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Equality on the Net for people with special needs

Verkkosalkku Project - Learning Environment for Special Needs. Equality on the Net for people with special needs. Co-operation with TIEKE Finnish Information Society Development Centre National Board of Education Finnish Association on Mental Retardation

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Equality on the Net for people with special needs

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  1. Verkkosalkku Project - Learning Environment for Special Needs Equality on the Net for people with special needs Co-operation with TIEKE Finnish Information Society Development Centre National Board of Education Finnish Association on Mental Retardation Arla Institute for Visually Impaired Finnish Association for the Deaf Honkalampi Fund Avence Ltd Project Manager Petri Virtanen 3.7.2002

  2. Verkkosalkku Network 2 Project • started in the autumn 2000 as part of the EU target 1 programme • In addition to Verkkosalkku-Network software, the following will be produced in the sub-project: • Tools for network studies, career development and information management for all schools and enterprises • Research. Programmes and operation models will be developed and implemented on the basis of the research (Helsinki, Kuopio and Joensuu Universities) • Content production and a model for realising both content production and educating teachers in pedagogics over the network. • Environments suitable for special groups • A model for evaluating and developing personnel • Coordinated by Pohjois-Savo Polytechnic, School of Health and Social Care, Kuopio • www.verkkosalkku.net

  3. Verkkosalkku for students with special needs The aims of the project for special groups: • to develop network working methods for special needs • to make network-learning a tool for everyone • to develop a clear, informative and instructive user interface (visual, audible) • to develop a user interface that uses alternative communication methods • to test new network teaching material • to test tools connected to the production of new network teaching materials • to promote the use of information and communication technology in teaching • to accomplish more intensive co-operation between a special student, instructor, working life and stakeholders • to use new information technology techniques (video-conferencing in the Verkkosalkku-Network, mobile technology) Verkkosalkku designed for special groups can be widely used in special education.

  4. The central aspects in development work STUDENTS:  tools for learning  tools for guidance  tools for knowledge acquisition  tools for data processing and editing  communication tools (students, educational establishment personnel, employers, student support network)  monitoring and assessment tools (portfolio)  distance learning tools

  5. The central aspects in development work TEACHERS:  teaching tools  syllabus processing/sharing  processing personal study arrangements plans (in co-operation with students)  testing and editing of teaching material  training • tools for knowledge acquisition • communication tools

  6. The central aspects in development work LEARNING AT WORK: • communication toolssupervising teacher/student/work instructor (additional co-operation with student nurses, provided that they will start using the Web Portfolio) • monitoring and assessment stage

  7. The central aspects in development work SUPPORT NETWORK • communication • information • discussions

  8. The central aspects in development work POST-GRADUATE STAGE: • The Web Portfolio will remain in the student’s possession to be used as a monitoring tool (between the educational establishment and the graduated student) • a communication tool (between graduated students and teachers)

  9. Developed features at this stage • accessibility demands • symbol interface • possibility of using different symbols • possibility of using voice with symbols in interface • methods of using learning environment with special needs developed by teachers • learning material for special needs

  10. Features to be developed • possibility to personalize interface to meet users needs (variations of interfaces) • possibility of using symbol communication inside learning environment (co-operation with Terry Mayer-Johnson PCS symbol, Widgit Software WS2000, negotiations with Pictograms between Association on Mental Retardation and SIH, Sweden) • possibility of using videoconferencing inside learning environment • accessibility of content (multimedia learning material) • guidlines of using learning environment with students with special needs (TIEKEFinnish Information Society Development Centre)

  11. Background for Digital Impartiality • the skills of using information technology play an important role in taking part as an equal individual in the information society • development of information society must take into consideration special needs • to deliver the information to all, there must be assistive methods • Verkkosalkku - Learning environment for special needs • Tasanet - equal net services for all • Tikas - Computer Driving Licence for people with learning difficulties • Papunet - Service network on speech impairments and plain language • Honkanet - an interactive information service network for special needs • Virtual School for the Deaf - learning environment for students using sign language

  12. Verkkosalkku • learning space for special needs • assistive technologies in a learning environment • symbol interface • organization: Pohjois-Savo Polytechnic, School of Health and Social Care, Kuopio • www.verkkosalkku.net

  13. Tasanet • Aim • to improve special needs groups position as users of net services and possibilities of elearning • Ways and means • to produce education and rehabilitation services • development of accessibility and usability in net services • Organization: Vocational training and development centre - especially for visually impaired and deafblind people • www.tasanet.fi • www.arlainst.fi

  14. TIKAS • Aim • A joint project that aims at producing training courses and teachingmaterials in plain language for people with learning difficulties and for teachers (pedagogical materials) • Ways and means • Teaching Materials • books in plain language • materials in internet • Training of Trainers (Teachers) • Teaching modules • standardizing and licences • Organization: FAMR Finnish Association on Mental Retardation • www.tikas.net • www.kehitysvammaliitto.fi

