AGENCY REPORT - STANDARD FORMATS · Web viewMost important of all, pupils can hear materials in a Scottish accent and can speak with a voice that they can regard as more like their

I-ACCESS PRACTICE EXAMPLES

Austria..................................................................................................................................2

Austria..................................................................................................................................2

Cyprus..................................................................................................................................4

Denmark...............................................................................................................................5

Estonia.................................................................................................................................6

Germany.............................................................................................................................. 8

Germany.............................................................................................................................. 8

Poland................................................................................................................................10

Poland................................................................................................................................11

Spain..................................................................................................................................14

Spain..................................................................................................................................15

Spain..................................................................................................................................16

UK (England)......................................................................................................................18

UK (England)......................................................................................................................19

UK (England)......................................................................................................................21

UK (England)......................................................................................................................22

UK (England)......................................................................................................................23

UK (England)......................................................................................................................24

UK (Scotland).....................................................................................................................26

UK (Scotland).....................................................................................................................28

UK (Scotland).....................................................................................................................29

UK (Scotland).....................................................................................................................31

i-access practice examples 1

Austria

ExtractDeveloping a fully accessible central portal for all levels of Austrian government.

General InformationContact: [email protected] Type of example: Implementation of accessible information provision

Which area included in i-access does your example cover?

Web

More informationInitial aims

Making the central Austrian eGovernment portal accessible

Key partners involved

Austrian Chancellery

Strength of this example in regard to i-accessibility

"www.help.gv.at" is the central portal which is used from federal over regional down to municipal level. Therefore this impacts on many aspects of eGovernment

What were the key outcomes? Is there any data on the impact/added value they provide in regard to i-accessibility?

Accessible system, excellent example of an efficient work flow for implementing eAccessibility which is still in use.

Challenges and solutions

Awareness raising, sustainable maintenance

Timeframe of implementation

Ongoing counselling and training of government staff. Ongoing monitoring of accessibility. Support of regional governments and municipalities.

Supporting materials

www.help.gv.at; Miesenberger, K., Pühretmair, F.: Help.gv.at – Accessible e-Government in Austria, in: Pruski, A., Knops, H. (eds.): Assistive Technology: From Virtuality to Reality, Proceedings AAATE 2005, IOS Press, Amsterdam 2005

Austria

ExtractInitiative of the Austrian Ministries, special education centres and the Association “bookAccess” to provide blind and visually impaired students with school books and educational material.

General InformationContact: [email protected]


mailto:[email protected]


Type of example:Implementation of accessible information provision


Printed documents


Giving access to printed school books to blind and visually impaired students.


Ministries, special education centres, association "bookAccess" (organisation running the production)


It started from the understanding that each student in school should have as much as equal access as possible. So, in the late 80ies the project was started and the production of alternative formats has been put in place and is running since that in a sustainable way.

Key outcomes

Each blind and visually handicapped student gets basic access to materials used in class.


Getting agreement for financing the service.


Since 1987

Future plans

Expanding to other groups of students with disabilities. Better and enhanced formats (e.g. Daisy). Tactile graphics.


none available.


Cyprus

ExtractProject of the Ministry of Education and Culture of Cyprus to facilitate learning and interaction by helping pupils to communicate with their teachers and peers.

General InformationContact: Kalomira Ioannou - [email protected] of example: Policy for accessible information provision


Other: Provision of assistive technology (communication systems)

More informationInitial aims:

To help pupils communicate with their teachers and peers and thus facilitate learning and interaction


Ministry of Education and Culture


Very good outcomes, since the children with severe communication problems can have access to learning and all education procedures (example: assessment)

Key outcomes

Data comes only from the teachers who were very satisfied.


To train teachers in order to use in the most beneficial way the communication devises and to prepare their lessons, sometimes on the device itself.


2004 first implemented. There is still work being done.

Future plans

No



Denmark

ExtractRoboBraille is an email-based service capable of converting documents into a range of accessible formats including Braille, mp3, Daisy and various e-book formats. The service can furthermore be used to convert otherwise inaccessible documents such as scanned images and pdf files into more accessible formats. RoboBraille has been in operation since 2004 and currently serves thousands of user requests each month from users across the world.The service is developed jointly by the National Danish Center for Visual Impairment for Children and Youth and Sensus ApS. RoboBraille is available free of charge to non-commercial users and users need not register to use the service. The development and operation of RoboBraille has been funded by the Danish Government, the European Commission and private foundations. In January 2010, the RoboBraille services received the prestigious BETT Award for best Special Education Needs solution. RoboBraille offers six different categories of service:1. Braille transcription services2. Audio conversion services3. Accessibility services4. E-Book conversion services5. Visual Braille services6. RoboBraille Tools

General InformationContact: Svend Aage Høeg Thougaard - [email protected]

More informationSupporting materials:

More information can be found at www.robobraille.org


http://www.robobraille.org/


Estonia

ExtractInitiative of TV production team to launch a monthly magazine on special needs and i-access addressed to people with special needs, their families, social workers, rehabilitation specialists, educators, municipalities, ministries and leading politicians of Estonia.

General InformationContact: Tiina Kangro [email protected]

Type of Example: Dissemination of/awareness raising for accessible information provision


- Contact/communication with organisations

- Other: building a co-operation platform for disabled people, specialists and policy makers

More InformationInitial aims

One of the key problems in the Estonian “special needs world” is lack of information and joint understanding between people with special needs, the specialists working with them and policy makers. There are a lot of bureaucratic development plans and strategies which are like puzzle pieces which never meet each other to form a picture. There are few who ever happen to read those documents, still less who get help.

