ABSTRACT. Three Learning Outcomes (by the end of this session, the audience will be able to�): a.Understand the Qualcomm Wireless Reach approach to mLearning in Kenya (and elsewhere around the globe) as well as become familiarized with how to apply for grant funding through our stream.

b.Hear about our specific project design, implementation experiences, successes, and lessons learned from the perspective of the funding organization, implementing partners, and educational administrative team.

c.Learn what learning outcomes were achieved as a result of our intervention and project.

d.Identify our suggested best practices to properly train and support teachers in order to achieve success in the use of proper advanced wireless educational tools in the classroom.

Introduction: In 2003, primary school education in Kenya was made free for all and it became possible for unprecedented numbers of young Kenyans to enroll. Although the government has succeeded in getting pupils through the school doors, a large proportion of Kenyan children are still not learning. Teacher shortages, oftentimes absenteeism among both students and teachers, and lack of textbooks and other educational resources can all contribute to a low quality of education. Qualcomm Wireless Reach has teamed up with bboxx, eLimu Learning Company Ltd., Embakassi Garrison Primary School, iHub Research, the Kenya Ministry of Education, and Safaricom to design and implement an appropriate sustainable solution to these problems. The �Power of mLearning in Kenya� project uses advanced wireless technology to deliver high quality, locally relevant educational content through a learning application to children who would otherwise lack adequate access to a quality education.

Body: Of Kenyan students aged 13 to 14, 10 percent cannot solve math problems that are designed for 7 to 8 year olds. Of third grade students, 70 percent cannot complete second grade work. In many districts, 4 out of 10 students miss school daily. Typically, three pupils share a Kiswahili, English and Mathematics textbook. Our project solution has been the implementation experience we've gained over the last two school terms. The Power of mLearning in Kenya project utilizes the eLimu model by taking Kenyan curriculum from textbooks and adding interactive, engaging and locally designed content through the form of songs, games, quizzes and animations that is then made available through 3G enabled tablet computers. In Nairobi, at Embakassi Garrison Primary School, 250 students in Standards 7 and 8, as well as 37 teachers, are being provided with direct access to the eLimu application through individual tablets. Use of this technology in the classroom aims to improve learning outcomes, child literacy, numeracy, social awareness and cognitive thinking. The Power of mLearning in Kenya also aims to equip children with life skills that contribute toward making children better future citizens and leaders. Student absenteeism is being targeted by engaging student�s interest in high quality educational content through the use of innovative technology, and capturing pupil�s imagination within the classroom.

Conclusion: Mobile technology helps to engage teachers, providing them with the resources and the free-time to focus on encouraging their students, maximizing the educational possibilities and making their classroom a fun and dynamic environment. The use of the eLimu application along with proper advanced wireless technologies directly targets resource problems by providing each student with the textbook content, reducing dependency on scarce paper textbooks. Sustainability of this solution is key to the project. The school is being provided with solar powered solutions through bboxx, reducing pressure on the school�s electricity supply. Teachers, parents and the wider school community are all involved in the implementation and running of the project to promote its success for years to come.

Sources: a.�Kenya Facts and Figures 2012� Kenya National Bureau of Statistics.

b.�Statistics from the Uwezo �Are Our Children Learning? Annual Learning Assessment Report, Kenya, 2011.

c.iHub Research Report: Power of mLearning: Project Monitoring & Evaluation in Embakasi Garrison Primary School

d.Cristia, J.P., Ibarrar�n, P., Cueto, S., Santiago, A., Sever�n, E. (2012). Technology and child development: evidence from the one laptop per child program. Inter-American Development Bank

e.http://www.iadb.org/en/research-and-data/publication-details,3169.html?pub_id=IDB-WP-304 Januszewski, A., and Molenda, M., eds. (2008) Educational technology: A definition with commentary. Routledge, New York. http://books.google.co.uk/books/about/Educational_technology.html?id=mBAiAQAAIAAJ&redir_esc=y

f.Leach, J. (2008). Do new ICTs have a role to play in the achievement of Education for All? Open University http://www.open.ac.uk/deep/Public/web/publications/pdfs/JLeach2005-DSAAC.pdf

g.UNICEF (2013). Children, ICT and Development: Capturing the potential, meeting the challenges, Innocenti Insight, Florence: UNICEF Office of Research. http://www.unicef-irc.org/publications/715