  15. PAPUNET • Aim • is to give information through the Internet to people with speech impairments, users of plain language and persons close to them as well as professionals • enabling exchange of information between professionals and people with speech impairments. Special attention will be paid to the availability and accessibility of the Internet pages • Ways and means • The Internet pages deliver information to people with speech impairments and users of plain language using their own means of communication. • pages provide information on augmentative and alternative communication (AAC) and plain language • Organization: FAMR Finnish Association on Mental Retardation • www.papunet.net • www.kehitysvammaliitto.fi

  16. HONKANET • Aim • is to develop an interactive information service network to support disabled people and their families and to support the work of professionals in the North Karelia area. • Ways and means • Interactive conversation channels for families, professionals by disabilities • Information channels, expert columns, questions & answers • Regional services, residential services, rehabilitation, education, supported employment • Note board, picture news with AAC-method, simplified news • Intepreter services, information, order • Database, accessible user interface and search • Electronic library, digital products and learning material for sale and for free downloading • Organization: Honkalampi Foundation • www.honkanet.fi

  17. Virtual School for the deaf • Aim • is to build an open learning environment where important elements are sign language, pictures and text • to develop quality of education and education opportunities for the deaf • Organization: The Finnish Association of the Deaf • www.kl-deaf.fi

  18. Co-operation of the projects • Aim of co-operation • improve equality in the information society • to improve special needs groups position as users of Net services and possibilities of elearning • to improve accessibilty of net services • to improve accessibility of content on net services • to coordinate structure of net services so, that acting on services is convenient for the user • to coordinate symbols on services so that they support each other • to clarify possibility of creating unified set of symbols for services on the net • to create guidelines for planning accessible services for special needs and the creation and use of symbols

  19. Co-operation of the projects • Ways and means • inform about accessibility on net services • inform about accessibility of content on net services • coordinate structure of net services • coordinate symbols on services so that they support each other • produce unified set of symbols for services on the net if needed • create guidelines on how services planned to be accessible for special needs should be built • TIEKE, Finnish Information Society Development Centre, has important role on cooperation as standardization organization

  20. Digital Impartiality • - 18th June 2002 the DIGIEST expert group was established • - organizations participating in this work • - Virtual School for the Deaf: The Finnish Association for the Deaf • - TIKAS Computer Driving Licence for people with learning difficulties: FAMR finnish association on mental retardation • - PAPUNET: service network for speech impairments and plain • language, FAMR • - TASANET: equal net services for all, vocational training centre - • especially for visually impaired and deaf-blind people • - HONKANET, an interactive information service network for special needs: Honkalampi Foundation • - Verkkosalkku project • TIEKE, the Finnish Information Society Development Centre • the National Board of Education • Dr. Chris Abbott, King’s College London

  21. Digital Impartiality • The project works in close co-operation with the DfA Network of Excellence that is co-ordinated by STAKES, and with the EU’s European Committee for Standardisation CEN. • The CEN co-operation takes place in the “Workshop in Relation to Design-for-All and Assistive Technologies for ICT” supervised by CEN’s Information Society Standardisation Group. • - Co-operation with CEN and the DfA Newtwork of Excellence will enable efficient distribution of the digital impartiality action models in Europe.

  22. AIM • - the aim is to produce a learning environment which is accessible • to users whatever their special needs might be • - the environment can be configured for the needs of • - different symbols and sets of symbols (Pictograms, PCS, etc.) • - voice guidance • - on-line guidance • - the information collected about the requirements of special needs • users of the Net and services with different equipment (DIGI-TV • and mobile technologies) will be made available to everyone who • develops such services • The knowledge pertaining to the impartiality and applicability of implemented • Internet-based services for people with special needs is extremely important • for all developers of Internet-based services (Design for All and Inclusive Design).

  23. ACTION PLAN - Verkkosalkku DfA learning environment is piloting an environment - in stage one the expert group - tests the environment - collects the results of the requests from each special needs group - the environment will be modified to meet the demands - in stage two the expert group - tests the environment with web based multimedia learning material - collect the results of the needs of each special needs group - the environment and material will be modified to meet these needs - in stage three all the information will be collected and put together as guidelines and the results will be tested in other services for special needs and services which provide information

  24. RESULTS Visually impaired Online help and support DfA Verkkosalkku Learning environment Deaf and hearing impaired Customisable Multimedia Learning material Mentally retarded

  25. RESULTS eLearning - definitions of the demands of groups with special needs for learning environment - pedagogical models for special needs elearning - accessibility of the content (content for all) - multimedia learning material - customisability of learning material eAccessibility - definitions and guidelines for developing net services for all (DfA) - accessibility of the content (content for all)

  26. RESULTS eUsability - definitions and guidelines for developing net services usability for all (DfA) - usability of the content (content for all) Symbols - information through symbols - special needs of different groups - information technology symbols and symbols on Net services Digital Impartiality consists of - eAccessibility - eUsability - Design for All - Content for All - On-line help services

  27. Verkkosalkku project www.verkkosalkku.net Project manager Petri Virtanen Keskuskatu 3076100 Pieksämäki, FinlandGSM +358 (0)40 752 88 39petri.virtanen@qm.inet.fi

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