A high standard, very professional and easy-to-read magazine could help bring together people. To complement a weekly TV series on special needs, running on the National TV since 2005, a specialized monthly magazine “Puutepunktid” (Intersections), with a circulation of 10 000 (very big for Estonia of 1,3 million inhabitants!), was launched in October 2011.


The magazine is published by a specially founded non-profit organisation, in close co-operation with the TV-series’ production team and its partner contacts.

The magazine is direct-mailed to:

People with special needs and their families;

Schools, social departments, family doctors, hospitals, rehabilitation specialists, social welfare and education ministries;

Members of Parliament, Ministers, municipality leaders, President’s and Prime Minister’s offices.

Libraries all over the country, disability organisations, universities, etc

The magazine is financed by private donators, EU funds (a piece of the TV show’s budget) and charity organisations.




Sharing of knowledge and information and the discussion give rise to better practices and new ideas among strategic partners responsible for the outcome, and at the same time fosters their collaboration.

Key outcomes

The magazine has been established and has become fairly well-known with a positive uptake. It has credibility, and seems to be taken seriously by all three strategic target groups – a good ground for planning long-term developments and results.


The magazine has to be free of charge, both on paper and the web, reaching its readers by direct-mail. In Estonia disabled people and their families mostly live in poor financial conditions (the usual income of a disabled person is less than 250 euro a month, relatives-caregivers getting an allowance of 19-25 euros a month) and in restricted mobility (very poor social services). This means that all the production finances must come from social funds and / or charity requiring strong efforts and activity for fundraising. We are already making some success but the continuation is not guaranteed yet.


The monthly magazine appears from October 2011.

Future plans

To develop the magazine, find co-financers and proceed publishing it for at least 5 years.


The web version of the magazine - http://www.vedur.ee/puutepunkt/?op=body&id=90

Additional information

The idea was born in 2011 the Accessible Information Provision for Lifelong Learning (i-access) Copenhagen meeting. Human stories in plain language might change the world. The magazine would be a great place to publish examples and success stories from member countries. Please let us know if you’d like to share and co-operate!


http://www.vedur.ee/puutepunkt/?op=body&id=90

Germany

ExtractDeveloping an alternative for a scientific graphing calculator for students with visual impairments to use for solving mathematical problems in real time.

General InformationContact: Michael Schäffler: [email protected] of Example:

- Implementation of accessible information provision- Dissemination of/awareness raising for accessible information provision


- Web- Electronic documents


Alternative for scientific graphing calculator


“Medienberatungszentrum für Blinde Schülerinnen und Schüler” in Baden-Württemberg at the Schloss-Schule Ilvesheim.

Strength of this example in regard to i-accessibility?

Strong and accessible software for screen readers

Key outcomes

Students are enabled to solve the same mathematical problems in real-time as their sighted fellow students


Teaching two different techniques in the same classroom to solve the same problem


2003

Future plans

Adapting to changing standards in software and classroom-curricula


http://augenbit.de/wiki/index.php?title=Maple

Germany

ExtractCreation of standards for text-based adaptions of school-books to be shared across all German schools for the blind.


http://augenbit.de/wiki/index.php?title=Maple


General InformationContact: [email protected] of example: Implementation of accessible information provision


Electronic documents

Type of example:

Implementation of accessible information provision


Create standards for text-based adaptations of school-books. The files are created to be used with a word-processing software (MS Word/OpenOffice ...).


All German schools for the blind


Files can be exchanged between all schools. They share a common structure, which makes them easily accessible to all German students.

Key outcomes

A Standard for German schools was established in 2009.

Future plans

The standard will be further developed.


http://www.augenbit.de/wiki/index.php?title=E-Buch


http://www.augenbit.de/wiki/index.php?title=E-Buch


Poland

ExtractThe Polish Ministry of Education oversees the adaptation of manuals and school textbooks designed for blind pupils (in Braille and visually impaired pupils (enlarged print).

General informationContact: [email protected]

Type of example:

- Policy for accessible information provision

- Implementation of accessible information provision

More informationWhich area included in i-access does your example cover?

- Electronic documents

- Printed documents

Initial aims

Providing manuals for the visually impaired and blind pupils


Polish Ministry of National Education, Schools report to the ministry a need of adapting a manual. Adaptations of manuals for the blind and visually impaired pupils are prepared by university staff adhering to uniform rules. The adaptations are checked by external experts which guarantees their high quality.


On order of the Ministry are carried out adaptations the adaptations of manuals and auxiliary books, designed for blind (in Braille) and visually impaired pupils (enlarged print) by the UW and KUL. Electronic versions (in Braille in .dxb and .brf format) of manuals are provided, free of charge, to schools attended by blind and visually impaired pupils. Specially designed for that purpose computer system allows to download and print them, in whole or in part, according to the individual educational pupil’s needs. Printing of these manuals are financed from state budget

Key outcomes

On order of the Ministry are carried out adaptations the adaptations of school textbooks and auxiliary books, designed for blind pupils (in Braille) and visually impaired pupils (enlarged print) by the UW and KUL. Electronic versions (in Braille in .dxb and .brf format)of manuals are provided free of charge to schools attended by blind and visually impaired pupils. Specially designed for that purpose computer system allows to download and print them, in whole or in part, according to the individual educational pupil’s needs. There is a base of electronic version of manuals for blind and visually impaired pupils.


It was important to unify the rules of adaptation of didactic materials for blind and visually impaired students. The Minister of Education established a team of experts who were the representatives of the communities involved in supporting blind and visually impaired



children – special school headmasters, universities performing adaptations of manuals on behalf of the Ministry of National Education (UW and KUL) and the University of Lodz, the Polish Association of the Blind People and the Centre for Development of Education. As a result of the expert team work the principles of the didactic materials' adaptation were developed and the Braille notation was updated.


