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

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Footnotes

1 "People with a print disability are those who cannot obtain access to information in a print format because they:

  • are blind or vision impaired;
  • have physical disabilities which limit their ability to hold or manipulate information in a printed form;
  • have perceptual or other disabilities which limit their ability to follow a line of print or which affect their concentration;
  • cannot comprehend information in a print format due to insufficient literacy or language skills."

Witcher, S. (2006) Report of the Disability Working Group. Scottish Executive. ISBN: 0-7559-5141-7. Available from http://www.scotland.gov.uk/Publications/2006/10/16092613/0
2 Scottish Executive Statistical Bulletin Education Series Edn/B1/2006/1 Feb 2006.
3 'Additional Support needs' now includes but is not restricted to needs as a result of factors related to disability or health.
4 Evidence includes local authority returns on literacy figures on entry to S1; sample returns from mainstream schools; responses to two questionnaire formats; data from Her Majesty's Inspectorate for Education ( HMIE) on those not in employment, education or training ( NEET) after leaving school.
5 Figures reported by RNIB Scotland following analysis carried out on the curriculum materials used by primary and secondary pupils who are visually impaired.
6 For example, the large print requirements of pupils in one service for pupils who are visually impaired varied from 14 point through to >48 point, some requiring further adaptations to line spacing, page colour and style of font.
7 Note that not all titles listed on Revealweb are for children or education
8 People with a print disability are those who cannot obtain access to information in a print format because they:
are blind or vision impaired;
have physical disabilities which limit their ability to hold or manipulate information in a printed form;
have perceptual or other disabilities which limit their ability to follow a line of print or which affect their concentration;
cannot comprehend information in a print format due to insufficient literacy or language skills.
[Witcher S (2006)].
9 Details, presentations in multiple formats and discussions are available at http://www.callcentrescotland.org.uk/digitalcurriculum/
10 The Educational (Additional Support for Learning) (Scotland) Act 2004 and Code of Practice introduced a new legislative framework, ending the use of Records of Needs. The act came into force on 14 November 2005 therefore data collected in September 2005 reflects the earlier legislative framework of Records of Needs. IEPs continue to be part of the new framework of additional support needs.
11 The term 'significant' is used in a statistical sense of those who are at least one or two standard deviations below the average reading level for that age.
12 Note that the total figures, 34,577 differs slightly from the summary total reported in Statistical Bulletin of 34,680 pupils. Both figures feature in the above Statistical Bulletin, hence they are reported here.
13 Statistical Bulletin Table 5.2.
14 Based on 34,680 pupils with Record or IEP as a percentage of 711,836 pupils in Scotland.
15 Because the figures are not in any way statistically reliable the totals for each type of respondent represent a mix of most common reported for that type of respondent with an approximate weighting accorded to the number of respondents reporting number of pupils with difficulties e.g. the majority of learning support teachers (17) reported working with more than twenty pupils each.
16 Scottish Executive Statistical Bulletin Education Series Edn/B1/2006/1. Pupils in Scotland 2005. Table 1.7: Main difficulty in learning of pupils with a Record of Needs and/or an Individualised Educational Programme in primary, secondary and special schools, 2005.
17 General introduction to National Assessments 5-14, http://www.aifl-na.net/na/general_intro.aspx
18 About Access 1 and 2 qualifications, http://www.sqa.org.uk/sqa/3530.501.html
19 A popular software package which can be used to support children across curricular areas. www.cricksoft.com/uk/
20 Three pupils who require Braille will leave schooling over the next one to two years. Thereafter it is estimated that three pupils maximum might require Braille (all are in pre-school / P1 period at present)
21 Guidance on support that can be given to pupils with additional support needs, http://www.aifl-na.net/na/guid_asn.htm
22 Where's my book? Tackling the textbook deficit faced by school pupils with sight loss, RNIB
23 http://www.Revealweb.org.uk/about/funding.htm#content
24 http://www.pls.org.uk/ngen_public/article.asp?aid=337
25 Proposal to the Scottish Executive to Establish a National Consortium for the Transcription of Educational Materials in Scotland, RNIB Scotland 2006.
26 Kurzweil 3000, http://www.sightandsound.co.uk/ , http://www.kurzweiledu.com/
27 National Assessments 5-14, http://www.aifl-na.net/
28 RNIB 2006, p.11 quotes transcription services serving 210 pupils as 24% of the total number, which gives 875.
29 e.g. Visual Impairment Scotland, Review of Eyecare Services Final Report, 2006.
