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Books For All: Accessible Curriculum Materials For Pupils with Additional Support Needs

DescriptionPublication relating to accessible curriculum materails for pupils with additional support needs
ISBN
Official Print Publication Date
Website Publication DateJune 05, 2007

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Report to: Scottish Executive Education Department
Paul D. Nisbet & Stuart Aitken
ISBN 978 0 7559 1535 4 (web only publication)
This document is also available in pdf format (3.8mb)

Contents

EXECUTIVE SUMMARY
1 Numbers of pupils with literacy support needs
2 Materials required
3 Alternative formats
4 Benefits
5 Equity
6 Provision of accessible learning resources
7 Implementation

SECTION 1 INTRODUCTION
Background
Policy environment

SENDA 2001
Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002
Disability Equality Duty
Education (Additional Support for Learning) (Scotland) Act 2004
Copyright legislation

Implications for accessible formats

SECTION 2 BOOKS FOR ALL PROJECT OBJECTIVES
Project Phase 1: Establishing the need for accessible curriculum materials for all pupils with additional support needs
Project Phase 2: Establish possible mechanisms for providing accessible curriculum materials

SECTION 3 APPROXIMATE NUMBERS OF PUPILS
Background to Section 3
Methods used

1. Main impairment of pupils with Record of Needs and/or IEP
Rationale
Findings
Summary of findings on main impairment of pupils with Record of Needs and/or IEP
2. Estimating pupils' additional support needs
Rationale
Findings
Summary of sample additional support needs
3. Pupils requesting Assessment Arrangements in SQA examinations
Rationale
Findings
4. National Assessment Bank ( NABs) Assessments
Rationale
Findings
5. Sample local authorities
Rationale
Findings
6. Sample secondary schools: S1 pupils who have difficulty accessing print or writing and recording
Rationale
Findings
Summary of findings on sample secondary schools
7. Questionnaire returns on number of pupils who experience difficulties in accessing literacy
Rationale
Findings
8. Numbers with below average performance on 5-14 testing
9. Pupil caseloads from sample service provider(s)

Rationale
Findings
10. Pupils leaving school not in employment, education or training (so-called NEET group)
Rationale
Findings

SECTION 4 LITERACY SUPPORT NEEDS
Summary
Background to Section 4
Methods used
1. Identifying literacy support needs

2. Using main difficulty in learning to predict ASN
Step 1: Main impairment and literacy support need
Step 2: Effect of impairment on literacy support needs
Step 3: Weightings between impairment and literacy support need
Step 4: Overview using pie charts of relative size
3. Literacy support needs and SQA examinations
Summary
4. Evidence from service providers on range of literacy support needs
5. Results from questionnaires on nature of literacy support needs
6. Literacy support needs of those not in employment, education or training (so-called NEET group)

SECTION 5 CURRICULUM MATERIALS REQUIRED
Summary
Background to Section 5
Approach to schools

Rationale
Secondary school S1
Special school
Evidence from service providers
Visual impairment service 1
Visual impairment service 2
Secondary school: example of service delivery issues
SQA examinations and assessment materials
5-14 National Assessments
Access 1 & 2
National Assessment Bank ( NAB) Assessments
External assessments (Standard Grade, Intermediate, Highers, Advanced Highers) Assessments and tests to be accessed
Questionnaires
Results from short questionnaire
Sample results from long questionnaires

SECTION 6 ACCESSING PRINT MATERIALS
Background to Section 6
Methods used
Evidence from schools
Secondary school learning support department
Special school
Evidence from service providers
Does one size fit all?
Other formats required by visually impaired pupils?
Pupils requiring curriculum materials in Braille
Access to 5-14 National Assessments
National Assessment Bank
Support requested for SQA examinations

Supporting reading, seeing, understanding and/or handling papers
Support for writing
Evidence from questionnaires
Short questionnaire
Long questionnaire

SECTION 7 AVAILABILITY OF ACCESSIBLE MATERIALS
Background
Revealweb
Commercial Publishers and Suppliers

Audio books
eBooks
Electronic texts from publishers
Specialist formats from educational publishers
Local authority services
Schools
SQA Assessment and examination papers
Free texts on the internet
Sample survey of available materials
RNIB Scotland National Transcription Consortium

SECTION 8 UNMET SUPPORT NEEDS
Background to Section 8
Defining unmet support needs
1 Not exempt from copyright; print support needs are being addressed; few unmet support needs
2 Copyright exemption applies; print support needs are being addressed; some unmet support needs

