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The Use of ICT to Support Students with Dyslexia Nadia Diraä, Jan Engelen, Pol Ghesquière, Koen Neyens K.U.Leuven (Belgium). 0ur university. Catholic University of Leuven 34 940 students (4402 internationals) Staff : 9113 Staff University hospitals U.Z.Leuven: 8172 Education

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  1. The Use of ICT to Support Students with DyslexiaNadia Diraä, Jan Engelen,Pol Ghesquière, Koen NeyensK.U.Leuven (Belgium) USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  2. 0ur university Catholic University of Leuven • 34 940 students (4402 internationals) • Staff : 9113 • Staff University hospitals U.Z.Leuven: 8172 Education • 120 postgraduate academic programmes • in 3 main Groups: Biomedical sciences, Human sciences and Science and Technology Association K.U.Leuven: 76 000 students USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  3. Equal opportunities policy • Supporting students with disability since 70s (curriculum, housing, social, sports,…) • Diversity policy statement (2004) • E-accessibility project (K.U.Leuven – IBM, 05-07) • Working Group e-Accessibility since 2007 • Disability Team @ Student services since 2007 USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  4. Legislation Equal opportunities law (Decree July 10, 2008) : • anti-discrimination law • reasonable adjustments UN-Convention on the Rights of Persons with disabilities (Dec 13, 2006) : inclusive education Higher education financement decree • target groups financement • !!! limited definition (only students registered at Disability agency VAPH) • Encouragement projects USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  5. Our disability team • Central position @ Student services • Disability officer / case manager / advisor • registration • assessment of special educational needs • principles: rights and duties, privacy, empowerment, maintaining academic standards • coordination of support: individual/group programs • advising reasonable adjustments • Stimulating university processes (working groups, projects, advice,…) USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  6. Conceptual framework Handicap creation process (Fougeyrollas) Personal factors Environmental factors (obstacle / facilitator) interaction Handicap situation Social role 6 USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  7. USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  8. Registered students with disability USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  9. Top 5 of barriers for students with dyslexia • Text-based curricula • Reading problems • Spelling and grammar problems • Time management and organisation • Self-esteem in a blended learning environment BUT: normal intelligence motivation creative and oral skills USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  10. Supporting students with dyslexia • Diagnostic assessment • Educational needs assessment • Support: • introduction • note-taking • study skills program • examination arrangements • assistive technology • … USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  11. Project ICT for students with dyslexia Working group e-Accessibility E-accessibility project: guidelines & directives Focus on AT for students with dyslexia: • exploring AT-functionalities within learning environment • improving the conditions to use AT • integrating AT in internal legislation (edu and exa) • working out support (training,…) USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  12. Project ICT for students with dyslexia Information session on ICT for students with dyslexia Information session on specific software Invitation to all students with dyslexia to participate: • 1 year free use of the software • additional training • student’s feedback to our services and to companies Sprint (www.jabbla.com): 15 students Kurzweil 3000 (www.sensotec.be): 17 students Semi-structured interviews by students MES USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  13. Sprint • reads out in every program (RealSpeak voices, dictionaries: definitions, homophones,…) - Sprinter buttom ! • writing: word prediction • txt or rtf files to MP3 • study skills (markers, summary) • operates within any environment USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  14. Kurzweil3000 Comprehensive reading, writing and learning software solution for students with special needs: • scanning printed texts (built-in OCR) • reading (RealSpeak voices, dictionaries: definitions, synonyms,…) • writing • study skills (highlighting, extracting to summarize,…) • operates in the specific Kurzweil environment USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  15. Interview 1 Impact of dyslexia, experience of ICT + Appreciation of professional support at K.U.Leuven - Difficulties with disclosure of disability - No standards for diagnostic assessment - Different policy of reasonable adjustments in faculties - Risk of dependency on ICT ? - ICT Skills USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  16. Interview 2 Use of ICT/AT - Technical problems use of ICT (? lack of computer skills) + Visual and auditory assistance (highlighted text, MP3) - Difficulties with scientific formulas - Digital courses (teaching staff resistance, time-consuming scans) + Refinding trust and pleasure of learning !!! USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  17. Interview 3 Drop out ! • Sprint: 4/15 • Kurzweil: 7/17 • Limited use of functions of AT • Lack of digital course materials (time needed for scanning and preparing courses) • Lack of computer skills USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  18. What did we learn? • Learning to use AT is time-consuming • Basis computer skills are a precondition • Easy accessible technical helpdesk is a must • Training has to be structured • Learning curve Kurzweil > Sprint • Choice of software depends on learning style and computer skills • Peer learning is important and efficient • 30 % of course materials are available in digital format (authors legislation is an obstacle) • Scan service is needed USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  19. Conditions of implementation Availability of digital course material • library of digital course materials via Toledo • committment of publishers/teachers within Authors legislation • contract with each student about use of digital formats • Scan service Possibility/authorization to use ICT during courses and evaluations Sufficient computer skills (general and specific) • early information and training Facilitate peer learning (zoom sessions) USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  20. USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  21. Students after the project “Kurzweil helped me with the permanent evaluation of an important Law practicum. We received the text one week in advance. I scanned all texts and listened to it several times and I felt I understood what I was reading and studying, much better than before.” “Then we had to make a paper… While writing it with Sprint I was sure I didn’t make to much mistakes.” “We also had a course of 600 pages, we had to know very well. I could use Kurzweil during the open book exam and it really helped me.” USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

  22. The end Thank you ! USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

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