Always forget what the sign is??
There is a new Signalong service which is extremely helpful. You text 07446462146 with SIGN and then a word to look up. They then send you a description of the sign right back.
You can do this up to 8 times a month for no additional charge – each use will still cost your normal network rate for a text. After that, if you want to, you can upgrade to get unlimited signs a month for £30 a year.
Many thanks to Susan Henderson, Edinburgh City Council for sharing this information.
On 31 October the Scottish Government published Guidance on “Planning improvements for disabled pupils’ access to education” which “describes the requirements the Act places on education authorities and schools to work to improve the education of disabled learners and to help ensure that they are properly included in, and able to benefit fully from, their school education.”
The Guidance contains two appendices that refer specifically to measures that local authorities should take to improve the accessibility of school ICT and computers. It covers things like installing the Scottish computer voices; having text-to-speech software available; providing access to control panels so that students with disabilities can make adjustments to enable access; etc. The document is available here: http://www.scotland.gov.uk/Publications/2014/10/8011.
Now that the guidance is published, it will be helpful to get a snapshot of how accessible school computers are across the country, and what might need to be done to improve the accessibility of ICT used in schools.
Please help by completing the survey at https://www.surveymonkey.com/s/accessICT.
Thank you very much.
1. Praise Gives Power; Criticism Kills
A dyslexic person needs to have confidence to learn and overcome their difficulties. Because they have experienced failure, deep down they don’t believe they are capable of learning.
Provide the opportunity to succeed.
Give praise for small achievements.
2. Don’t ask a dyslexic to read aloud
Words are likely to be misread or skipped, causing embarrassment.
3. Don’t punish a dyslexic for forgetting things like books or sports kit
Offer positive strategies such as having one place to put things away.
4. Don’t call a dyslexic lazy
Dyslexics have to work harder to produce a smaller amount.
Dyslexics have difficulty staying focused when reading, writing or listening.
5. Expect less written work
A dyslexic may be verbally bright but struggle to put ideas into writing.
Allow a dyslexic more time for reading, listening and understanding.
6. Prepare a printout of homework and stick it in their book
Provide numbered steps, e.g. 1. Do this. 2. Do that etc.
7. Do not expect a dyslexic to copy text from a board or book
Give a printout. Suggest they highlight key areas and draw thumbnail pictures in the margin to represent the most important points.
8. Accept homework created on a computer
Physical handwriting is torture for most dyslexics. Word processors make life much easier. Allow them to use the Spell checker and help with grammar and punctuation so that you can see the quality of the content.
9. Discuss an activity to make sure it is understood
Visualising the activity or linking it to a funny action may help dyslexics remember.
10. Give the opportunity to answer questions orally
Dyslexics can often demonstrate their understanding with a spoken answer but are unable with to put those ideas in writing.
All credit to the Nessy website for these useful tips. You can find further information and support for Teachers, Parents/Carers and students on this site.
6th year pupil, Fiona Scott will be demonstrating her excellent use of speech recognition software at and ICT workshop tomorrow in Edinburgh. Originally Shirley Lawson was going to present the case study but Fiona has agreed to come and do a live demo – no mean feat!
Is Speech Recognition software finally beginning to realise it’s potential for learners with additional support needs?
This free workshop run by CALL Scotland and SQA will consider this question. Speech recognition systems are now freely available on Windows and MacOS computers and in mobile devices such as the iPad. At the same time, speech recognition is becoming of greater interest to schools as an alternative to scribes, given that scribes cannot be used for assessing writing in National Literacy assessments.
In this workshop we will review the tools available, including Windows 7 Speech Recognition; Dragon Naturally Speaking; iPad Siri; Google Voice Typing, and share experiences (both positive and negative) and, we hope, good practice.
The timetable is as follows:
- 9.00: Coffee and registration
- 9.30: Windows 7 Speech Recognition
- Liz Fraser, Selkirk High School, will talk about a trial of the free built in Windows Speech Recognition that is currently running in Selkirk High School.
- 10.00: Dragon Naturally Speaking
- Shirley Lawson, East Lothian, will present a case study about a pupil in S6 using Dragon Naturally Speaking.
- Dianne Youngson, Dunblane High School will present a case study about a learner using Dragon in Higher assessments and exams.
- 10.50: Comfort Break
- 11.10: iOS Siri
- CALL staff will introduce this session and demonstrate Siri. There will be input from Emma Slavin from Balfron High School about using Siri with iReadWrite, and from other colleagues.
- 11.40: Google Android
- Craig Mill from CALL will give an overview of Google Now and Google Voice Typing.
- 12:10 Plenary Discussion
Information from this workshop will be reported back on this blog.