ABSTRACT. There is a high demand of higher education in sub-Saharan Africa. According to O. Ezekwesili, the World Bank’s VP for Africa, only 6% of Africans participate in higher education compared to a world average of 25.5% (Kokutsi, 2011). In the United States, for instance, 50% of school going population attend higher education (de Langen & van den Bosch, 2013). Despite the low participation, the quality of higher education in t sub-Saharan Africa is reported to be poor. This is due to, among of other reasons, acute shortage of well-trained doctoral-level faculty members to as low as 20% in many institutions (Bezy, 2013). It is not uncommon to find a bachelor’s degree faculty member teaching at University level in many institutions in higher education in sub-Saharan Africa (Tettey, 2010). In addition, many curricula are irrelevant and outdated in the majority of institutions (Escher, Noukakis, & Aebischer, 2014). Recently, a considerable literature has grown up around the use of MOOCs to widen access of and enhance the quality of education in higher education (Aboshady et al., 2015). MOOCs are free, open access online courses that are offered by various institutions from reputable institutions in the World. These courses are offered by elite academic institutions or independently by facilitators in conjunction with start-ups firms (Mcauley, Stewart, Siemens, & Cormier, 2010). Studies have shown that MOOCs have the potential to improve the quality of education as well as providing affordable education for the majority needy students in sub-Saharan Africa. Nonetheless, there have few attempts to use various pedagogical approaches to systematically integrate MOOCs into teaching and learning in higher education sub-Saharan Africa (Trucano, 2013). This article presents the findings from a study conducted to complement face-to-face delivery with MOOCs from coursera platform. Human Computer Interaction course offered to 14 masters students in computer science at University of Dar es Salaam was complimented with similar course in coursera platform from University of California, San Diego USA. The results show that students found MOOCs useful and helped them to better understand the concepts that were explained in the classroom during face-to-face delivery. However, some challenges were reported and are going to be presented. The findings from this study provide a new understanding on how faculty members in sub-Saharan Africa can use various innovative pedagogical approaches to use MOOCs in order to widen access of, and to improve the quality of education.

References Aboshady, O. a., Radwan, a. E., Eltaweel, a. R., Azzam, a., Aboelnaga, a. a., Hashem, H. a., … Hassouna, a. (2015). Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study. BMJ Open, 5(1), e006804–e006804. doi:10.1136/bmjopen-2014-006804 Bezy, M. (2013). Africa Oye: Raising the bar in Africa’s higher education quality - The mpact on the ICT industry and the danger for Africa. Retrieved May 26, 2014, from http://brel54.blogspot.com/2013/09/raising-bar-in-africas-higher-education.html De Langen, F., & van den Bosch, H. (2013). Massive Open Online Courses: disruptive innovations or disturbing inventions? Open Learning: The Journal of Open, Distance and E-Learning, 28(3), 216–226. doi:10.1080/02680513.2013.870882 Escher, G., Noukakis, D., & Aebischer, P. (2014). Boosting Higher Education in Africa through Shared Massive Open Online Courses (MOOCs). Revue Internationale de Politique de Développement, (5). doi:10.4000/poldev.1790 Kokutsi, F. (2011). AFRICA: Expand university access, World Bank urges. University World News, Africa Edition Issue 198. Retrieved from http://www.universityworldnews.com Mcauley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. Retrieved from http://www.elearnspace.org/Articles/MOOC_Final.pdf Tettey, W. J. (2010). Challenges of Developing and Retaining the Next Generation of Academics: Deficits in Academic Staff Capacity at African Universities. Calgary, Alberta Canada. Retrieved from http://www.foundation-partnership.org/pubs/pdf/tettey_deficits.pdf Trucano, M. (2013). MOOCs in Africa. World Bank blog on ICT use in Education. Retrieved May 22, 2014, from http://blogs.worldbank.org/edutech/moocs-in-africa