30 Pupils with significant physical or motor impairments (3.75%), plus pupils with moderate, severe or profound learning difficulties and significant additional impairments or disorders (5.28% + 3.16% + 1.58% = 10.02%). Total 13.77% of those with a reported main impairment and a support plan in place. This figure is 9.5 times as many as those with significant visual impairment (13.77% compared to 1.45%)
31 TextHelp Read and Write Gold, http://www.texthelp.com/
32 WordTalk, www.wordtalk.org.uk
33 Jolly Phonics, http://www.jollylearning.co.uk/
34 http://www.oup.com/oxed/primary/literacy/ort/
35 Mayer-Johnson PCS Symbols, http://www.mayer-johnson.com
36 Widgit Software, http://www.widgit.com/
37 CLAVIP Licensing Scheme: Guidelines for Licensees, http://www.cla.co.uk/licensing/vip.html
38 ABBYY FineReader Pro 8, http://buy.abbyy.com
39 Kurzweil 3000, http://www.sightandsound.co.uk/ , http://www.kurzweiledu.com/
40 http://www.texthelp.com/
41 Incidental Obligatory Accessibility, http://callcentre.education.ed.ac.uk/digitalcurriculum/downloads/session12/index_files/textmostly/slide14.html
42 Dyslexia Style Guide, BDA, http://www.bdadyslexia.org.uk/extra352.html
43 Typefaces for Dyslexics, http://www.dyslexic.com/fonts
44 Read Regular font, http://www.readregular.com
45 Lexia Readable, http://www.k-type.com
46 RNIB clear print guidelines, http://www.rnib.org.uk/xpedio/groups/public/documents/publicwebsite/public_printdesign.hcsp
47 Page Turners, QED, http://www.qedonline.co.uk
48 An Introduction to Symbols http://www.widgit.com/symbols/about_symbols/intro_2_symbols/index.htm
49 Debate continues over preference for colour versus black and white, (see Aitken, A, Millar, S.V., Nisbet, P.D. Applying the new medical model: intervening in the environment of children who are multiply disabled. British Journal of Visual Impairment, 19:2, ISSN 0264 6196. 2001.)
50 Using a switch to control devices, http://ace-north.org.uk/pages/resources/infosheets.asp
51 Life Skills & Environmental Controls, http://www.qedonline.co.uk/catalog/index.php?cPath=86&osCsid=f6801b9a93b8454031c0e82c2c1da861
52 Switch-Adapted CD Player, http://www.liberator.co.uk/liberator/InclusionDevices.asp
53 Inclusive CD Player, http://www.inclusive.co.uk/downloads/downloads.shtml
54 Daisy technology explained, http://www.rnib.org.uk/xpedio/groups/public/documents/publicwebsite/public_daisy.hcsp
55 RNIB Talking Book Service, http://www.rnib.org.uk/xpedio/groups/public/documents/PublicWebsite/public_talkingbooks.hcsp#P70_4636
56 Podcasting, http://www.ltscotland.org.uk/ictineducation/ictadvice/Podcasting/introduction.asp
57 Audacity Sound Recorder/editor, http://audacity.sourceforge.net/
58 WordTalk free text reader for Microsoft Word, http://www.wordtalk.org.uk/
59 Blackpool TrEACL project, http://www.aclearn.net/display.cfm?resID=11983
60 BookCourier, http://www.accessableworld.com/bookcourier/
61 Milestone 311, http://onlineshop.rnib.org.uk/
62 SwitchPod switch-accessible iPod, http://www.tecsol.com.au/SwitchPod.htm
63 Creating switch accessible multimedia, http://atschool.eduweb.co.uk/meldreth/textandinfo/Powerp/Media1.html
64 W3C World Wide Web Consortium, http://www.w3.org/
65 How accessible are Microsoft Word documents? http://www.washington.edu/accessit/articles?266
66 Bookshare, http://www.bookshare.org/web/Welcome.html
67 StarOffice, http://www.sun.com/software/star/staroffice/ & http://www.ltscotland.org.uk/edresources/softwareschemes/index.asp
68 Supporting Literacy Using Microsoft Word, http://callcentre.education.ed.ac.uk/About_CALL/Publications_CAA/Quick_Guides_CAB/quick_guides_cab.html
69 Incidental Obligatory Accessibility, http://callcentre.education.ed.ac.uk/digitalcurriculum/downloads/session12/index_files/textmostly/slide14.html
