1. Is your classroom really inclusive? SENnet team April 2014

2. Aim, objectives Aim: To introduce some key ideas in designing technology- supported learning activities to cater for the needs of students with special needs in mainstream classes Objectives: Understand and apply the principles of Universal Design for Learning Discover and share useful resources for the inclusive classroom Find out more about online professional development opportunities

3. Structure Introducing SENnet, SEN and inclusion (Roger) Understand and apply the principles of Universal Design for Learning (Silvia and Patrizia) Useful resources for learners with SEN (Leo) Develop your expertise in the inclusive classroom (Ida) Going further (Roger)

4. Poll question 1.Do you consider your teaching to be inclusive? 2.Is your school inclusive? 3.Do you use ICT to help students with disabilities take part in lessons? 4.Are there students with special educational needs in your classes this year?

5. SEN and inclusion Definitions Inclusion is about the child’s right to participate and the school’s duty to accept the child Common special needs include learning disabilities, communication disabilities, emotional and behavioural disorders, physical disabilities and developmental disabilities

6. SENnet The Special Educational Needs Network http://sennet.eun.org has a core of 8 partners supporting the use of technology to improve access for learners with special educational needshttp://sennet.eun.org SENnet activities – Research: finding and sharing good practice, e.g. video clips – Digital learning resources: improving access and discoverability – Teacher education: online ‘learning episodes’ – Peer networking: study visits

7. Understand and apply the principles of Universal Design for Learning Patrizia Lotti and Silvia Panzavolta INDIRE, Italy

8. Understand and apply the principles of Universal Design for Learning There is a difference between “integration” and “inclusion”. The actualization of Inclusive education does not mean making SEN pupils participate or attend mainstream education but transforming the education system so that all students (with their differences) can exploit the educational offers and opportunities regardless of their individual needs. ( From Key Principles for Promoting Quality in Inclusive Education - Recommendations for Practice, http://www.european-agency.org/publications/ereports/key-principles-for- promoting-quality-in-inclusive-education-1/key-principles-for-promoting-quality-in- inclusive-education-recommendations-for-practicehttp://www.european-agency.org/publications/ereports/key-principles-for- promoting-quality-in-inclusive-education-1/key-principles-for-promoting-quality-in- inclusive-education-recommendations-for-practice

9. Understand and apply the principles of Universal Design for Learning Design for All aims to enable all people to have equal opportunities to participate in every aspect of society. To achieve this, the built environment, everyday objects, services, culture and information – in short, everything that is designed and made by people to be used by people – must be accessible, convenient for everyone in society to use and responsive to evolving human diversity. Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. Three primary principles guide UDL: (i) Provide multiple means of representation; (ii) Provide multiple means of action and expression; (iii) Provide multiple means of engagement. [adapted from CAST and referenced in the PT training material]

10. Understand and apply the principles of Universal Design for Learning http://sennet.eun.org/studies-and-evidence-wp2

11. Understand and apply the principles of Universal Design for Learning  WP2 report on UDL Structure: International overview European overview, the state of the art in the SENNET participating countries SENNET participating countries classrooms case studies Conclusions: 1.No traces of the term UDL in policy documents (apart rare cases) 2.Concept appear in scientific papers and research activities/projects 3. Teachers are applying UDL principles withouth being aware of doing so

12. Understand and apply the principles of Universal Design for Learning

13. Components of UDL Curriculum Four highly interrelated components comprise a UDL curriculum: goals, methods, materials, and assessments. Goals are often described as learning expectations. They represent the knowledge, concepts, and skills all students should master, and are generally aligned to standards. Within the UDL framework, goals themselves are articulated in a way that acknowledges learner variability and differentiates goals from means. Teachers of UDL curricula offer more options and alternatives—varied pathways, tools, strategies, and scaffolds for reaching mastery. Whereas traditional curricula focus on content or performance goals, a UDL curriculum focuses on developing “expert learners.” Methods are generally defined as the instructional decisions, approaches, procedures, or routines that expert teachers use to accelerate or enhance learning. Expert teachers apply evidence-based methods and differentiate those methods according to the goal of instruction. UDL curricula facilitate further differentiation of methods, based on learner variability, learner’s social/emotional resources, and the classroom climate. Materials are usually seen as the media used to present learning content and what the learner uses to demonstrate knowledge. Within the UDL framework, the hallmark of materials is their variability and flexibility. For strategic learning and expression of knowledge, UDL materials offer tools and supports needed to access, analyze, organize, synthesize, and demonstrate understanding in varied ways. Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction – for all learners.

14. Understand and apply the principles of Universal Design for Learning A case story UDL Centre, http://www.udlcenter.org/http://www.udlcenter.org/ Case stories, http://www.cast.org/teachingeverystudent/casestories/http://www.cast.org/teachingeverystudent/casestories/

15. Understand and apply the principles of Universal Design for Learning

24. Poll time! How many options do you provide for expression/communication (Check point no 5 – UDL principles) 1.Do you use multiple media for communication? YES/NO 2.Do you use multiple tools for construction and composition? YES/NO 3.Do you build fluencies with graduated levels of support for practice and performance? YES/NO

25. Useful resources for learners with special educational needs Leo Højsholt-Poulsen UNI-C, Denmark

26. Useful resources for learners with SEN It must be easier to find (and use) resources for SEN learners A number of ways to categorize SEN resources: – Web Content Accessibility Guidelines (WCAG) 2.0 Web Content Accessibility Guidelines (WCAG) 2.0 – accessibility focus see e.g. SENNET report 3.2 (SENNET site) To make a difference – SENNET: inclusion perspective Tagged according to a SENNET metadata application profile