Adaptations are made by Universities on behalf of the Minister of Education from 2009.

Future plans

Extending the base the available adaptations of manuals and additional books for blind and visually impaired students.


The following documents recommended by the Ministry of National Education are available on the website of The Ministry of National Education (in Polish) http://www.men.gov.pl/index.php?option=com_content&view=article&id=2432%3Aujednolicone-zasady-adaptacji-podrcznikow-oraz-uaktualniona-notacja-brajlowska&catid=60%3Aksztacenie-i-kadra-specjalne-potrzeby-edukacyjne-default&Itemid=85

1)Instruction for creation and adaptation of illustrations and graphic materials for blind pupils - developed by a team of special educators from residential special schools in Poland: Bydgoszcz, Cracow, Laski, Owińska 2011

2) The mathematical, chemical and physical Braille notation - Second edition, Cracow, Laski, Lodz 2011

3) The rules for creating and adapting graphics for blind pupils - developed by teachers of residential special schools for the blind and visually impaired pupils in Poland. Bydgoszcz, Laski, Lodz 2011

4) The rules of the adaptation of didactic materials to Braille – Paweł Wdówik, The Warsaw University, Office for Persons with Disabilities, Warsaw 2011

5) The principles of the adaptation of didactic materials for visually impaired people - edited by Donata Kończyk, University of Warsaw, Office for Persons with Disabilities, Warsaw 2011.

Poland

ExtractA initiative of the Foundation “The Visibles” to increase public awareness and availability of accessible websites. This includes the analysis of websites from a technical and from a user perspective.

General informationContact: [email protected]

Type of example:


- Dissemination of/awareness raising for accessible information provision



http://www.men.gov.pl/index.php?option=com_content&view=article&id=2432%3Aujednolicone-zasady-adaptacji-podrcznikow-oraz-uaktualniona-notacja-brajlowska&catid=60%3Aksztacenie-i-kadra-specjalne-potrzeby-edukacyjne-default&Itemid=85




- Web



1) Increasing public awareness of the access to information for people with disabilities, with particular emphasis on blind and visually impaired people

2) To launch a nationwide campaign to promote enabling disabled people free access to public information on the Internet

3) Promotion of services available to people with disabilities

4) Providing trainings addressed to developers and web administrators, public administration and commercial organizations, and managers and IT professionals who wish to adjust services for people with disabilities according to WAI


NGO: Foundation “The Visibles”


An audit of website accessibility for people with disabilities consists of two stages. The first stage is a technical analysis made by an expert who checks the service taking into account different levels of access specified in the document WCAG. The end result of this work is the inconsistency protocol that contains the information about common errors on the page as well as guidance for their removal. In the next stage website is checked by the blind and partially sighted auditors of the Polish Association of the Blind and the representatives of the Polish Association of the Deaf. Blind persons performing an audit are selected to represent different visual dysfunction level from total to partial blindness. They perform an audit independently in two different reading programs, Window-Eyes and JAWS. Subjects of this part of control are: ergonomics of the website availability of this information readability of the menu readability of the headlines proper names in texts of alternative links and graphics Deaf auditors check whether the content presented through audio files correspond to their text equivalents. They also analyze the complexity of the text. This phase of the audit is completed by the protocol of the incompatibilities.

Key outcomes

The Foundation organizes the yearly contest "The Website Without Barriers". The winners receive a prestigious logo created by The Visibles "Blind Friendly Website". The logo is awarded to the websites which may be described as accessible and adapted for the needs of the disabled, especially the blind. The "Blind Friendly Website" logo enhances the prestige and competitiveness of the organisation's name on the Internet and helps build professional image of an organisation. The website awarded with that quality logo becomes more reliable to customers and lets the Internet users know that the website owners contribute to the creation of a fully democratic Internet. "Blind Friendly Website" is a logo which confirms membership of an elite group of institutions and companies meeting accessibility standards, which means that they respond to challenges of the developing information society. Prizes and awards are presented at national conference. In 2011 the conference was organized by the Visibles Foundation, Rafal Trzaskowski - the Member of Parliament and the University of Silesia. The conference was held under the patronage of Jerzy Buzek, President of the European Parliament.



Arousing the public's and the website providers' interest of the web accessibility issues. Establishing contacts with other NGOs working for people with disabilities and government administration authorities, promotion of the Foundation activities in media, on the website, organization of conferences.


Foundation began its activities in 2009. There were three editions of the "Web Site without barriers" - in 2009, 2010 and 2011. The Visibles Foundation conducts successively monitoring of the availability of Internet services by making rankings. Each ranking includes another group of thematic websites. The Foundation specialist examine public services, utilities, commercial sector and others. Rankings which were conducted by the foundation experts in the last three years: - portals of the internet shops - Portals offering travel services - Newspapers websites - Websites of the largest Polish broadcasters - Audit of political party websites - internet Banks - the websites of the most important people in the State - the President and the Prime Minister - Universities, - Charitable organizations, - European Union countries' Parliaments.

Future plans

The Foundation undertakes a number of efforts to build partnerships between various stakeholders to promote access to information for disabled people. In June 2010, The Visibles Foundation was established as a partnership "Television without Barriers". The participants are Polish Television SA, the Foundation Visibles, Polish Association of the Deaf and the Deaf and Blind Aid Society. The Partnership aims to increase the availability of programming for the Polish Television for people exposed to the so-called. Digital exclusion, with particular emphasis on persons with disabilities. The aim of the Partnership is not only a significant increase in the availability of software products, but also the development of assistive technology, allowing the use of them by the largest audience. In co-operation will be conducted so as research on the development of assistive technology - subtitles for the deaf, audio description for blind, visually impaired and deaf-blind and sign language interpretation. In November 2010 The Visibles Foundation was one of the founding members of the Agreement Forum for Accessible Cyberspace. The Forum will be a platform for cooperation between NGOs, public administrations and commercial companies that operate in the area of digital inclusion for people with disabilities and other groups at risk of digital exclusion.


