Enabling Technology Assisting learners with numeracy needs

1. Enabling TechnologyAssisting learners with numeracy needs E-Guides National Conference 1 – 2 March 2006 Alison Trimble: training@alisonontheweb.co.uk

2. Not discussing … 1) Dyscalculia

3. Dyscalculia - links • BBC Skillswise Expert Column article by Professor Mahesh Sharma. highlights the use of technology as being helpful by catering for visual and auditory learning styles and allowing for repetitive practice. • Document on dyslexia and dyscalculia published by the Parliamentary Office of Science and Technology • DfES Standards site: a FAQ aimed at schools but usefully highlights the need to differentiate between dyscalculia and ‘dyslexia with numbers’ • Dyscalculia org – American site, useful rundown of symptoms and teaching strategies

4. Not discussing … 2) Specialist equipment and software: tracker balls, joysticks, switches, braille equipment, augmentative communication aids, Jaws, Supernova …etc

5. Specialist equipment and software - links • Techdis: a JISC-funded advisory service working to enhance post-16 provision for disabled students and staff though the use of technology. • AbilitynetSupplies assistive hardware & software, computer systems and training • Inclusive Technology provides educational software, switches and computer access devices, simple communication aids and assistive technology for learners with special needs. • MSOR Network article on using technology for accessing maths

6. Difficulties and disabilities: barriers to learning

7. Dyslexia Challenges will probably include: reading (questions) and writing (notes and answers) But there may be other cognitive issues affecting maths learning:

8. Some other challenges faced by some maths learners with dyslexia • Counting objects • Remembering processes and sequences • Difficulties with the concept of number, number patterns and place value • Poor short-term memory (impact on mental arithmetic) • Difficulty with the language of maths • Holistic thought processes – may reach an answer but be unable to explain it • Difficulties understanding graphs and charts

9. Hearing impairment Challenges may include: • Missing learning points from interactions between learners / and between learner and tutor • Where accompanied by low literacy, no access to written explanations • Difficulties with concepts of space and relative size Participant comments:

10. Visual impairment Challenges may include: • Inaccessible worksheets, help sheets and text books • Inaccessible websites and Office documents • Difficulties with navigation between documents • Use of mouse and keyboard Participant comments:

11. Emotional / behavioural difficulties Challenges may include • Low self-esteem • Fear of failure • Poor concentration Participant comments:

12. Learning difficulties Challenges may include • Poor concentration and retention; need for repetition • Need for visual stimuli • Need to be doing, not listening or watching • Poor motor skills and handwriting Participant comments:

13. Mature learners Challenges may include: • Lack of confidence / phobia • Poor retention / lapses in concentration • Impaired sight / hearing / motor skills and reduced estimation skills • Confusion with money and measurement systems Participant comments:

14. What can help? • Hardware • Software

15. Useful hardware • Data projector • Graphics tablets • Smartboard • Mimio • Digital cameras • Large calculators (with or without printouts) • MP3 players • Scanner with OCR • USB number pad • Wireless mice / keyboards

16. Useful software (1) • Smartboard software example of objectsscreenshot only • Text-to-Speech software eg Readplease and Browsealoud (free) and Read and Write (not free but has many other features) and, of course, Jaws • Speech-to-Text Software such as Dragon and Via Voice and especially Math Talk, specialised speech recognition for maths • Accessibility features in Windows, and Word); useful tutorials also available on Webaim • On-screen calculator (speaks Japanese)

17. Useful software (2) • Countdown alarm clock from the Teacher Resource Exchange and Animated clock • Vles • Word – drag and drop; inserting sound (tutor or learner); adding Footnotes or Comments • Excel – e.g slider bars (taken from Ferl) • Viewlets. This Australian example is aimed at children but demonstrates the power of viewlets.

18. What else can help? • CD and downloadable resources • Websites But first: Evaluate Evaluate Evaluate

19. Evaluation - examples • Can a screen reader be used? • Is the page very ‘busy’? • Is the colour scheme appropriate? Can it be changed? • Are use and navigation intuitive? • Is is designed for adults? If not, is it still acceptable? • Are text and images appropriate? • What is the learning outcome? • How will tutor and learner know it’s been achieved? Where’s the evidence? What feedback is offered? • Will the learner(s) enjoy the task?

20. CD and downloadable resourcesexamples • Mathbase • Number Shark • TUC Numbers disk – effective use of multimedia • National Numeracy Strategy – HandyGraph (Download) • NLN materials – find the Flash object you want and insert it into Smart Notebook

21. Websites • National Numeracy Strategy resources e.g. What’s my Angle • Time-for-time clock • Base Blocks Addition from the National Library of Virtual Manipulatives • Kidport – for children but the principle is sound • Maths Zone – Mark Weddell’s resources • Schoolzone – go to the resources area and find the Multiplication Number Line (registration required)

22. Closing remarks • Offer a range of ways to learn – multi-sensory approaches. • Some learners may find choice unhelpful • Offer opportunities to repeat and review • Adjustments we make for individual students may benefit all our learners