Accessibility is good for you Jisc are a registered charity and champion the use of digital technologies in UK education and research.

OPERA (Opportunity, Productivity, Engagement, Reducing barriers, Achievement) OPERA is a university-wide accessibility project supported by advice and guidance from Jisc. To implement a range of accessibility initiatives and monitor their impact on the development of a more accessible information environment at the University of Kent.   Jisc are a registered charity and champion the use of digital technologies in UK education and research.

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OPERA aim To make recommendations that will help to develop an inclusive information environment and encourage the wider adoption of assistive technology (productivity tools) for all at the University of Kent. Minimise barriers and maximise independence for all learners.

OPERA aim: What does it really mean? Promoting self-sufficiency. Teaching people how to fish. Not being anyone’s gatekeeper. Minimise barriers and maximise independence for all learners.

Mainstreaming ‘Mainstreaming takes equality to the heart of an institution, moving it from a bolt-on aspect of delivery to an integral part of the way it thinks and functions’. Equality Challenge Unit (ECU) Mainstreaming: equality at the heart of FE and HE: final reports.

Inclusive design…inclusive technology Minimise barriers and maximise independence for all learners. Enabling self-sufficiency. The case at Apple. The Apple approach…

We are all designers Design has the power to make us feel competent, or incompetent. It has the power to include us or exclude us. Ostroff, E. Institute for Human Centered Design Ostroff, E. (2015) Institute for Human Centered Design in Kroeger, S. (2016) 13th Annual Disability Lecture - The Power of Design: Inclusion or Exclusion? [Online] Available at: http://sms.cam.ac.uk/media/2227966. [Accessed: 25/04/2016].

Building bridges Images show a traditional clapper bridge on the left – monolithic slab (like the DSA) between two piers (only assessors and disability support with real involvement in disabled student support). The image on the right shows a stone bridge with many small elements held together in the structural integrity of the arch. This is a more sustainable solution. The elements are labelled as Teaching, Study skills, eLearning, Library, IT, Wellbeing, Student Union

Building bridges ii Images show a traditional clapper bridge on the left – monolithic slab (like the DSA) between two piers (only assessors and disability support with real involvement in disabled student support). The image on the right shows a stone bridge with many small elements held together in the structural integrity of the arch. This is a more sustainable solution. The elements are labelled as Teaching, Study skills, eLearning, Library, IT, Wellbeing, Student Union

How it works at the moment: reasonable adjustments Three key vehicles:  Individual reasonable adjustments. Anticipatory reasonable adjustments. Inclusive practice.

Reasonable adjustments? At Kent individual reasonable adjustments are made for each student via an Inclusive Learning Plan (ILP) prepared by Student Support and Wellbeing (SSW) in partnership with academic schools. This approach, although effective, is resource intensive. Each adjustment is made individually and reactively and is therefore potentially duplicated hundreds of times in ILPs across the institution. Kroeger (2016) points out the inadequacy of this ‘medical’ approach to adjustment: ‘Most of our work around access and inclusion is focused on remediating, fixing or correcting individuals. And sadly, oftentimes helping them to be grateful and satisfied with unsatisfactory situations’ (Kroeger, 2016).

The Edinburgh 3 The following three anticipatory reasonable adjustments made up half of the those recommended by the Student Disability Service: Prioritised reading lists. Providing lecture outlines before class. Permitting lecture recording for personal use.

The Kent 3 Kent ILP adjustment (Edinburgh mainstream adjustment) Number of ILPs featuring adjustment Percentage of ILPs Use of Enabling Equipment (Permitting lecture recording for personal use). 972 62.2% Provision of Class Resources (Providing lecture outlines before class). 945 60.5% Direct Book Lists (Prioritised reading lists). 757 48.4% Total 2674   In a Kent context (mapping the Edinburgh adjustments to Kent ILP terminology) this would account for 2674 separate ILP entries for the above commonly recommended ILP adjustments.

1. Use of Kent Player To assist notetaking, ideally for everyone, but at least, for students with Inclusive Learning Plans (ILPs). Benefits: ‘To support students’ note-taking efforts, facilitate review of complex content, and aid revision’ (University of Edinburgh, 2012). Where institutional lecture capture is not possible (either universally or through targeted delivery to ILP students) students should be enabled to audio record lectures and seminars using their own equipment for their own use.

2. Providing lecture/seminar outlines in electronic format in advance Benefits: ‘Help students familiarise themselves with the lecture material ahead of the class, provide an opportunity for preparatory background reading and prepare any questions that they may have. It also facilitates note- taking during the lectures by removing the need for students to copy down content from slides’ (University of Edinburgh, 2012). Advance electronic delivery enables student self-sufficiency to readily convert materials using text-to-speech, or text-to-Braille applications.

