Anthony Picot Inclusivity in higher education: policy and technology NATESOL Conference 2018  Diversity with Inclusivity: Special Educational Needs, Disability and the Second Language Learner Anthony Picot Inclusivity in higher education: policy and technology

Overview Present list of Manchester Metropolitan University’s Inclusivity Policy. Present Assistive Technology used to Support Students with SEN.

Awareness Raising Activities 1 - Copy the following text using the opposite hand to which you usually write with. Complete the task in 2 Minutes Mae gwaith yr Uned Dyslecsia yn ymestyn dros ardal eang Gogledd-Orllewin Cymru, a’r rhan helaethaf ohoni’n wledig. O ganlyniad, nid yw’r Uned yn cynnal canolfan addysgu. Mae ganddi swyddfeydd aystafelloedd at ddefynydd athrawon, ond addysgir yn bennaf mewn ysgolion neu leoedd eraill. Writing under pressure such as in an exam or taking notes in a lecture. Left hand – Dysgraphia /dyspraxis

2 - Read the following text out to a partner, taking it in turns to read lines, so Student A read the first line. Student B the second. (the words are spelled backwards) O dainylnag, din r’wy denu ny lannyc naflonac ugsydda. Eam iddnag ddyefddyws ddeollefatsya ta ddynyfedd nowarhta, dno.. Writing under pressure such as in an exam or taking notes in a lecture. Left hand – Dysgraphia /dyspraxis

Manchester Metropolitan University’s Inclusivity Policy Inclusive Teaching Delivery: Good Practice Checklists – Selected Items Discuss/Elicit: a) Why this can support those with learning differences b)How this relates to or can enhance good practice in the second language classroom This set of guidelines is available at the following web page. Feel free to have a look at the full version. http://www.celt.mmu.ac.uk/inclusion/toolkit.php

Curriculum content Provide learning objectives for taught sessions that provide opportunities for students with a wide range of educational, dispositional, circumstantial and cultural characteristics to succeed. Where appropriate, include scholarly material relating to difference (e.g. disability, age, gender, race, religion, beliefs, sexuality). Where appropriate, use learning activities to raise students' awareness of diversity (e.g. through using subject-specific examples relating to people with particular characteristics).

Teaching delivery and communication Repeat and/or paraphrase key discussion points and questions from students so that everyone in the group can hear what has been said. Avoid direct questioning of individuals during classes and find alternative means to obtain contributions from students who find public speaking difficult. When asking questions or setting tasks, provide sufficient time for students to process the information (this may include time to make notes), think about the question, and provide a response. It is good practice to summarise key points and reiterate important points. Include regular pauses and opportunities for clarification and questions.

Teaching delivery and communication continued Present any new terminology or concepts in a variety of ways (e.g. verbally, written, demonstrated). Adopt a multisensory approach to classes and feedback, using a variety of methods (e.g. IWBs, PPt, video, podcasts, a mixture of text and images, group discussions, role play). Encourage students to create their own glossaries. Provide instructions and important information both verbally and in written form. The use of multi-sensory formats extends to any online resources provided to support teaching. Provide choice in the subject matter for the assignment so that it is more relevant, more engaging, and more useful. Provide students with choice in the type of assignment that is required, within the boundaries of the same learning objectives

Teaching materials Use a sans serif font (e.g. Arial), not serif fonts (e.g. Times Roman) The font size should be sufficiently large. Use black text on white background to enhance contrast, or the slightly less stark blue on yellow. Reds and greens should be avoided. In texts, avoid words that are split across different lines, dense text (e.g. due to narrow line spacing, narrow margins), and faint print. Ensure texts are left aligned. Text should not be justified (i.e. aligned to left and right margins). Generally avoid centre justification except for main headings. Electronic teaching materials and resources should be available to students at least 48 hours in advance of the session.

Visual Dyslexia Example of visual disturbance

Learning activities Ensure sessions are paced to allow time for listening, note-taking, processing, and responding. Allow students to make their own audio recording of lectures for personal use only. Establish clear ground rules for group work and small group discussions at an early stage. Establish simple protocols that encourage mutual respect and acceptance.

