USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz The Use of ICT to Support Students with Dyslexia Nadia Diraä, Jan Engelen, Pol Ghesquière,

USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz

The Use of ICT to Support Students with Dyslexia

Nadia Diraä, Jan Engelen,Pol Ghesquière, Koen Neyens

K.U.Leuven (Belgium)


0ur university

Catholic University of Leuven• 34 940 students (4402 internationals) • Staff : 9113• Staff University hospitals U.Z.Leuven: 8172

Education• 120 postgraduate academic programmes• in 3 main Groups: Biomedical sciences, Human

sciences and Science and Technology

Association K.U.Leuven: 76 000 students


Equal opportunities policy

- Supporting students with disability since 70s (curriculum, housing, social, sports,…)

- Diversity policy statement (2004)

- E-accessibility project (K.U.Leuven – IBM, 05-07)

- Working Group e-Accessibility since 2007

- Disability Team @ Student services since 2007


Legislation

Equal opportunities law (Decree July 10, 2008) :- anti-discrimination law- reasonable adjustments

UN-Convention on the Rights of Persons with disabilities

(Dec 13, 2006) : inclusive education

Higher education financement decree- target groups financement- !!! limited definition (only students registered at Disability agency VAPH)- Encouragement projects


Our disability team

• Central position @ Student services

• Disability officer / case manager / advisor– registration– assessment of special educational needs- principles: rights and duties, privacy, empowerment,

maintaining academic standards- coordination of support: individual/group programs– advising reasonable adjustments

• Stimulating university processes(working groups, projects, advice,…)

USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz 6

Conceptual framework

Handicap creation process (Fougeyrollas)

Personalfactors

Environmentalfactors

Social role

interaction

Handicap situation

(obstacle /

facilitator)



Registered students with disability

Subgroep 2006-2007 2007-2008 2008-2009

Physical mobility 44 51 37

Hearing 16 22 27

Vision 24 31 37

Chronic illness 91 112 164

Psychiatric 97 209 334

Multiple 10 16 27

Specific 5 6 10

Learning 201 187 254

Totaal 488 634 890


Top 5 of barriers for students with dyslexia

1. Text-based curricula2. Reading problems3. Spelling and grammar problems4. Time management and organisation5. Self-esteem

in a blended learning environment

BUT: normal intelligencemotivationcreative and oral skills


Supporting students with dyslexia

• Diagnostic assessment

• Educational needs assessment

• Support:– introduction– note-taking– study skills program– examination arrangements– assistive technology– …


Project ICT for students with dyslexia

Working group e-Accessibility

E-accessibility project: guidelines & directives

Focus on AT for students with dyslexia:• exploring AT-functionalities within learning environment• improving the conditions to use AT • integrating AT in internal legislation (edu and exa)• working out support (training,…)


Project ICT for students with dyslexia

Information session on ICT for students with dyslexiaInformation session on specific softwareInvitation to all students with dyslexia to participate:- 1 year free use of the software- additional training- student’s feedback to our services and to companies

Sprint (www.jabbla.com): 15 studentsKurzweil 3000 (www.sensotec.be): 17 students

Semi-structured interviews by students MES

http://www.jabbla.com/

http://www.sensotec.be/


Sprint

• reads out in every program (RealSpeak voices, dictionaries: definitions, homophones,…) - Sprinter buttom !

• writing: word prediction• txt or rtf files to MP3• study skills (markers, summary)• operates within any environment


Kurzweil3000

Comprehensive reading, writing and learning software solution for students with special needs:

• scanning printed texts (built-in OCR)• reading (RealSpeak voices, dictionaries: definitions, synonyms,…)• writing• study skills (highlighting, extracting to summarize,…)• operates in the specific Kurzweil environment


Interview 1

Impact of dyslexia, experience of ICT

+ Appreciation of professional support at K.U.Leuven

- Difficulties with disclosure of disability

- No standards for diagnostic assessment

- Different policy of reasonable adjustments in faculties

- Risk of dependency on ICT ?

- ICT Skills


Interview 2

Use of ICT/AT

- Technical problems use of ICT (? lack of computer skills)

+ Visual and auditory assistance (highlighted text, MP3)

- Difficulties with scientific formulas

- Digital courses (teaching staff resistance, time-consuming scans)

+ Refinding trust and pleasure of learning !!!


Interview 3

Drop out !- Sprint: 4/15- Kurzweil: 7/17

- Limited use of functions of AT- Lack of digital course materials

(time needed for scanning and preparing courses)- Lack of computer skills


What did we learn?

• Learning to use AT is time-consuming• Basis computer skills are a precondition• Easy accessible technical helpdesk is a must• Training has to be structured• Learning curve Kurzweil > Sprint • Choice of software depends on learning style and

computer skills• Peer learning is important and efficient• 30 % of course materials are available in digital format

(authors legislation is an obstacle)• Scan service is needed


Conditions of implementation

Availability of digital course material• library of digital course materials via Toledo• committment of publishers/teachers within Authors legislation• contract with each student about use of digital formats• Scan service

Possibility/authorization to use ICT during courses and evaluations

Sufficient computer skills (general and specific)- early information and training

Facilitate peer learning (zoom sessions)



Students after the project

“Kurzweil helped me with the permanent evaluation of an important Law practicum. We received the text one week in advance. I scanned all texts and listened to it several times and I felt I understood what I was reading and studying, much better than before.”

“Then we had to make a paper… While writing it with Sprint I was sure I didn’t make to much mistakes.”

“We also had a course of 600 pages, we had to know very well. I could use Kurzweil during the open book exam and it really helped me.”


The end

Thank you !

Documents

USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz The Use of ICT to Support Students with Dyslexia Nadia Diraä, Jan Engelen, Pol Ghesquière,