1. Hidden heart of inclusion
09/11/2018
Simple technologies that empower learners
Alistair McNaught - Jisc - CC-BY-ND-NC

2. www.zeetings.com/amcn/ 09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC

3. Accessibility – alternative views?
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We often look at things the wrong way round…
Accessibility – alternative views?
We often look at things the wrong way round… because we don't see the bigger picture.
A student has a problem accessing content so they are supported by specialists. The barrier is overcome; a ladder provided to take them over the obstacles.
But is the disability the problem?
Or is the issue the tutor’s lack of accessibility awareness? Or their lack of confidence in using digital technologies that would allow the disabled learner to be more independent?
Would the student have the problem if the tutor had created the resource to meet basic accessibility practices?
The irony is that we often applaud organisations for the size and quality of their ladders, but a big ladder is actually the sign of an unresolved wall; an unchallenged barrier.
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

4. I struggle to read text efficiently
Student
The medical model:
A physical / sensory impairment or neurological difference is the disabling factor.
The Jisc approach is based on a very specific approach to supporting students with disabilities.
It takes a different view from the ‘traditional’ medical model of disability where the student ‘owns’ the disability and the disability support team help individuals to overcome the barriers they experience.
The reasons for taking a different approach include:
The traditional approach is no longer funded so generously
The traditional approach only supports student who have been diagnosed with an additional need or have chosen to declare it.
By contrast, our approach supports all learners and also has benefits for people with other ‘inclusion differences’ for example those with English as a second language.
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC

5. Or - I struggle to communicate inclusively
I struggle to create documents that can be read efficiently. Teacher / academic
The social model:
The environment is the disabling factor - eg inaccessible resources.
I struggle to communicate with mind maps, audio or video clips. Teacher / academic
I can’t advise on the accessibility of our e-book platforms. Library manager
I can’t advise students on text to speech on their mobile devices. Disability manager
I don’t know how to set up Windows, browsers and the learning platform for reading support. Network / e-learning manager
The flip side of somebody struggling to read text is to be found with the environment where text is used.
Are teaching staff able to create accessible documents? Do they use heading styles to allow instant overview and navigation? Do they use tools that allow documents to be magnified and reflow to fit the page? Are they unable to communicate in non-text ways using other media?
Are the accessibility benefits of text resources such as e-books - promoted to learners? Are students made aware of inbuilt accessibility tools on their personal mobile devices or pointed towards useful productivity apps like text to speech?
Are networks and default software images set-up to optimise accessibility of written materials?
Where staff institutions provide accessible resources the disabling impact is hugely reduced for people with sensory, motor and neurodiversity differences.
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC

6. The hidden heart of inclusion
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The hidden heart of inclusion is
the effective use of everyday technology,
by everyone,
for everyone.
The hidden heart of inclusion is
the effective use of everyday technology,
by everyone,
for everyone.
This includes mainstream systems – learning platform, library platform, website, prospectus, assistive technology etc.
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

7. Rewarding the wrong things
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Industry-readiness
Ofsted still rewards Ladder wielders without looking at the barrier builders that made the ladders necessary.
Writing assignments
Making sense of references and reading lists
E-book accessibility
Need for peer support
Lecture notes and presentations
Making sense of lectures
Rewarding the wrong things
Ofsted still rewards Ladder wielders for the size and quality of their ladders without looking at the barrier builders that made the ladders necessary. This skews student expectations and can increase dependency rather than independence.
But perhaps we should be looking at the barriers instead of the ladders. Why focus on ladder makers instead of barrier breakers?
If the barriers were smaller we might not need long ladders. Some people wouldn't need ladders at all.
Making sense of practicals
Barriers to overcome
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

8. Inclusive digital practice
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Blogging tools
Industry-readiness
Mind mapping tools
Grammar checking tools
Voice recognition
Good practice is about barrier breaking...
Writing assignments
Text to speech Citation tools
Making sense of references and reading lists
Notetaking tools
Mind-mapping tools
Colour and font changes
Text to speech
E-book accessibility
Collaborative tools
Need for peer support
Social media tools
Accessible documents
Accessible presentations
Lecture notes and presentations
Lecture recording
Feedback / quiz tools
Making sense of lectures
Inclusive digital practice
When every member of an organisation - teaching staff to support staff, library staff to e-learning and infrastructure - is aware of the small differences they can make huge efficiencies can quietly emerge. Resources become easier to access and easier to understand. Activities become clearer and more inclusive. Students become more self-aware and self supporting in terms of their needs. New opportunities and solutions begin to appear in the gaps.
The image on screen shows the range of digital tools that can provide scaffolding and ‘stepping stones’ for all learners. These include feedback tools like Zeetings or TodaysMeet, videos, audio, lecture capture, self assessment quizzes, accessible documents and presentations, text to speech, collaborative tools, mindmapping, notetaking tools, citation/referencing tools, voice recognition etc.
Video clips
Feedback tools
Making sense of practicals
Barriers to overcome
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