27. NameDefinition Access Mode Human sensory perceptual system or cognitive faculty through which a person may process or perceive information. VocabularyAuditory, colour, tactile, textOnImage, textual, visual Adaptation Media Type Term identifying a media type commonly used to aggregate accessibility modalities or functionalities as media. Vocabulary Braille, ChemML, Daisy, EPUB3, NIMAS, LaTex, LIT, MathML, Nemeth, OEBPS, PDF Adaptation Type Term describing an adaptation type. Vocabulary alternativeText, audioDescription, captions, e-book, haptic, highContrast, signLanguage, transcript, longDescription, extendedAudioDescription, visualRepresentation, subtitlesFor Deaf, fullTranscription Control Flexibility Term describing an input method. VocabularyfullKeyboardControl, fullMouseControl, fullVoiceControl Display Transformability Term describing a characteristic of a resource display that can be modified. Vocabulary backgroundColour, cursorPresentation, fontFace, fontSize, fontWeight, foregroundColour, highlightPresentation, layout, letterSpacing, lineHeight, structurePresentation, wordSpacing, fontColour, imageContrast Educational Complexity Term describing a resource that is simplified or enriched relative to another resource that presents the same intellectual content. Vocabulary Simplified, enriched Hazard Term describing a characteristic of the described resource that must not be delivered to some users. Vocabulary Flashing, motionSimulation, sound SENNET-LRE Metadata Application Profile

28. Useful resources for learners with SEN European survey of SEN resources and repositories of SEN resources - Positive feedback Collected and registered in a Google database Various ways to categorise resources The registered records were transferred to EUN’s Learning Resource Exchange (LRE). 204 new titles (April 2014) are now in the LRE tagged with SENNET as Provider In the process of ‘SEN tagging’ existing resources in the LRE

29. Useful resources for learners with SEN (Leo)

30. The LRE widget (soon…) English version of the widget http://lrewidget.eun.org/wid get_sennet_en.htmhttp://lrewidget.eun.org/wid get_sennet_en.htm

31. Resources for learners with SEN (LRE)

32. Educational types of learning resources Intended users of the learning resources

33. Resources for learners with SEN (LRE) Other findings… Licenses The vast majority of licenses are typically governed by Creative Commons of various types Creative Commons of various types Media types 52 titles were categorized as pdf among the media types commonly used to aggregate accessibility modalities or functionalities as media. See SENNET report 3.3 (September 2014)

34. The website www.chillola.com has a number of resources in various languages (English, German, French, Spanish, Italian) which help children to learn basic vocabulary. www.chillola.com They see pictures associated with words, can listen to the correct pronunciation and can easily switch between languages to listen to the word in another language.

35. http://lreforschools.eun.org/web/guest/reso urce-details?resourceId=621796 Video tutorial how to build a switch in a toy Adapt Toy (Portuguese)

36. Video case study with observation of and interview with student with dyslexia and her teacher. The student demonstrates how she uses the IT-backpack. http://lreforschools.eun.org/web/guest/resource-details?resourceId=621757 It-rygsækken (Danish with English subtitles)

37. http://lreforschools.eun.org/web/guest/resource-details?resourceId=626552 Doorway (in English) Doorway Online is a collection of free learning activities originally developed with funding from Scottish Borders Council. The suite comprises highly accessible educational activities that learners will find easy to use independently. Each exercise has range of accessibility and difficulty options.

38. Online teacher training experiences Ida Brandao DGE (Ministry of Education), Portugal

39. Inclusion and Accessing Technology

40. Portuguese Moodle Platform

41. Online courses in Portugal Online CoursesEnrolmentsCertification Inclusion and Accessing Technology (PT) 2012 2723 Accessible Open Educational Resources 2013 13038 MOOC INCTEC2014927Ending by 8 june

42. Estonian Platform

43. Online courses in Estonia Online coursesEnrolmentsCertification Inclusion and Accessing Technology 2012 2016 Idem 2013 25 Idem 2014 2520 Idem Oct/Nov 2014

44. Online Contents – Austrian Platform

45. Online Contents – Italian Platform

46. MOOC INCTEC2014

47. MOOC URL http://inctec2014.blogspot.pt/

48. MOOC INCTEC in Social Media Facebook

49. MOOC INCTEC in Social Media Google Plus

50. MOOC INCTEC in Social Media Twitter

51. MOOC INCTEC in Social Media Youtube

52. MOOC GUIDELINES

53. PARTICIPANTS’ PROFILE COUNTRY AGE

54. PARTICIPANTS’ PROFILE PROFESSION ACADEMIC DEGREE

55. PARTICIPANTS’ PROFILE GENRE Participation in online training

56. PINTEREST

57. Pinterest - Introductions

58. Blendspace

59. Pinterest - Activities

60. DISCUSSION in BLOGGER

61. MOOC INCTEC2014 - Module II

62. MOOC INCTEC2014 till 8th June

63. Poll question Which topic might interest you most in a SENnet online course? Select one of the options Inclusion policies and strategies for pupils with SEN in mainstream schools Educational accommodations and adaptations for pupils with SEN Web accessibilities Inclusive and assistive technologies Production of accessible open educational resources

64. Going further Classroom ideas, advice: sennet.eun.orgsennet.eun.org Mailing list and community: sennet@eun.org sennet@eun.org Facebook: www.facebook.com/groups/SENnetwork/ www.facebook.com/groups/SENnetwork/ Another webinar? Project ref. 518426-LLP-1-2011-1-BE-COMENIUS-CNW Duration: 36 months to November 2014 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.