ABSTRACT. outcome; New technology can enhance learning, smartphone is crucial in pedagogy, guardians will be able to know that phones provide individualized learning Smartphones can enhance universal access to education, equity, quality and efficiency in education. ICT can also play a major role in improving education management, governance and administration. While the introduction of Personal Computers into the school system and the building of school networks are happening all over Africa, use of digital learning content in schools and colleges is rapidly increasing world over. Smartphones continues to evolve as ICT inspired tools and teaching approaches offered the possibilities of transforming students learning experiences by heightening their motivation and a sense of autonomy. The smartphone revolution from retail into corporate market is now getting into our classrooms. It has become an ordinary resource for teachers to use to enhance instruction. To maximize its effectiveness in the classroom, the teacher needs to have positive attitude and technological skills. The objectives of the study are to; examine the benefits of using tablets in the classroom, options available of using m-learning and challenges faced by both teachers and learners in use of the smart phones. I shall use the mentioned objectives for argument to probe the research and to provide a path to understanding how tablets in education transform the pedagogy. In an effort to ensure smartphone integration in teaching and learning in schools, the Government has over the years invested heavily in establishment of the requisite ICT infrastructure. Keywords: Smart phone Revolution, Classroom, Options. Introduction Cellphone have come a long way since two-pound Motorola dyna Tac 8000x was introduced in 1984. Subsequent generation of mobile phones continue to evolve and become more affordable. According to nelson research, smartphones sales in 2012 have increased. The smartphones owner population is growing. Multi- functionality and connectivity are opening doors for learning. Students connect to internet improving their academics as teachers use them for audio and recording and taking digital image to enhance their instruction. The first, most successful smartphone was blackberry. Smartphone have become part of contemporary culture because it has an operating system which manages the gadgets hardware and software. Use In classrooms, smartphone are slowly shifting out of the toy and liability- to-attention category, and into the tool-and- engaging students category that is being embraced by teachers who believe in a non- standardized approach to education. Smartphone enhance the teaching and learning process. It is used to engage learners in meaningful learning that translates into improved student performance. Effective integration should focus on pedagogy design which takes into account the fact that teachers need to �learn about technology in the context of their subject matter and pedagogy� (Hughes 2004, p. 347). Additionally, Smartphone can support various types of interactions in the learning environment: learner-content, learner-learner, learner-teacher, and learner-interface. Reasons to use smartphones in the classroom Students learn in a way they are comfortable. There is a widespread use of smartphones by younger children. More and more students know how to use them and they are becoming the most used 'tool' by children. Students are able to get answers quickly. Smartphones provide the ability to get answers questions quickly. A student may not ask for clarification to a question he or she has in an open classroom hence the use of a smartphone in a classroom setting can provide those answers. Audio and video can bring learning to life within the classroom. The audio and video capabilities of smartphones can bring learning to life within the classroom. This can be done through video images, music and voice. In addition, students can even be allowed to connect with other students from around the world, hence expanding their learning world. The use of the smartphones allows for social learning. Smartphones can allow students to work in groups on projects, sharing information and discoveries. Therefore, the students can move toward a common goal, in a format they are comfortable using. With the widespread use of smartphones by younger and younger students, what are the practical reasons for allowing smartphones as a learning tool in the classroom? Consider these points: Students learn in a way they are comfortable. Smartphones are young-person intuitive. More and more students know how to use them, and they are becoming the most used �tool� by teens. Students can get answers quickly. Smartphones provide the ability to get answers quickly. In some situations, a student may not ask for clarification to a question he or she has in an open classroom. Use of a smartphone in a classroom setting can provide those answers. Audio and video can bring learning to life. Audio and video capabilities of smartphones can put a voice to John F. Kennedy, a dramatic video image to the Hindenburg disaster, and allow students to hear the music of Chopin or Al Jolson. They can even connect with other students from around the globe and expand their learning world. Smartphones allow for social learning. Smartphones can allow students to work in groups on projects, sharing information and discoveries. They can move toward a common goal, again, in a format they are comfortable using. Smart phones are high end mobile phones which combine the features of personal digital assistants (PDAs) and mobile phones creating a powerful, portable communication tool. They carry a variety of features within a small, often light weight frame. They however vary in size, colour, style and features as many manufacturers seek to remain on par with and even surpass the technology of their competitors. Challenges Naturally, there is controversy, and quite a few naysayers would rather see their kids find other ways to learn. A school and teachers are beginning to realize that smartphone and tablets are here to stay some are even adapting policies of BYOT (Bring Your Own Technology). Safety and security, skills, competency, availability and finance are current and future interventions will inject the much needed infrastructure, skills and attitude necessary to spur ICT integration for teaching and learning in our schools. It is important that teachers deliberately seek to acquire basic ICT skills as well as enhance their capacity in ICT integration. This will greatly improve their capacity in curriculum implementation. Reference Davidson, L. K. (2011). A 3-Year experience implementing blended TBL: Active instructional methods can shift student attitudes to learning. Medical Teacher, 33, 75-753. Boriachon, J., & Dagouat, C. (2007). Internet Evolution: From web 1.0 to web 3.0. London: ECE-AAU. Cochrane, T., & Bateman, R. (2010). Smartphones give you wings: Pedagogical affordances of mobile Web 2.0. Australasian Journal of Educational Technology, 26(1), 1-14. Retrieved from http://www.ascilite.org.au/ajet/ajet26/cochrane.pdf Scrimshaw, P. (2001). Computers and the teacher�s role. In C. Paechter, M. Preedy, D. Scott, & J. Soler (Eds.), Knowledge, power and learning, pp. 140-147. London: Sage.

