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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 - PowerPoint PPT PresentationTRANSCRIPT
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)
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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)
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
Supporting students with dyslexia
• Diagnostic assessment
• Educational needs assessment
• Support:– introduction– note-taking– study skills program– examination arrangements– assistive technology– …
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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,…)
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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 !!!
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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)
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
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.”
USAB Usability & HCI: e-Inclusion, November 9-10 2009, Linz
The end
Thank you !