Rapports of web accessibility are available on the website of The Visibles Foundation: http://www.widzialni.eu/rankingi_dostepnosci,m,mg,116.html#txt


http://www.widzialni.eu/rankingi_dostepnosci,m,mg,116.html#txt

Spain

ExtractEstablishing of a network aimed at raising awareness on accessible information provision.

General informationContact: José Alfredo Espinosa Rabanal: [email protected] and Yolanda Jimenez: [email protected]

Type of example:




- Web


- Printed documents

- Contact/communication with organisations

Initial aims

Dissemination and awareness raising to inform specific target audiences on the benefits, impact, necessity or 'how-to-do' of accessible information provision.


1. Spanish Ministry of Education that coordinates the network

2. Red Intergubernamental Iberoamericana de Cooperación para la Educación de Personas con Necesidades Educativas Especiales (RIINEE) - Intergovernmental IberoAmerican network for cooperation and partnership on SNE


Exchange of information on accessibility, dissemination at national level and awareness raising. As it is at national level, the information, conclusions and outputs can be widely publicised and disseminated.

Key outcomes

Introducing of documents, websites, apps and books on i-access conclusions and minutes with all the presentations


To reach the widest possible audience


The network was established in 2004 and it constantly works on improving and developing SNE Every year the network organises an annual meeting to put together all the work done by all different country partners


Future plans

This is a well-established network


http://www.educacion.gob.es/educacion/actividad-internacional/cooperacion-educativa/riinee.html#donde-estamos

http://es-es.facebook.com/pages/RIINEE/137502343003443 http://riineeaccesibilidad.blogspot.com/

http://riinee-multiverso.blogspot.com/

Spain

ExtractInitiative of the ICT department of the Spanish Ministry of Education aimed at teachers to develop accessible websites and electronic material for students.

General informationContact: Pilar Antolín: [email protected] and Yolanda Jiménez Martínez: [email protected]

Type of example: Dissemination of/ awareness raising for accessible information provision


- Web



To introduce easy instruction for teachers to develop accessible education websites for their pupils


ICT Department of Spanish Ministry of Education

Strength of this example in regard to i-accessibility?

To raise awareness among teachers who would like to elaborate electronic materials and web educational contents

Key outcomes

Good practices on making accessible educational web sites for pupils


To reach a large number of users


Since 1998 and ongoing

Future plans

No yet



http://riinee-multiverso.blogspot.com/

http://riineeaccesibilidad.blogspot.com/

http://es-es.facebook.com/pages/RIINEE/137502343003443




http://www.ite.educacion.es/accesibilidad/

Spain

ExtractThe Regional Education Information System for Students with Disabilities (SIRIED) project of the Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago) and the Spanish Government aims at building an information system for educational and support needs for students with disabilities.

General informationContact: José Alfredo Espinosa Rabanal: [email protected] and Yolanda Jiménez Martínez: [email protected]

Type of example:





- Printed documents


"To build an information system on the educational and support needs of students with disabilities"


The Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago), with the technical and financial support of the Spanish Government, has developed the Regional Education Information System for Students with Disabilities (SIRIED) project


"• contribute to the tracking of the Education For All goals

• provide feedback on the formulation, implementation, monitoring, and evaluation of policies processes; and,

• contribute to a fair and equitable distribution of resources that guarantees the right to education for persons with disabilities."

Key outcomes

"It describes the information system, its scope and objectives. It also describes the strategy and phases for its construction and validation, highlighting cooperative work between countries and OREALC/UNESCO Santiago. It also addresses the conceptual framework underlying the analytical model and creation of indicators, including their technical specifications, with the aim of orienting their construction and interpretation, and it describes the classifications for the construction and presentation of the indicators, as well as the definition of each of the proposed categories."



http://www.ite.educacion.es/accesibilidad/


The implementation process and to be enriched with the contributions of different countries


01-02-2011

Future plans

Yes, there is an implementation plan


http://portal.unesco.org/geography/en/ev.php-URL_ID=13733&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://riinee-multiverso.blogspot.com/2011/02/sistema-regional-de-informacion.html


http://riinee-multiverso.blogspot.com/2011/02/sistema-regional-de-informacion.html



UK (England)

ExtractProject to improve the access to a learning platform in an English county, involving schools, local authority advisor, education consultants and software developers.

General informationContact: John Galloway, [email protected]

Type of example: Implementation of accessible information provision


Web

Electronic documents


To improve access to a learning platform, available to all secondary aged schools (including special schools) in an English county.


Schools going through a re-building and refurbishment process. Local authority advisor, Education consultants, Software developers


The developers created a learning platform that conforms with good practice guidelines for improving online accessibility. Including:

- User control of 'look and feel,' with the capacity to accommodate user's own cascading style sheets.

- Designed to facilitate the use of screen-readers.

- Has a symbols glossary (Widget Point) enabled.

- Can be navigated with the keyboard.

- Includes an accessibility statement.

The development benefited from a number of factors:-

- The local authority was clear in its requirements, developed through discussions with schools, including special schools.

- All the educational consultants worked closely with schools and the local authority to ensure that the requirements were clearly understood.

- There was an on-going dialogue throughout the development between all parties.

- The provider made use of available expertise.