ABSTRACT. LEARNING OUTCOMES By the end of the session the participant will be able to: 1. Appreciate the need to embrace disability mainstreaming in E-learning 2. Apply Adaptive Computer Technology in E-learning for learners with disabilities 3. Identify the challenges in E-learning for learners with disabilities and address them appropriately

E-learning or electronic learning is becoming a major and leading mode of distance learning. E-learning refers to a range of ICT used by facilitators when teaching courses entirely in classroom, entirely online, or a combination of both. E-learning includes (but not limited to) use of the internet. (Course web pages, lecturer delivered live. CD-ROMS and presentations tools-PowerPoint). It has become a popular way of learning in the world and it�s predicted that the world market for e-learning would exceed 60 billion USD by 2020. ( Fichtenet el ,2009) Majority of users of e-learning access the internet for education, training or school work. As more and more learners get engaged to e-learning curriculum, course developers, facilitators and other key stakeholders are finding that the enrolment of learners is becoming increasingly diverse. Among these learners demanding and accessing education through e-learning a certain percentage will be students with diverse learning challenges. Such learning challenges will include visual, hearing, limited language (English proficiency) and other challenges related to mobility. The stakeholder of e-learning have a great opportunity to minimize any challenges that are related to e-learning and ensure that the concerns of persons with disabilities and other diverse learners are addressed .This calls for the need to embrace Disability Mainstreaming in Elearning.

E-Learning and Disability Mainstreaming A UN study reported that PWDs constitute approximately 650 million persons of the total global population,ie 10% of the world population. Its estimated that 80% of PWDs live in developing countries such as Kenya All are affected either directly or indirectly Society has viewed PWDs as objects of charity, medical treatment and social protection. Majority of PWDs have continued to face high rates of illiteracy,unemployment,underemployment,stigmatization, discrimination & lower occupational mobility.UN Convention, provides a paradigm shift and views PWDs as persons capable of claiming their rights ,making decisions on free and informed consent & being active members of the society. The Kenya government through the Kenya Constitution 2010 ,Article 54 stipulates the rights of PWDs ,and this rights apply also to learners with disabilities this has led to establishments of systems and structures to ensure implementation of such concerns of PWDs. Disability mainstreaming in Kenya has been embraced as a strategy for making PWDs concerns, experiences an integral dimension of the design, implementation, monitoring and evaluation of policies & programmes in all political, economic and societal spheres so that learners with disabilities benefit equally and inequality is not perpetuated. The ultimate goal is to achieve equality. (PWDs Act 2003)-It�s not about creating separate programmes but inclusion into existing programmes. This means that the needs of disadvantaged people need to be taken into account. It is a process of assessing the implications for disability people of any planned action, including legislation, policies and programmes, in all areas and levels. Its about Incorporating the concerns and situations of learners with disabilities into all actions including Elearning. All learning institution need to take into account special needs of learners with challenges , use of facilities, no person should be denied Admission on account of his/her disability. Despite the various government initiatives on PWDs there remains a gap in literature concerning the needs of learners with challenges and how best these challenges can be overcome through disability mainstreaming in Elearning

Disability Mainstreaming Models There are various models in Disability Mainstreaming. This study will explore the Mainstreaming and Rights Based Model. The Mainstreaming Model adapted from HIV/AIDS mainstreaming guide for programme officers (Jones and Webster, 2004).This model has five (5) interconnected elements: Organizational commitment (Core);Sensitization; Workplace mainstreaming; Programme mainstreaming-inclusive,equitable,non-discriminatory and Policy mainstreaming. The need for Meaningful involvement of people directly affected and Gender issues must also be incorporated as part of every element as shown in figure 1.

Fig 1: Mainstreaming Model The Social (Rights Based) Model puts emphasis on letting people with a disability decide what is best for them; instead of having non-disabled people take that decision for them. Rights-Based Approach is a shift from a development approach based on charity and voluntarism to one that recognizes that all people enjoy equal rights and as such have a right to adequate services, fair treatment by the State and a voice in everything that affects them (COK,2010,GOK,2003). This is possible through structuring the learning environment to ensure that they accommodate the concerns of learners with diverse needs. This will have the benefit of leveling the playing ground for those experiencing diverse challenges thus making e-learning more accessible and flexible for all learners.Literature indicates that Elearning is a useful strategic tool to assist in engaging and enhancing the learning opportunities for learners with disabilities (Brokop,2008). Such students need to be engaged with diverse e-learning applications including a global perspective in order to enable and assist them in exploring the possibilities of pursuing not only work and training within one�s country but also globally or virtually.E-learning can also be used as strategic tool for breaking down current educational barriers faced by learners with disabilities in educational institutions(Brokop,2008). In a study carried out in Canada ( Fichtenet el ,2009), all professors interviewed indicated that they taught at least one student with disability during the last three years where they used some form of e-learning. The students interviewed indicated the various disabilities/impairments among students:Learning disabilities 40%, hearing impairments 13%, difficulty using hands/arms 12%, visual impairments (low vision) 11%, speeds or communication impairment 3%, totally blind 1%, mobility impairments/wheelchair user 23%. Benefits of Disability Mainstreaming in Elearning Fichtenet el(2009) reported that Elearning for learners with disabilities has various benefits,namely;Availability of online course notes 41%;Helping in understanding course content 20%;Allows use of adaptive technology 12%;Saves money and time 11% and ability to own space/learn from work/home.E learning gives the learners with disabilities an opportunity to Conveniently communicate with peers and facilitators 20%,learning materials are available in alternative formats., there are Fewer materials to transport and More independent/confident/less stress experienced by learners. Adaptive Technology Used by Students with disabilities � Technology that aid with writing � Soft waves that reads what is on the screen. � Large screen monitor. � Adapted mouse. � Refreshable Braille display.