Numbers and support needs
Curriculum materials needed and accessible formats
Services local and national
Copyright exemption
3 Copyright exemption applies; print support needs are not addressed; significant unmet support needs
Pupils with a visual impairment and additional difficulties
Pupils with physical impairment
4 Not exempt from copyright; print support needs are not addressed; significant unmet support needs
Pupils with a support plan in place
Pupils without a support plan in place
Meeting print support needs more effectively
Pupils with a visual impairment
Pupils with other impairments

SECTION 9 EXAMPLES OF BEST PRACTICE
Background to Section 9
Supporting Reading

Secondary school 1
Secondary school 2
Supporting Seeing
Edinburgh and Lothians VTSS
Supporting Understanding
Supporting Deaf Children - Fife's Sensory Support Service
Symbolised Oxford Reading Tree books - Croftcroighn School, Glasgow.
Priory Woods School, Middlesbrough
CALL Centre Symbol Story Packs
Supporting holding books & turning the page
'Helen'
'Megan'
Switch accessible resources
Supporting writing and recording
'John'
Local authority implementation of WordTalk
SQA Digital Question Papers

SECTION 10 ACCESSIBILITY AND COMPATIBILITY OF FORMATS
Background to Section 10
Accessibility of printed, audio and computer formats
Printed Formats

Printed text formats
Tactile formats (Braille and Moon)
Printed Symbol Formats
Audio formats
Cassette Tape
Audio CD
Daisy Digital Talking Books
Digital audio files ( MP3)
Digital text / multimedia formats
Plain text and RTF
HTML
Microsoft Word ( DOC)
Adobe PDF
Microsoft Reader / Palm / MobiPocket Reader (. LIT)
Clicker 4/5
DAISY and NISO Z39.86
Kurzweil ( KES)
Textease ( TE)

SECTION 11 INDICATIVE COSTINGS
Background to Section 11

Braille and Large Print transcription services
RNIB Transcription Centres
H.M. Prisons
Kirklees Metropolitan Council Cultural and Leisure Services (formerly VIPER)
Staff costs of one VI Transcription Service
Printed Symbolised resources
Audio formats
Indicative scanning and editing costs
Case example: digital examination question papers

SECTION 12 COPYRIGHT LAW
Disability Equality Duty and Copyright legislation
General duty
Specific duty
Copyright (Visually Impaired Persons) Act 2002
Copyright Licensing Agency Photocopy Licence
The 2002 Copyright Act in practice
Copyright Licensing Agency ' VIP' licence
What might be done to address restrictions
Raise awareness of existing copyright exemption
Extend copyright exemption
Produce accessible resources more efficiently
Negotiate licences with publishers through CLA

SECTION 13 MODELS OF PROVISION
Criteria for comparison and evaluation of models
Inclusion and equity
Range of Alternative Formats
Support to local authorities to fulfil legal duties
Copyright
Feasibility and efficiency
Scalability
Models of service provision
Scottish Accessible Learning Resources Network (Model A)

Inclusion
Range of alternative formats
Support to local authorities to fulfil legal duties
Copyright
Copyright
Feasibility and efficiency
Scalability
Scottish Accessible Learning Resources Network
UK Provision of Accessible Books for Print-Disabled People (Model B)
Publisher
Repository
Service provider
Public Libraries
Users
Consideration of Extended MLA Model B against criteria

SECTION 14 IMPLEMENTING THE NETWORK
Implementing a Scottish Accessible Learning Resources Network
Introduction
Establish Scottish Accessible Learning Resources Network team

The need for a network and coordinating function
Role of the Scottish Accessible Learning Resources Network
Proposed Aim:
Proposed Objectives:
1. Operational role
2. Strategic role
Implementing Model A: a phased approach
Phase 1
Phase 2
Phase 3
Phase 4
Concluding comments

REFERENCES

APPENDIX 1 Books Required for Primary & Secondary Schooling (Sorensen, in RNIB 2005)

APPENDIX 2 Short form questionnaire

APPENDIX 3 Long form questionnaire

APPENDIX 4 Producing multiple formats
Digital source file available
Digital source file not available

Communication Aids for Language and Learning ( CALL) Centre

University of Edinburgh
The Moray House School of Education
Paterson's Land, Holyrood Road
Edinburgh EH8 8AQ

www.callcentrescotland.org.uk