Key outcomes

Accessibility to the learning platform has been improved, significantly for those with a range of special needs, and for those who are new to English (and potentially for their parents). Staff are now more confident in using the system with their students, and in


creating content for them (it is more user-friendly). It is too early to assess the impact, but it is expected that there will be a significant increase in the use of the learning platform across the authority's schools.


To ascertain exactly what 'accessibility' meant when considered against the range of learning needs within the authority. The early initial discussions helped to inform a clear specification for the learning platform that was then consulted on widely before final agreement. This provided a clear outline of what was expected, and something to test the final product against.


July 2011

Future plans

The initial roll out has been limited to schools undergoing rebuilding and refurbishment. It will then be made available to all the county's secondary and special schools. A further module is being developed which is graphically driven and switch accessible, for students with more severe and profound learning difficulties.


None yet available. The implementation is still comparatively new. There will be case studies in the longer term.

UK (England)

Extract A policy which aims to contribute to an inclusive digital economy for people with specific needs, involving government, industry and other sectors.

General information Country: UK (England) Contact: Terry Waller: [email protected] Type of example: Policy for accessible information provision


- Web - Electronic documents - Digital telecommunications

More information Initial aims

The strategy aims to contribute to an inclusive digital economy for people with specific needs and covers regulation, accessible consumer technology and digital equipment, website services, accessible content, and awareness and promotion. The plan has 5 Work Streams focusing on the following areas: 1. Regulatory - Principally set by Government, sets out how Government, business,

consumers and the voluntary sector work together to develop and implement a clear regulatory framework to support e-Accessibility.


2. Accessible Consumer Technology and Digital Equipment - Focuses on hardware and software for accessing web based services and wider use of computers. It examines how to build inclusive design into new products and services and how to make required specialist solutions affordable and easy to access.

3. Websites Services - Explores the reasons why internationally recognised standards and guidelines of website accessibility are poorly adhered to by the public and private sectors.

4. Accessible Content Work - Promotes usability and accessibility of digital content across non-web based media.

5. Awareness and promotion - The eAccessibility Forum promotes greater awareness and understanding of the benefits to business of embedding e-accessibility.


Members include the devolved administrations (Wales, Scotland and Northern Ireland), Government, industry and third sector groups, and reports to the Minister for Culture, Communications and Creative Industries, and supports the work of the UK Digital Champion and RaceOnline 2012 (http://raceonline2012.org/)


Example of a national plan to address issues of i-accessiblity through collaboration of government, industry, third sector and users.

Key outcomes

Detailed in action plan reports - see link below - but for 2011 include: - British Standard for web accessibility and procurement, BS8788, which is now being

used by Government departments and Industry. - Employers' Forum on Disability (EFD) launched the new Disability Standard: an online

management tool and benchmark which enables business to measure and improve on performance for disabled customers, clients or service users, employees and stakeholders.

- The Inclusive Design Toolkit was promoted at the eAccess 11 conference, the UK's leading annual conference on access to technology by disabled people and everyone with special access needs.

- The Business Case for Accessibility produced by the One Voice for All Coalition provides information on the benefits of accessible and inclusive design.

- The Digital Champion’s Race Online 2012 campaign is working with UK Online centres to bridge the digital divide and hopes this can be achieved by offering a computing package, complete with telephone, for less than £100.

- A total of 12,500 secondary age students were provided with a free PC with access software, tech support and broadband, and 8,000 young people with complex access needs with tailored solutions, as part of the Governments Schools Home Access Scheme


On-going, with the current plan highlighting action lines for 2012.

Future plans

Expected that the Action plan to be reviewed and updated at regular intervals.


E-Accesibility Action Plan - http://www.culture.gov.uk/publications/8375.aspx


http://www.culture.gov.uk/publications/8375.aspx

http://raceonline2012.org/

E-Accessibility Action Plan October Update - http://www.culture.gov.uk/publications_full/8836.aspx BS8878 - Web accessibility: Code of practice - http://shop.bsigroup.com/en/ProductDetail/?pid=000000000030180388 EFD Disability Standard - http://www.disabilitystandard.com/ Inclusive Design Toolkit - http://www.inclusivedesigntoolkit.com The Business Case for accessibility -http://www.onevoiceict.org/sites/default/files/Accessible

UK (England)

ExtractA website to assist with the making and usage of accessible information for people with learning disabilities.

General informationCountry: UK (England)

Contact: Terry Waller: [email protected]

Type of example: Dissemination of/awareness raising for accessible information provision


- Web


- Printed documents


The idea of this website is to help everyone to make and use accessible information for people with learning disabilities. To advise people living in the locality (Portsmouth, Hampshire) with this advice - also showcasing how to achieve this as well as downloads etc.


Partnership between a local group for people with learning difficulties and the NHS and local National Health Service Trust.


Showcases a range of access features in one area and also provides practical resources and up-to-date information.

Key outcomes

Refer to http://www.accessibleinfo.co.uk/index.php


This is a contributory database so success will to some extent depend on providers of information using and supporting the site. For more information refer to http://www.accessibleinfo.co.uk/index.php


http://www.accessibleinfo.co.uk/index.php



http://www.inclusivedesigntoolkit.com/

http://www.disabilitystandard.com/

http://shop.bsigroup.com/en/ProductDetail/?pid=000000000030180388

http://www.culture.gov.uk/publications_full/8836.aspx


Established in 2011

Future plans

Refer to http://www.accessibleinfo.co.uk/index.php



Photo database on this site: http://www.accessibleinfo.co.uk/things-you-need/photos-database.php

UK (England)

ExtractDevelopment of an Accessible Media Player of the Office for Disability Issues, offering an inclusive online experience for disabled and non-disabled users.