Problems Using E-Learning There are various challenges in Elearning depending on the type of disability by the learners.These incluse; � Technical difficulties-lack of knowledge of how to use e-learning. (Learning disabilities) � Inaccessibility of websites/course managements systems(mobility, arms/hands) � Poor use of e-learning by professionals/facilitators-difficulty in connecting to website/course management systems. � Inaccessibility of audio/video materials(deaf, hard of hearing) � Visual impairement. Inaccessibility of course materials & notes/website/CMS, materials through PDF. � Total blind-inaccessibility of course materials CMS. � Inflexible time limits to complete activities built into online exam and assignment Conclusions DM in Elearning is an essential part of national development toward realization of Kenya Vision 2030 & MDGs.To accrue the benefits and address challenges of disability mainstreaming in Elearning there�s need for Management backing; Adequate sensitization of all staff;;Include learners with disabilities & their organisation in the planning ,implementation and evaluation; Adequate allocation of resources and Inclusion in existing Elearning programmes is key . Mainstreaming disability in Elearning requires including learners and all stakeholders in planning, implementation and evaluation & addressing barriers to inclusion in programmes & employment

References 1. Daniel Jones and Li Webster (2004),HIV/AIDS mainstreaming guide for programme officers- a Handbook on Mainstreaming Disability 2. GOK (2010) The Kenya constitution .Government printers 3. Flo Brokop (2008)Accessibility To Elearning For Persons With Disabilities :Strategies,Guidelines and Stardards .Ecampusalberta and Norquest College 4. Fichten Cs,Ferraro V,Asuncion J V,Chwojka ,C.Barile M,Nguyen,M.N Klomp,R And Wolforth J,(2009) Disability And Elearning Problems And Solutions;An Exploratory Study.educational technology and society ,12(4),241-256 5. Barrett B G Using Elearning as a Strategic Tool for Students with Disabilities .American Public University. 6. GOK (2003) Persons With Disability Act.Government Printer

ABSTRACT. ABSTRACT

Objectives of the study 1. To examine the Czech Education System in relevance to assessment and to lay a basis for making recommendations on the best assessment procedures educators can use to level the �battle field� for learners with special needs.

2. To study the relationship between the prevalence by type of disability and the form of integration with a focus on placement recommendations for learners with learning Disabilities

3. To study do the educational legislative aspects and their effect on the assessment placement practices for learners with learning disabilities

4. To examine how the challenges in psychoeducational assessments affect the assessment processes for learners with learning disabilities

Introduction Recent years have seen increased research on Psychoeducational Assessment as an essential aspect of appropriate placement alternative and effective teaching and learning The International Dyslexia Association Ontario Branch (2013). It is becoming more and more evident that psycho-educational assessment is an integral component of effective Educational intervention. Ministry of Education Singapore(2011)contends that assessment informs the teacher about what students think and about how they think. Psychoeducational assessment enables teachers to establish what students already know and what they need to learn. A teacher needs to know what children are able to do or not if the teacher is to plan effectively.

The purpose of assessment is to accurately identify a student's patterns of strengths and needs. The Ministry of Education, Youth and Sport of the Czech Republic (2012)The term assessment is used in many different contexts for a variety of purposes in educational settings for example schools, psychological educational centres with individuals and groups i.e. as standardized and informal, and formative and summative. Some professionals use assessment broadly to include both assessment and evaluation. Wright (?2008), suggests that if children construct knowledge rather than passively receive it, they must be offered the opportunities to act on their environments, physically and mentally, to use methods of learning that are meaningful to them, and to become aware of and solve their own problems. Roma Education Fund (April 2012). The more they do things they cannot understand or explain, the more they get frustrated.

This investigation focused on the process of psycho-educational assessments leading to placement in schools for educational purposes and for career development or occupation, and approaches in teaching and learning in educational settings for example �Mate?sk� �kola speci�ln�, Z�kladn� �kola speci�ln� a Praktick� �kola (ELPIS)� basic school for hearing learners with hearing impairments, pedagogical psychological centre which offers both primary and secondary education, in Brno, Czech Republic. Czech Education System has �specialne pedagogicke centrum� special educational assessment centre and each center concentrates on specific kind of disability. �Pedagogicko psychologicka poradna� pedagogical and psychological counselling centre.

