Introduction The issue of ‘citizenship, work and the economy’ is often neglected in everyday discussions of citizenship. But a moment's reflection should demonstrate how important it is. The vast majority of us will spend the bulk of our adult lives working in some context or another, and our engagement with economic activity more generally is obvious (and not just as consumers). Many young people are also intimately tied up with work. School children often have part-time evening, weekend or ho 2.4 Achieving targets Setting tasks at the end of the mentor session each week may appear, on the surface, a fairly simple task compared to the previous in-depth discussion and evaluation of teaching that will have taken place. Targets may be viewed as providing a sense of momentum and achievement during the school experience placement as those set one week can be ticked off the next. However, is it really as simple as that? What should a mentor do if the student teacher is not achieving the targets set? In the fi 1.3.8 News sources Many news sources are now available online. Searching an online version of a newspaper is easier, quicker and more effective than searching through printed indexes, microfilm or actual newspapers.
Activity 2: Meeting legal requirements in Scotland