General informationContact: Terry Waller: [email protected]

Type of example: Implementation of accessible information provision


Web


The Office for Disability Issues (ODI) Accessible Media Player offers an inclusive online experience for disabled and non-disabled users, whether watching video or listening to a podcast.


Please contact the ODI information team for these details - see http://odi.dwp.gov.uk/about-the-odi/contact-odi.php


It provides access to media rich content - beyond electronic text or traditional document/web page information. The intention is that it will be used across government departments and more widely.

Key outcomes





http://odi.dwp.gov.uk/about-the-odi/contact-odi.php




http://www.accessibleinfo.co.uk/things-you-need/photos-database.php

http://www.accessibleinfo.co.uk/things-you-need/photos-database.php




Either 2010 or 2011

Future plans



http://odi.dwp.gov.uk/inclusive-communications/channels/odi-accessible-media-player.php

UK (England)

ExtractA web tool which allows the deaf community to communicate using video.


Type of example:




- Web


Let the deaf community communicate using video - live, captured video and via blogs


Deafax, a deaf charity and a commercial company.


Provides access to information and communication for deaf people using media

Key outcomes

This is a new development and research is underway. Contact Deafax for further information (http://www.deafax.org/index.php?PageID=14)


Contact Deafax CEO for more details - Helen Lansdown. The technology was already in place so the initial challenge was to persuade the company to support the charity.


2010 - following initial trials. Work still ongoing.

Future plans

Deafax is growing this resource through social and traditional media strategies.


http://odi.dwp.gov.uk/inclusive-communications/channels/odi-accessible-media-player.php



http://www.viewtalk.org/

UK (England)

ExtractRange of projects aimed at providing symbol support to textual information to support those with learning difficulties and where English is not the first language.


Type of example:




- Web


- Printed documents


To provide symbol support to textual information in order to support those with learning difficulties, those with literacy difficulties and where English is not the first language of the person.


Widgit - a commercial provider of symbols, symbol software and symbol based services, and a range of providers. The link below is to a range of project with different partners.


This example illustrates the way in which information can be structured to make it more accessible and then supported by visuals and symbols to provide access to a range of people with disabilities and also with those who are not disabled: therefore very inclusive.

Key outcomes

Please see individual project and the partners involved for this information. Contact Cate Detheridge at Widgit (see website for contact details) for more information on impact.


Awareness in the first place of how to be support text with symbols. See the guidance on the website which provides valuable insight into structuring electronic and print content for improved accessibility. See download in pdf, 'Using symbols effectively in accessible information' on the site at –

http://www.widgit.com/symbols/guide_to_symbols/Guide_to_Symbols.pdf


http://www.viewtalk.org/


Projects have been running for several years now and new ones constantly added - see case studies http://www.widgit.com/casestudies/index.htm

Future plans

Project work is on going.


http://www.widgit.com/accessibleinformation/projects/index.htm


UK (Scotland)

ExtractBooks for All aims to provide students with learning materials in accessible, alternative formats. Initiated by Communication, Access, Literacy, Learning (CALL) Scotland it involves all local authorities, Education Scotland and other agencies including practitioners at all levels. The aim is to ensure that all learners can access curricular material at the same time as their peers.

General informationContact: Stuart Aitken: [email protected] of example: - Implementation of accessible information provision- Dissemination of/awareness raising for accessible information provision


- Web- Electronic documents- Printed documents- Contact/communication with organisations


Books for All aims to provide students with learning materials in accessible, alternative formats. It is a powerful combination of policy initiative, innovation, development work and shared purpose of teachers and support staff. It also aims to provide pupils with a range of additional support needs (SEN) with textbooks, fiction books, worksheets, exams and other curriculum resources in alternative accessible formats.


1. Communication, Access, Literacy, Learning (CALL) Scotland. 2. All local authorities across Scotland. 3. Education Scotland plus other agencies. CALL Scotland initiated the process by identifying needs across Scotland. It then reported to Scottish Government who agreed actions to be taken. A particular strength was the involvement of practitioners at all levels.


It takes an integrated synthesised approach to cover all aspects of delivering accessible alternative formats to pupils who need them, covering: 1. A secure password-protected database allowing teachers and others to find if identified curricular resources are available already in required alternative format (efficient use of public funds, saving time and freeing up resources).2. Training for teachers and others in how to produce resources in accessible formats and maintain quality of product. 3. identifying requirements for intermediate formats (not a single intermediate format).4. Establishing workflow including different approaches to suit individual circumstances. 5. Structure for delivery of training so that student teachers, and all teachers would be familiar with key skills; other more specialised training for teachers supporting students with different additional support needs e.g. teachers of students with dyslexia.



Key outcomes

The work is in progress, key outcomes are to: 1.Increase the number of resources in accessible formats 2. Increase the number of pupils using them 3.Increase the number of teachers and schools using them 4. Monitor satisfaction rates to demonstrate improvement. Currently, there are around 1,200 textbooks, fiction books and others in range of accessible formats including Large Print, PDF, eBook, Braille, audio, DAISY (human narration) etc


1. Convincing the range of stakeholders that current practice was inefficient, ineffective and would in the medium term be considered as discriminatory against disabled students (and indeed the wider public).2. To avoid 'silo thinking': most practice is that teachers of visually impaired students will consider their needs but be unaware that the accessible formats prepared could, if considered earlier in the production process, be adapted to suit other needs e.g. dyslexia. 3. Attaining and maintaining quality. 4. Raising awareness that accessible information is a requirement under equalities legislation.


This work began in 2006 and only in July 2011 CALL Scotland took over the full project from Education Scotland. The current phase will run until March 2012.

Future plans

The aim is to embed the production process as far as possible in schools. The next step is to meet with all local authorities and identify strategies for implementation appropriate to their context.