The study took a look at the Czech Assessment System; the connection between the procedures of psychoeducational assessment, decision-making processes, the frames on the assessment processes and placement practices for Learners with learning Disabilities. The following were also discussed; the background of the problem, the objectives and research questions, limitations and delimitations of the study, the theoretical and conceptual frameworks. The terminologies as used in the study were also operationalized and significance of the study were discussed.

The way Education professional and assessors perceive assessment influences the placement alternatives and intervention measures employed thereafter (Poon & Cohen 2008). This study was designed to examine psycho-educational assessments for learners with LD and the current assessment practices in Brno, Czech Republic. Specifically, the study sought to understand the methods and tools assessor used to assess the students and the entire assessment procedure. The researcher studied closely how psycho-educational assessments were being carried out at Pedagogical-psychological centres and schools by focusing on the strategies and tools the assessors used to assess the learners. In addition, the researcher was able to investigate teachers� perceptions of the role of assessment in placement and intervention.

psychoeducational assessment A comprehensive psychoeducational assessment for a learners with learning disabilities is a significant event for parents, psychoeducational assessment practitioners, teachers and the learner. Psychoeducational assessment helps especially at understanding both the learner�s cognitive and learning needs, and supports the ongoing development of the learner by determining the educational support given at home, and additional services that need to be provided both in school and at the home settings. There are a number of factors that determine the outcome of the assessment and the implementation of the assessment recommendations. These factors exist within the assessments procedures and placement practices, the social environment which includes physical, institutional and attitudinal factors and the nature of the learning disability. How the Psychoeducational assessment team views the overall assessment and the psychoeducational practitioner�s recommendations can have a great impact on the decisions that are made for the learner following the assessment. Indeed this forms the basis for how the measures to meet the needs of learner with learning disabilities are approached. This study aims at understanding the assessment process and placement practices and to explore the challenges faced in conducting psychoeducational assessments for learners with learning disabilities at the Pedagogical Psychological Assessment and Counselling Centres in Brno City in the Czech Republic. The choice of educational trajectory should be contesting and transparent hence not only professionals but parents had the�opportunity to take part in the study. In-depth Interview was used to investigate issues and to discover how the professionals using the psychoeducational assessments tools think and feel about the whole process and the system in general. Interview data from parents of school-age children with learning disabilities who had a psychoeducational assessment within the past year was crucial for this study to find out their experiences with assessment procedures and placement practices. Teachers from elementary and primary schools, and psychoeducational assessment practitioners were interviewed to find out their view about the psychoeducational assessment process for leaners with learning disabilities and why they hold certain opinions. Other qualitative and quantitative data were collected from secondary sources. In order to analyze and interpret the interview data, critical disability theory was used within the paradigm of transformative perspective. Conceptualization, Coding, and Categorizing was used to analyses the data. The analysis process was enhanced by using ATLAS computer program designed for qualitative data IBM-SPSS and Microsoft Excel for quantitative data.

Conclusion This was important for experimenting with different codes, testing relationships, and facilitating diagrams of emerging theories. The emphasis of this study was on the connection between the procedures of psychoeducational assessments, decision-making and the theoretical frames hence tracing the challenges emanating from them. Broad areas were incorporated in the analysis of data from the respondents and other sources: The assessment process of LD Learners, Assessment and Placement Practices, and the Challenges Facing Assessments. With respect to following through with recommendations, Specific areas were identified: Facilitating Training and Education, policy making and implementation, Role and interest of stakeholders, and Psychoeducational Assessment procedures and placement practices. These areas are presented and discussed in relation to the existing literature. Implications of the study, strengths and limitations and suggestions for future research are also addressed.

Reference

Ministry of Education (2011), Psycho-educational Assessment & Placement of Students with Special Educational Needs Professional Practice Guidelines: Ministry of Education, Singapore Education Programmes Division 51 Grange Road

The International Dyslexia Association Ontario Branch (2013) Dyslexia services in the Czech Republic: Charitable Registration Number 85713 3078 RR0001. http://idaontario.com/newsletters/Dyslexia_services_Czech_Republic.html

The Ministry of Education, Youth and Sport of the Czech Republic (2012). The Education System in the Czech Republic, Karmelitsk� 7, 118 12 Praha 1 file:///C:/Users/441073/Downloads/MSMT_Education2012-web.pdf

Poon, K. K. & Cohen, L. (2008). Assessing students with special needs: Applications in Singapore schools. Singapore: Pearson, Prentice Hall

Roma Education Fund (April 2012). Pitfalls and Biase: Entry Testing and the Overrepresentation of Romani Children in Special Education Mark Center Ter�z k�r�t 46, 1066 Budapest � Hungary www.romaeducationfund.org

White, S., and McCloskey, M. (forthcoming). Framework for the 2003 National Assessment of Adult Literacy (NCES 2005-531). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