70 Create Structured Documents in Microsoft Word, http://www.webaim.org/techniques/word/
71 Boston University Office of Disability Services DAISY Production Training Module http://people.bu.edu/access/Introduction.htm
72 PDF Accessibility, http://www.webaim.org/techniques/acrobat/
73 Gowers Review of Intellectual Property, http://www.hm-treasury.gov.uk/independent_reviews/gowers_review_intellectual_property/gowersreview_index.cfm
74 The Adobe Acrobat 8 family and accessibility, http://www.adobe.com/enterprise/accessibility/acrobat.html
75 Creating Accessible PDFs with Adobe Acrobat 6 and Microsoft Word 2000, http://www.jimbyrne.co.uk/
76 http://www.daisy.org/about_us/dtbooks.asp
77 http://www.dolphinuk.co.uk
78 http://nimas.cast.org/
79 Creating NIMAS files, http://nimas.cast.org/about/resources/creating_nimas.html
80 http://www.bookshare.org/web/Welcome.html
81 Textease, http://www.softease.com/
82 Easiteach, easiteachwww.rm.com/
83 www.guidance-services.co.uk/new/Y&NY.doc
84 http://www.kirklees.gov.uk/community/libraries/whatservice/viper.shtml
85 Audiobook Production and Narration, http://www.waynejune.com/audiobook_production_and_narration.htm
86 Kurzweil 3000, http://www.sightandsound.co.uk/
87 TextHelp Read and Write Gold, http://www.texthelp.com/page.asp
88 TextAloud, http://www.nextup.com
89 Text to Audio v7, http://www.dyslexiame.co.uk/Text%20to%20Audio.htm
90 Hourly rate based on RNIB figures for producing Daisy books - see below.
91 Kurzweil 3000, http://www.kurzweiledu.com
92 Texthelp Read and Write Gold, £320, http://www.texthelp.com
93 Paper presented at meeting of JCQ Access to Assessment and Qualification Advisory group.
94 Copyright, Designs and Patents Act 1988, http://www.opsi.gov.uk/acts/acts1988/Ukpga_19880048_en_1.htm
95 CLA Licence applying to Schools of Scottish Councils http://www.cla.co.uk/support/schools/index.html
96 Copyright and Visually Impaired Persons Act 2002, http://www.opsi.gov.uk/acts/acts2002/20020033.htm
97 CLAVIP Licensing Scheme: Guidelines For Licensees, %20VI%20guidelines.docCLA/ licensing.co.uk/ clawww.
98 CLAVIP Licence, -Licence-29-10-03.pdfVIP/FINAL licensing.co.uk/ clawww.
99 Section s.31F (9) of the Copyright, Designs and Patents Act 1988 as amended by the Copyright (Visually Impaired Persons) Act 2002.
100 Witcher, S. (2006) Report of the Disability Working Group. Scottish Executive. ISBN: 0-7559-5141-7. Available from http://www.scotland.gov.uk/Publications/2006/10/16092613/0
101 Essentially, this gives freedom to create and provide accessible copies for anyone who is visually impaired, physically unable to use books, or has a physically difficulty tracking or focussing their eyes. See Books for All section 12.
102 www.Revealweb.org.uk ; the online database of over 100,000 accessible titles, mainly in Braille, Large print and audio; see Books for All Section 7.
103 Right to Read Campaign, http://www.rnib.org.uk/xpedio/groups/public/documents/publicwebsite/public_r2rdeclaration.hcsp
104 Right to Read Campaign, http://www.dyslexia.org.uk/r2r.php
105 PLS Visually Impaired Persons project, http://www.pls.org.uk/ngen_public/article.asp?aid=337
106 National Instructional Materials Accessibility Standard ( NIMAS), http://nimas.cast.org/
107 Copyright and Visually Impaired Persons Act 2002, http://www.opsi.gov.uk/acts/acts2002/20020033.htm
108 The local authority now has a general and specific duty to ensure the promotion of equity with disabled people. This includes, for example, setting out terms in contractual arrangements with suppliers of managed network services.
109 The local authority now has a general and specific duty to ensure the promotion of equity with disabled people. This includes for example setting out terms in contractual arrangements with suppliers of managed network services.