Key links including videos are: www.books4all.org.uk

- open access central hub from which teachers and others can Find books in accessible format, learn how to use them as well as how to make them.

www.booksforallscotland.org.uk - from which teachers can search for materials in alternative formats that other teachers have prepared under copyright licence exemption and made available through Glow the Scottish schools intranet www.ltscotland.org.uk/usingglowandict/glow/index.asp, or Scran, both of which are secure password protected networks.

Do you have any additional comments?

There is extensive information about this work at the above sites and it is best understood within an integrated framework that includes The Scottish Voice, WordTalk, Digital Question Papers.


http://www.ltscotland.org.uk/usingglowandict/glow/index.asp

http://www.booksforallscotland.org.uk/

http://www.books4all.org.uk/

UK (Scotland)

ExtractWordTalk is a tool to provide text-to-speech for students with dyslexia.

General informationContact: Paul Nisbet: [email protected] of example: - Implementation of accessible information provision- Dissemination of/awareness raising for accessible information provision


- Electronic documents- Contact/communication with organisations


To provide text-to-speech for one pupil with dyslexia about to take examinations. Recognising the potential, the product was developed with an installer for all schools to use; it then was offered worldwide and since then continues to be downloaded many thousands of times.


Rod Macaulay (the programmer, who received a Microsoft European Teachers’ Award for this work), CALL Scotland, Scottish Government (who funded testing and the development of installer); numerous partners who tested in real situations.


1. Works with highly popular software available on most PCs; Incorporated as a simple toolbar (MS Word 1997, 2003) or Add-in (MS Word 2007, 2010). 2. Highlights as well as reads out text. 3. Incorporates talking dictionary. 4. Can Save files or paragraphs / chapters etc. as .mp3 or .wav files giving options for audio. 5. Works well with high quality Scottish voice. 6. It is FREE!

Key outcomes

For the original pupil it meant he could obtain sufficient passes at grades required for him to go onto university and obtain a degree. This would have been impossible without WordTalk. Many sites across the world now commend the product to users with a range of disabilities. Classrooms use it routinely in both mainstream and special school settings in Scotland and in other countries. Independent testaments have been provided from pupils, teachers, parents not only in Scotland but from all over the world.


1. Ensuring that the installation packages would work on managed school and authority networks. Working with authority groups allowed us to address any technical problems as they arose and to improve the product. 2. Trying to avoid using .exe packages but .msi packages instead. The former are often 'locked out' from schools to avoid potential viruses; .msi allows flexibility.



3. Keeping up to date with major software developments e.g. different versions needed for XP, Vista, Windows 7 with MS Word 2003, 2007, 2010. 4. Obtaining funding to implement despite the strong supporting evidence.


2002 - first pupil; 2005 - secured development money from Scottish government; 2006 - installed in first school network; 2009 - MS Word 2007 version; 2011 MS Word 2010 version produced.

Future plans

We plan to continue to promote this and similar free tools; it is an important companion to the Scottish Voice.


www.wordtalk.org.uk - provides a central point for downloading WordTalk, FAQs and to find out what else is new in this area; www.callscotland.org.uk - from which to download A5 flyers and other support materials. - presentation summarising some of the legal requirements on Schools in Scotland in terms of providing access to education and explains various methods of accessing text in several forms.


This work demonstrates the value of partnership working. At every stage colleagues in schools, pupils and teachers were involved in giving feedback, revising and demonstrating proof of principle. It was essential to test out in various scenarios around how the product would work when supported across managed school and authority networks. Without this attention to detail and relationship building this project would not have resulted in such a strong product easily accessed and valued by pupils, teachers, parents, schools, authorities not just in Scotland but across the world.

UK (Scotland)

ExtractA program to provide high quality text-to-speech in a Scottish accent for students to use in schools on all computers, and for use with personal communication aids.

General informationContact: Stuart Aitken: [email protected] of example: - Policy for accessible information provision- Implementation of accessible information provision- Dissemination of/awareness raising for accessible information provision


Web- Electronic documents



http://www.callscotland.org.uk/

http://www.wordtalk.org.uk/

- Contact/communication with organisations- Other: Advancing personal communication for those who do not have oral

communication.


To provide high quality text-to-speech in a Scottish accent for students to use in schools on all computers, both PC and Mac. It has also been installed on a number of electronic communication aids that pupils use for personal communication, literally giving them a voice. They can use it to to read web documents, Word documents (using for example WordTalk), on personal communication aids and in specialised software e.g. PDFAloud or Read ~& Write Gold. A second aim from the outset was to allow documents saved as audio text-to-speech files to be distributed and shared without incurring additional licence fees. This is needed because copyright licence for print is different from that of audio (see below).


www.cereproc.com/Cereproc is a speciaist computerised speech generation company, their voices are used in Voice Banking, call centres worldwide, and across many commercial ventures. When approached by CALL Scotland they agreed to collaborate to develop the voice for use on every PC and Mac for every school in Scotland. Scottish Government contributed the funding to carry out development and testing. Starting with Heather, a female voice in 2008, Scottish Government agreed additional funding in April 2011 and, with that, CALL Scotland developed with Cereproc a male voice, Stuart.


1. The voices are free to the public sector making substantial savings while improving student engagement with learning.

2. The voices work across a range of software that can use SAPI 5 voices. 3. They can be used by specialised software such as Jaws screen readers (with minimal

additional work by the end user). 4. An important aspect mentioned above is that through the licence arrangement,

passages saved as audio files e.g. .mp3 do not result in additional costs to pay for the use of the voice.

Key outcomes

1. Most important of all, pupils can hear materials in a Scottish accent and can speak with a voice that they can regard as more like their own.