ABSTRACT. Integrating Digital Content for Visually and Hearing Impaired Pupils

1.0 Accessibility Serving each student with effective education requires accessibility for all, irrespective of learning and physical impairments. As students are encouraged to develop increasing autonomy, schools must provide technology that caters to each of their specific needs. Accessible technology is defined as computer technology that enables individuals to adjust a computer to meet their vision, hearing, dexterity and mobility, learning, and language needs. For many, accessibility is what makes computer use possible in the first place. Moreover, accessibility makes it easier for all students to see, hear, and use a computer, and to personalize their computers to meet their own needs and preferences. Although many people believe that accessibility is just for computer users with disabilities, in reality, the majority of people benefit from accessibility features. For example, most people want to adjust colors, font styles and sizes, background images, and sounds to make it easier and more comfortable to use a computer. Using voice control to create a text lets users choose the way they want to access information. 1.1 Accessible technology encompasses: • Accessibility features or settings built into the operating system and other software programs. These features can be adjusted to meet vision, hearing, dexterity and mobility, language, and learning needs. For example, changing the font size and color, and mouse pointer size, color, and movement options. Additional accessibility features and settings that can be adjusted to make the computer easier to see, hear, and use are also important. • Assistive technology products (specialty hardware and software products) that accommodate an individual’s impairment, disability, or multiple disabilities. Examples include a screen magnification program for a computer user who has low vision or an ergonomic keyboard for a computer user with wrist pain. The products are usually add-ons to a computer system.

2.0 Defining Disability and Impairment Before determining how accessible technology can benefit your students, it is beneficial to understand the types of impairments and how those impairments impact computer use. Following are descriptions of impairment types and suggested accessibility features and assistive technology tools for: • Vision impairments • Learning impairments • Mobility and dexterity impairments • Hearing impairments and deafness, and • Language impairments

2.1 Vision Impairments

Vision impairments include: • Low vision: Students with low vision do not have clear vision even with the use of eyeglasses, contact lenses, or intraocular lens implants. For students with vision impairments and low vision, the computer monitor, appearance, text and icon size, and resolution can all be modified to make text and images more legible and easier to see. For students who still have difficulty seeing things on the screen, Magnifier (as well as sound and touch options) is available through Windows and compatible assistive technology products to make computing possible. • Colorblindness: Students who are colorblind have difficulty seeing particular colors or distinguishing between certain color-combinations. Software that allows users to choose the display’s color combinations and adjust screen contrast is helpful for people who are colorblind. Individuals with a variety of vision impairments often find it easier to read white text on a black background instead of black on white. Windows makes available the use of High Contrast color schemes, or you can select your own color schemes so you may choose colors that are easiest for you to read. • Blindness: Blindness occurs in a variety of degrees, and many people who are considered blind do have some measure of sight. For example, a person whose level of sight is equal to or less than 20/200—even with corrective glasses or lenses—is “legally blind.” A person who is sightless is referred to as “blind.” Many diseases and conditions contribute to, or cause, blindness, including cataracts, cerebral palsy, diabetes, glaucoma, multiple sclerosis, macular degeneration, and accidents. Students who are blind can interact with a computer through screen readers, keyboards, Braille devices, and audio/voice rather than a traditional monitor and mouse. The use of sophisticated assistive technology provides for both computer input and output, and is critical for people who are blind. Students who are both deaf and blind can also interact with computers using assistive technology products. To someone who is both deaf and blind, captioning and other sound options are of no use, but Braille assistive technology products are critical. People who are both deaf and blind can use computers by using refreshable Braille displays and Braille embossers, discussed below.

2.2 Required Accessibility Features for Students with Vision Impairments The following features must be made available by the Operating System: 2.2.1 Making the computer easier to see • Choose a High Contrast theme. Use this option to set a high-contrast color scheme (such as white on black) that heightens the color contrast of some text and images on your computer screen, making those items more distinct and easier to identify. • A Narrator to read aloud on-screen text and describes some on-screen events (such as error messages appearing) while you're using the computer. • Audio Description. Use this option to set Audio Descriptions to run when you log on to your computer. Audio Descriptions describe what's happening in videos (when available). • Change the size of text and icons. Use this option to make text and other items on your screen appear larger, so they're easier to see. • Turn on Magnifier. One of the most common accessibility solutions for a computer user with low vision is a screen magnifier. The magnification quality is improved and you can set the magnification level up to 16 times the original size, and choose to track what you magnify by movement of your mouse, the keyboard, or text editing • Adjust the color and transparency of the window borders. Use this option to change the appearance of window borders to make them easier to see. • Fine tune display effects. Use this option to customize how certain items appear on your desktop. • Make the focus rectangle thicker. Use this option to make the rectangle around the currently selected item in dialog boxes thicker, which makes it easier to see. • Set the thickness of the blinking cursor. Use this option to make the blinking cursor in dialog boxes and programs thicker and easier to see. • Turn off all unnecessary animations. Use this option to turn off animation effects, such as fading effects, when you close windows and other elements. • Remove background images. Use this option to turn off unimportant, overlapped content and background images to help make the screen easier to see. 2.3 Use the Computer without a Display For students who are blind, or partially blind, accessibility options and assistive technology products are critical for productive computer use. For students who are blind and cannot use a monitor, there is a need for the OS to offer settings to Use the computer without a display. The tools required are: • Narrator: Narrator is a basic screen reader that reads aloud the text that appears on screen, and describes events such as error messages. • Turn on Audio Description: Use this option to set Audio Descriptions to run when you log on to Windows. Audio descriptions describe what's happening in videos (when available). • Turn off all unnecessary animations: Use this option to turn off animation effects, such as fading effects, which can be distracting to some users, when windows and other elements are closed. • How long should notification dialog boxes stay open?: Use this option to set how long notifications are displayed on the screen before they are closed. This option can be set to ensure the needed amount of time to read the notifications.