Personal tutoring Get to know your students better – their personality, disposition, circumstances, and cultural influences. Encourage students to make a written note of any important information. Make allowance for students who are unable to express themselves and communicate issues well due to anxiety, low self-confidence, hidden disability or other invisible struggles.

Part Two Assistive Technology used to Support Students with SEN Learner is assessed by/discloses to Learner Development. Needs are assessed. PLP is produced (includes, e.g. provision of handouts or provision of ‘Assistive Technology’). Majority eligible for financial support through DSA Disabled Students’ Allowance provided by LEA. Excludes International Students. University has a legal imperative to make learning accessible and to be aware of appropriate technological tools and facilitate their application.

Assistive Technology A growing number of Apps. Often students already know what works. Encompasses three major issues: access to computers (mobile devices), access to digital learning materials and access to print materials.

Hardware Keyboards Expanded and mini keyboards 'Intelligent' adaptive keyboards Ergonomic designs for (RSI) sufferers and those restricted to the use of one hand. Pointing devices Trackball Joysticks Devices operated by head movement/eye gaze Screen Magnification Large monitors Closed Circuit Television (CCTV) Screen Magnification Software

Software Too much to list – see http://www.inclusive.co.uk/software Three types: Administrative – allows you to set targets for individual pupils and monitor progress. Teaching Materials development/input - allows you to develop materials in a specific way for your learners. Self-study – allows students to access and produce texts

Administrative – allows you to set targets for individual pupils and monitor progress Bsquared (Assesses minor improvements for those with SEN- often improvements are too small to measure with standard assessments) Engage school management information system (full admin solution)

Teaching Materials Development/Input Proloquo2Go Symbol-supported communication app to promote language development and communication. Uses grids for learners to listen and select or communicate with others. IComm Teachers can input recordings, pictures, and other media, such as visual schedules, storyboards, communication boards, routines, flash cards, choice boards, speech cards for playback and practice. The learner can then interact with and learn from this. Indirect Dyslexia Learning Literacy (IDL Literacy) a multi-sensory intervention program that uses sight, sound, touch and voice with repetition to increase spelling and reading abilities. Clicker 7 Similar to above. Also uses eye gaze for students with limited mobility. They use eye gaze to move and click the mouse.

Self-study Texthelp is a programme that reads information aloud from any text from the screen e.g. essays, web pages, etc, and can help recognise and amend errors. Multi-platform literacy support tools give students at all levels extra help with reading and writing in the classroom and at home.  Predictive text Picture dictionary Text to speech with highlighters Networked version is expensive. £180 for 1 user for 12 months.

My study bar (Mind map and text to speech). Helps students: organise and plan their thoughts and ideas, use colour overlays to aid concentration and overcome visual stress, listen to digital content read aloud using text-to-speech, improve typing skills. It uses portable applications and does not need to be installed. It is run from a USB pendrive or programs can be copied to desktop. Free version has reduced functionality ‘Inspiration’ is also mind mapping software which is useful for students with Dyslexia and other conditions which may affect ability to organise ideas in a structured way. Training - https://www.mmu.ac.uk/academic-services/studentservices/learner- development/docs/Assist_Tech_leaf_A5_V5.pdf

Self study - Organisation of Ideas/ Mind Mapping Software Mind mapping software, such as Mind View can help all students, organise their ideas. essay writing, especially when it comes to allocating paragraphs to sub-topics, as some points may arise in several different paragraphs. Having a visual graphic organiser like this will help students organise their ideas and note taking, if the students is aware of the topics that will be presented in a lecture, they could prepare a mind map in advance and add details either during the lecture or from notes Demo?

Speech-to-text Windows PC Macs Google docs

Text-to-Speech Read and Write Gold MS Word ‘Speak’ (very good quality) LiveScribe Office Lens

Thank you for listening! a.picot@mmu.ac.uk