2. Involvement of a wide range of potential users in choosing the voice via web and other surveys. In the same way, once the selected voice was completed and samples made available a second consultation asked students and others to decide on a name for the male voice (the female voice having been available prior to its preparation for school and other use).

3. Male teenagers more likely to use the male voice than a female one and as males are more likely to have dyslexia and to be disaffected by school in teenage years (correlated with lower levels of literacy), there are increased chances to improve literacy.

4. Within 1 hour of announcement on BBC television and radio the voice had been downloaded over 150 times. Given that downloads are restricted to school / authority / hospitals this number represents huge coverage of the population.


http://www.cereproc.com/


The biggest challenges are in this case technical although with good partnerships with local authorities these are being overcome. Because CALL Scotland controls downloads it is possible to stay in touch with the user community, increasing a sense of partnership in development.


Heather was implemented as follows: a) Feb 2007 first came to CALL’s attention; b) May 2007 - CALL Scotland applied to extend use to schools and students; c) Sept 2007 funding agreed with Scottish Government; d) March 2008 Heather, the female voice, developed and launched. e) September 2011 Stuart, the male voice launched and implemented . From application for funding to agreement of funding to completion to launch of the second voice took 7 months, of which the application development stage took 2 months.

Future plans

Biggest effort will now go in to dissemination, there are already substantial efforts in that direction with promotion by Scottish Government, through schools, on its own dedicated website and through various publications that reach teachers, parents and others. Other uses for the voice will also be identified.


www.thescottishvoice.org.uk - main website with FAQs, downloads, resources. www.books4all.org.uk - includes video materials showing its use. http://edinburghnews.scotsman.com/news/Software-speaking-up-for-Scottish.6836760.jp http://www.engageforeducation.org/2011/09/new-scottish-voice-stuart-launched/ http://www.scotland.gov.uk/News/Releases/2011/09/14134332 http://www.google.com/hostednews/ukpress/article/ALeqM5hkdkr6GVVKdmO1Ph1hKsI2UEqAKg?docId=N0380941316002968353A http://www.huffingtonpost.co.uk/2011/09/14/scottish-pupils-with-lear_n_962136.html http://childpolicyinfo.childreninscotland.org.uk/index/news-app?story=10915&topic=29 https://blogs.glowscotland.org.uk/fa/ICTFalkirkPrimaries/2011/03/14/wordtalk/ http://www.youtube.com/watch?v=WLTmOrOg_jM

UK (Scotland)

ExtractA low-cost initiative of the Scottish Qualifications Authority to support students with visual impairment, physical disability, dyslexia or other additional support needs in taking exams.

General informationContact: Paul Nisbet: [email protected] of example: - Policy for accessible information provision- Implementation of accessible information provision- Dissemination of/awareness raising for accessible information provision



http://www.youtube.com/watch?v=WLTmOrOg_jM

http://www.books4all.org.uk/

http://www.thescottishvoice.org.uk/


- Web- Electronic documents- Printed documents- Contact/communication with organisations


1. To allow students to benefit from the in-built accessibility features available from within PDF documents, making them a low cost alternative to paper and pencil examinations that students cannot access because of visual impairment, physical disability, dyslexia or other.

2. To provide text-to-speech, document magnification, colour contrast and other options as well as to allow interactive facilities using Adobe Reader comment and Markup Tools.

3. To provide a solution that was least intrusive to the examination process and if possible offered advantages to current methods.


Scottish Qualifications Authority (SQA), CALL Scotland and a number of local authority schools acting as developer partners.


1. Simplicity

2. Availability (most computers have a version of Adobe Reader)

3. Partnership working where advances were carried through with people, problems listened to, isolated and resolved.

4. Additional text-to-speech software added for use instead of Adobe's own

5. Tools being free or almost free e.g. one-off licence cost.

6. Process subject to continuous review

7. Excellent individual staff who took trouble to attend to detail e.g. out of many tens of thousands of form fields prepared, three was only ONE error in one year (a Tab ordering error).

Key outcomes

1. From trial in 2006 to live launch in a real exam diet in 2008. Since then development has been fast - now one in three schools operate this system.

2. There are real savings on provision of readers (who read the exam to the candidate) and scribes (who write down the answer for candidates). Fewer invigilators are needed - if one pupil requires reader or scribe a separate room is needed as well as separate invigilator. With DQPs one room can accommodate 10 or more candidates using headsets with one invigilator to supervise.

3. Pupils and teachers report increased independence seeing it as a truer reflection of what students will experience after they leave school..



1. Ensuring that all parts came together - software, networks, availability of exam 'paper' in advance (1 hour ahead) to allow to be installed on candidate computers.

2. Having an understanding amongst schools that it is important to use this approach in advance of an actual exam.

3. An over planning mindset at senior manager level rather than trying it out and letting students try it themselves. As use has become more widespread these problems have generally been resolved.


Piloted in April 2006, 2007. Live in 2008 exam diet, thereafter 380% increase in take up from 2008 to 2011. The work continues to be implemented.

Future plans

The work continues to be reviewed on the basis of formative evaluation, with regular gatherings of teachers to feedback difficulties, suggestions and these are then implemented. Also considering strengths and weaknesses of the approach for visually impaired students. Testing embedding video so that questions can be presented in sign language to deaf candidates.


www.adapteddigitalexams.org.uk/Home/

- contains examples and case studies

www.sqa.org.uk/sqa/14976.html


Digital Question Papers provide an important addition to the tools available to students considering assessment arrangements.


Documents

AGENCY REPORT - STANDARD FORMATS · Web viewMost important of all, pupils can hear materials in a Scottish accent and can speak with a voice that they can regard as more like their