1 Digital curriculum materials: access to learning, learning to access Dr. Sarah Morley Wilkins Principal Manager Centre for Accessible Information RNIB RNIB's Independent Learning Conference 14 Nov 2013

2 Overview 1.Digital opportunities and challenges 2.Accessible reading solutions and digital curriculum resources 3.Impact on staff and learners 4.Call to action

3 1. Digital opportunities Barriers to reading standard textbooks for 1/10 learners Varying reading needs of print-disabled learners Rapid growth of accessible tech: mobiles, tablets, apps, social networking - policy implications

Challenges of a digital world Digital publishing: not necessarily accessible Isolated practitioners with expertise New IT and AT skills required of learners and staff IT network requirements Limited training and guidance resources 4

5 Barriers - impact on learners Little or delayed textbook access Unwieldy, inflexible formats Reduced participation, motivation, literacy, achievement Limited independent learning skills Social isolation Lack of literacy/technology skills for life But, solutions really do work!

6 2. Accessible digital reading solutions

7 Digital accessible curriculum resource collections: e.g. Load2Learn.org.uk

8 Load2Learn: RNIB with Dyslexia Action Free service for educators to support print-disabled learners Integrated collection of downloadable accessible curriculum resources & training 2,500 books, 2,500 images, increasing daily Multiple formats: Word, MP3, DAISY, Kindle, EPUB, PDF, CorelDraw Ready to use electronically, also easily customisable A community - content from RNIB, educators, publishers, exam boards, arts and leisure Since January, 2,000 members downloading, 6,000 reg users 19,000 items downloaded since Jan (4,000 Sept-Oct)

9 Structured Word files - the key! Styles give structure for navigation and consistency Easy to use immediately or to modify Easy to convert to other accessible formats

10 Accessible images Tactile and large print images with descriptions Use on-screen or print out Print-ready and editable files

11 Obtaining digital resources from Load2Learn Quick and easy; legal framework to safeguard copyright Clever search: basic and advanced Filters: format, educational level, subject Browse categories Cross-referenced metadata Publisher book request and fulfilment Quality threshold, validation Relevant and engaging resources

Getting the most from your membership Group membership and management Easy upload, uses Book Data Service One file generates many - automated conversions Training and guidance resources for staff / parents: develop IT skills to use digital resources eNewsletter & Twitter Access through other software for authenticated members 12

13 3. Digital curriculum - positive impact on staff Access and efficiency Resource sharing Awareness of need Standards and skills Phil (Resource Technician): "By reducing the amount of preparation required in this way our Communication Support Workers' time is freed up to support learners in the classroom setting, as opposed to spending long periods at the computer."

Digital curriculum - positive impact on learners Access and choice Immediate - medium - long term Measured - observed - self-report Attainment, behaviour, well-being 14

Richard "It is so useful being able to read stuff, then you can teach yourself before you go into a lesson […] You read ahead in the syllabus you learn bits and then in lessons it's mentioned and you go 'oh yes I know that bit' and [it] sort of embeds it better in your head if you learn it twice." 15 "Maths I will read in braille but then information using words I'd rather read in print - sort of like electronic versions -because it's quicker. And I want to get used to using print for most of my work because then it means I can communicate with sighted people. When I move on from here, I can communicate with professors or whatever at university, I can communicate with bosses at work. […] It does make it easier to use electronic versions whilst trying to do research and stuff. Reading is easier in electronic forms, although you don't take it in as quickly or as efficiently as if you were using braille."

Zoe and Adam Zoe: "I think I would have been better at stuff because I would have known what things look like without having people describe [them] to me. So I [would have been] kind of at the same speed as the rest of my class. Because describing takes time doesn't it." Adam (SENCO): “I’ve already had one student say to me that she now feels more understood about the issues that she faces. She said she can just listen to the things now instead of having to struggle to learn them in different ways, so she feels really pleased that she understands more because of the way she can use it. And she can revise using it as well.” 16

4. Call to action - go digital! Review your learners' reading needs and develop digital skills Embed school-wide digital curriculum tech, resources, skills Register for Load2Learn, start using resources and training, and upload resources Collect and share impact evidence with us Visit us in the exhibition area 17