3. Prioritised reading lists Benefits: all students who are able to manage their time more effectively by focusing on most important readings first (improved satisfaction). Student Support and Wellbeing are able to prioritise the delivery of alternative formats (e.g. Braille) for students with print disabilities. Information Services can order strategically to ensure correct quantities of library holdings based on importance making more effective use of Departmental Monetary Funds (DMF). With preference to born-digital resources made available 4 weeks in advance to accommodate the provision of alternative formats:

3. Prioritised reading lists: working together Dear SSW, Reading List **801 has been reviewed for alternative formats and all available E-Resources have been purchased and will be linked to the list once they're available. The following items were not available to buy as eBooks and so require scanning Recommended- Available in library in hard copy Discovering statistics using IBM SPSS statistics: and sex and drugs and rock 'n' roll – Andy P. Field, pub SAGE, ISBN: 9781446249185 Many Thanks Christine Templeman Library

Collateral benefits: case study: Kent School of Architecture Merged reading list data with: Module evaluation data Total number of UG and PG modules Sample reading list usage statistics. Case study example: Kent School of Architecture When we compared reading list and module evaluation data for KSA, the data showed that the amber module evaluation scores mapped exactly onto modules with no lists. Don Gray assessed the data and was keen to achieve a ‘quick win’ by making sure each module had a reading list on the system, which was ‘prioritised’ to indicate Core Texts (must read) items. We offered a school based reading list training session for KSA convenors, who then updated and published their lists. Our team made sure the Library purchased the required resources, which resulted in £4,000 of targeted investment. We will be running student focus groups with KSA students as the next stage of the project. Outcome for case study schools. The evidence we have gathered through working with our case study schools show that the reading list engagement data we are providing is supporting planning and collaborative decision-making.

What is an ‘accessible’ resource? Accessible resources lend themselves to being adapted and manipulated to a users needs: Magnify Reflow/Responsive Recolour Convert Navigate Procurement Asking the right questions at the beginning of the supplier relationship. Opportunity for negotiation/re-negotiation. Lobbying for better (as a sector). Giving the supplier a business incentive to build accessibility in to workflow as standard Documenting user feedback. Benchmarking.

Alternative formats?

Video magnifier A video magnifier is a standalone device that will allow for magnification and colour background changes on physical printed documents. They are only of use to users who have some sight however.

ClaroMagX A free tool that can effectively turn a smartphone or tablet into a mobile video magnifier: Online guide

Optical Character Recognition Scanner Image showing Optical Character Recognition Scanner (OCR) being used to create an accessible electronic copy of an otherwise inaccessible print original. Once rendered using the OCR software the electronic document can be accessed using text-to-speech software (the computer reads aloud the document to the user) or manipulated further to increase text size or change background colours.

How can I make electronic documents more accessible? Sensus Access is an online tool that will enable the conversion of electronic documents into a more accessible/usable format. Using a mobile device. Take a photograph of the OPERA paragraph and submit it to Sensus Access. Request an MP3 conversion. Enter your University of Kent email address. Check your email in a couple of minutes. Open the file and listen to it. SensusAccess is a self-service solution that automates the conversion of documents into a range of alternative formats including Braille, mp3, Daisy and e-books. The service can also be used to convert otherwise inaccessible documents such as image-only pdf files or scanned images into more accessible formats. SensusAccess is intended as a self-service solution for print-impaired students at universities and colleges and complements the accessibility services usually offered by educational institutions. The service can also be used by faculty to convert lecture notes and other educational material into accessible formats. SensusAccess is powered by the award-winning RoboBraille service and supports a multitude of languages beyond English. As such, SensusAccess can also be used as a learning technology for everybody: as a language learning tool, as a tool to convert academic papers into e-books or editable documents or as a way of turning textbook material into mp3-files.

Sensus Access @ Kent The facility for staff and students to quickly convert documents to a more accessible format enables learners to realise potential and participate fully. Promotes self-sufficiency in learning and teaching across the institution. Device and operating system neutrality.

Document types being submitted: PDF – 95.8% Image 2.5% Microsoft PowerPoint – 0.8% Microsoft Word – 0.8%

Output of converted formats: Microsoft Word - 58.8% Microsoft Excel - 24.4% PDF - 10.1% RTF - 5.9% Text - 0.8%

Staff/student feedback ii. 3rd year law student The most frustrating obstacle of any academic work is the lack of accessible resources readily available. I’ve spent years dealing with dull, badly contrasted photocopies which I cannot remedy in any way so as to read them effectively. Sensus Access is an incredibly quick and easy tool for converting files into accessible formats. From inaccessible materials come accessible ebooks, pdfs, mp3s or even basic word documents. It’s easy to use, takes only a minute to make a request and the turnaround is only about 10 minutes or so at the most. It is simply a lifesaver. I honestly use it with almost any file I have trouble with now. 

Using technology to promote self-sufficiency Inclusive innovation: collaboration and participation. Crowdsourcing. Be My Eyes. RNIB Bookshare. Case Study: Anne Arundel County School District + Double Robotics.

Productivity tools (assistive technology) Promoting productivity tools – tools to help you study and manage your time.

Inclusive design for teaching and learning @ Kent Give preference to electronic (‘born-digital’) resources that meet minimal accessibility standards and support the use of productivity tools (assistive technologies). Make module outlines accessible (e.g. via Moodle) at least 4 weeks before the module starts. Make prioritised reading lists available in advance (e.g. at least 4 weeks) to accommodate the provision of alternative formats and support those with slow reading speed. Ensure lecture/seminar slides/outlines are made available in electronic format in advance (e.g. at least 24 hours) to allow all students to prepare (particularly students with notetaking difficulties). Use lecture capture to assist notetaking, ideally for everyone, but at least for students with relevant Inclusive Learning Plans (ILPs).

Guidance University of Kent accessibility web pages Productivity tools – tools to help you study and manage your time. Dr Howard Leicester: accessibility in academia.

Contact If you would like any further information about working with accessible resources please contact: Ben Watson: b.watson@kent.ac.uk