9. Hidden in plain sight – Microsoft Word
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Barrier breaking
Speak selected text
Web Layout view:
Get instant text reflow when you increase zoom level.
Navigation pane / document map view:
Get instant navigable heading/subheading summary – if teachers use Heading Styles
Microsoft Word has four key accessibility tools built into it:
Text-to-speech (ideally, this would be added to the Quick Access Toolbar on all PCs )
Web Layout view. This is a view that allows you to increase magnification as much as you like without having to scroll left and right to see the end of the line. It makes the lines automatically rewrap to fit the page.
Navigation pane/document map view; provided the people creating the documents have used heading styles for the headings and subheadings the navigation pane or document map view will give you an instant navigable summary of all the headings and subheadings in the document. This is a brilliant way of skim reading a document.
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

10. Hidden in plain sight – browser plug ins
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Mercury reader
Declutter pages. Change background and font size
Selection reader
(Text To Speech). Select text and hear it read back to you.
HighContrast:
High contrast pre-sets – inverted, yellow on black etc.
Spreed:
Read without scanning at font size, colour and speed you prefer
Headings map:
Navigate easily through the headings/subheadings of a web page.
Some browsers such as Chrome and Firefox are easily extended with "plug-ins".
For more information and links see
Find links for all of these under our free and open source software recommendations at assistive-and-accessible-technology-in-teaching-and-learning/free-and-open-source-software
Some recommended plug-ins are shown on this slide these include:
Mercury Reader; an excellent way to de-clutter a page, change colours or fonts.
Hi Contrast; this provides a number of pre-sets that will change colour/contrast.
Spreed; this takes all the core body text from a web page and presents it one word at a time at the size colour and speed you determine.
SelectionReader; there are various tools that allow you to select text and have it spoken out to you in one of a number of voices.
Headings Map; this allows you to navigate easily through the headings and subheadings of a webpage and therefore to rapidly skim the content of a long page.
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

11. Other study tools OneTab: Keep: Copyfish: VoiceNote II:
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OneTab:
Save all those open tabs so you can instantly reopen and carry on.
Keep:
Instant multi-platform note-taking
Copyfish:
Turn images of text into editable text
Some browsers such as Chrome and Firefox are easily extended with "plug-ins".
For more information and links see
Find links for all of these under our free and open source software recommendations at assistive-and-accessible-technology-in-teaching-and-learning/free-and-open-source-software
Some recommended plug-ins are shown on this slide these include:
Voice recognition (voicenote2); this allows you to speak into the microphone and have your speech automatically turned into text in a text pane that you can then copy and paste into any document.
OneTab for collecting open tabs into an organised set,
Keep for notetaking
Copyfish for ‘on the fly’ optical character recognition
VoiceNote II:
Speak and turn your voice to text
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

12. http://tiny.cc/chromeplugins Getting plugins
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Always exercise some caution – look at the reviews.
Be flexible – plugins come and go – if your favourite disappears look for a replacement.
Here are my favourites – use at own risk!
Getting plugins:
Always exercise some caution – look at the reviews.
Be flexible – plugins come and go – if your favourite disappears look for a replacement.
Here are my favourites – use at own risk!
See some of my favourites in this OneTab collection
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

13. Find out more Get an accessibility snapshot – free to Jisc members.
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Get an accessibility snapshot – free to Jisc members.
Contact your account manager manager
Check out our handy guide for students or
Check our blog -
Find out more:
Get an accessibility snapshot – free to Jisc members.
Contact your account manager
Check out our handy guide for students or
Check our blog -
What works; what could improve.
Short and long term recommendations
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018

14. Thanks for listening… Follow up? Alistair McNaught
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Follow up?
Alistair McNaught
Subject specialist accessibility/inclusion
Contact:
– subject specialist for accessibility and inclusion
09/11/2018
Alistair McNaught - Jisc - CC-BY-ND-NC
09/11/2018