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Inclusive teaching and learning

Inclusive teaching and learning. Communicating Issues and Inspiring New Practice. Things are seldom as they seem. Click to view…. http://www.youtube.com/watch?v=JlevdGvGcJM. Things are seldom as they seem. Dyslexic, deaf, blind, paraplegic, learning difficulties, unknown?.

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Inclusive teaching and learning

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  1. Inclusive teaching and learning Communicating Issues and Inspiring New Practice

  2. Things are seldom as they seem Click to view…. http://www.youtube.com/watch?v=JlevdGvGcJM

  3. Things are seldom as they seem. Dyslexic, deaf, blind, paraplegic, learning difficulties, unknown?

  4. A new way of seeing things "One’s destination is never a place, but a new way of seeing things." – Henry Miller. TechDis resources for a new way of seeing things: WatchWords SimDis

  5. A new way of doing things • Do less work but create more accessible resources. • Make a podcast for a learner (without speaking). • Make a podcast with a learner (without installing software). • Make a learner make a podcast (without using a computer). • Make a video (without a video camera) . • Make mobile learning (without buying software). • Make a highly accessible learning object (without technical know how). • Make a VLE (without a technician). • Give poor readers reading help (without being there). • Give poor spellers prompts (without being there). • Define vocabulary (without being there).

  6. Do less work but create more accessible resources • Don’t format documents – structure them using heading styles instead. It saves you time and makes a much more accessible resource. Hair background – formatted or structured www.techdis.ac.uk/accessibilityessentials

  7. Make a podcast for a learner (without speaking). • DSpeech – free and portable text to speech and text to MP3. Uses built in Windows XP voices. Hair demo. • Or RoboBraille high quality free email service – send email with text attached to britspeech@robobraille.org www.techdis.ac.uk/getfreesoftware

  8. Make a podcast with a learner (without installing software). Portable Audacity. The Welsh podcast primer – meeting, greeting and departing. Good morning, good afternoon, hello, goodbye, good night, take care, see you later etc.

  9. Make a learner make a podcast (without using a computer). Free phone message to MP3 service with Gabcast (www.gabcast.com). Phone 0207 100 2530 • channel number: 15867# the ‘pound key’ = hash • channel password: 123# Leave a message

  10. Make a video (without a video camera) • Camstudio (free software) • Understanding a cheque • Or use digital images with Windows moviemaker. • Tying a tie. • Or try Wink (runs from a memory stick) www.techdis.ac.uk/getfreesoftware

  11. Make mobile learning (without buying software). • Make audio, Camstudio or Wink resource and Bluetooth it to a PDA or phone. • And if Bluetooth is a pain use IR beaming • And if beaming doesn’t work try a card reader • Or synchronising the device • Or fold a sheet of A4 cleverly (PocketMod)…

  12. Make a highly accessible learning object (without technical know how). Xerte learning object. Launch it. Create folder Fill in text > Browse to media Preview > add new page and repeat Save Upload folder to VLE www.techdis.ac.uk/getxerte

  13. Make a VLE (without a technician). www.esnips.com

  14. Give poor readers reading help (without being there). • NaturalReader – • discrete media player style interface • DSpeech • Portable, runs from usb memory stick • WordTalk • Custom made to bring speech to Word – adds a new menu bar. www.techdis.ac.uk/getfreesoftware

  15. Give poor spellers prompts (without being there). LetMeType is free word prediction software that can have a customised vocabulary imported. www.techdis.ac.uk/getfreesoftware

  16. Define vocabulary (without being there). WordWeb5 is GreenWare that will define, pronounce, provide synonyms and point out homophones.

  17. Strategic approaches • Teaching styles and preferences are valid but learner entitlements are legally protected. • Staff training on disability issues should focus on core business not fuzzy feelings. • Accessibility does not belong to support specialists any more than inclusion belongs to disabled people. • E-learning is not the solution but it provides a wide suite of solutions.

  18. TechDis resources • For managersSenior Manager Briefings www.techdis.ac.uk/getbriefings • For practitionersAccessibility essentialswww.techdis.ac.uk/getfreesoftwarehttp://www.techdis.ac.uk/getcreatinghttp://www.techdis.ac.uk/getm-learning • For trainersStaff packs, WatchWords, SimDis

  19. Conclusion • E-learning supports the inclusion and DDA agendas by creating alternative (i) resource types and (ii) learning experiences. • E-learning allows the learners to contribute to constructing learning… so what will you do next?

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