2.4 Keyboard Shortcuts Keyboard shortcuts are combinations of two or more keys that, when pressed, initiate a command that typically requires a mouse or other pointing device. For example, you can use the key combination Ctrl+C to copy text, and then Ctrl+V to paste it in your document. Keyboard shortcuts can make it easier for students with all kinds of impairments, particularly vision and mobility/dexterity impairments, to interact with their computers. Memorizing a few keyboard shortcuts makes it easier for some students who have difficulty seeing the monitor or keyboard to quickly accomplish tasks. 2.5 Assistive Technology for Students with Vision Impairments For the operating system or an application to be accessible to someone who is blind, it must provide information about its interactions with the user. Then, assistive technology can present the information in an alternative format such as text-to-speech or Braille. For example, if the computer displays a list box that contains several selections to choose from, the assistive technology product must inform a computer user who is blind that he or she needs to choose from a list of selections. The list of selections might be spoken or presented in a tactile fashion with a Braille display. A common assistive technology product used by people who are blind is a screen reader. Screen readers are software programs that present graphics and text as speech. Computer users who are blind also may use Braille displays and Braille printers—in fact, a combination of assistive technology products is quite common. Assistive Technology Tool Guide

Assistive Technology Products for Students with Vision Impairments Assistive technology products with different capabilities are available to help people with vision impairments. Some assistive technology products provide a combination of capabilities that help specific individuals. • Screen magnifiers, which work like a magnifying glass. They enlarge a portion of the screen as the user moves the focus—increasing legibility for some users. Some screen enlargers (software or hardware) allow a user to zoom in and out on a particular area of the screen. • Screen readers, (or software programs) that present graphics and text as speech. A screen reader is used to verbalize, or "speak," everything on the screen including names and descriptions of control buttons, menus, text, and punctuation. An example of a screen reader is Window-Eyes. • Braille printers, (or embossers) that transfer computer-generated text into embossed Braille output. Braille translation programs convert text scanned in or generated via standard word processing programs into Braille, which can be printed into raised Braille. The Tiger Cub Jr. is an example of a Braille printer. • Braille displays, (as shown in Figure 2-2) that provide tactile output of information represented on the computer screen. The user reads the Braille letters with his or her fingers, and then, after a line is read, refreshes the display to read the next line. The Seika Braille Display is an example.

Figure 2-2: Braille display • Braille note takers, which enable a student who is blind to capture notes and then transfer them to a PC. Braille note takers take advantage of refreshable Braille technology. In some cases, Braille note takers replace or supplement a standard keyboard. An example of such a note taker is the Euro braille Esys. • Book readers, Students with low vision need book reading assistance. Magnification devices are available as a desktop magnification aid or as a portable magnification aid (such as Smart View Nano Magnifier). A student may also use a PC configuration for book reading assistance (for example, Cicero Text Reader). Some students may also use a dedicated reading device (such as the Victor Reader Wave). A student’s ability to read classroom materials depends upon the format in which the material is available and what accessibility needs the student has. For example, students with low vision can use a desktop or portable magnification aid to read printed materials and books. A student who is blind can have printed material scanned and read aloud through a text-to-speech software program on the PC. In addition, books are available in digital formats through organizations such as Bookshare (https://www.bookshare.org/) and Learning Ally (https://www.learningally.org/) (formerly, Recording for the Blind and Dyslexic). Learning Impairments Learning impairments range from conditions such as dyslexia and attention deficit disorder to Down syndrome, for example. Processing problems are the most common and have the most impact on a person’s ability to use a computer. These conditions interfere with the learning process. Many students with these types of impairments are perfectly able to learn when information is presented to them in a form, and at a pace, that is appropriate for them. For example, some students find it easier to understand information that is presented in short, discrete units. In addition, many individuals with learning disabilities learn more efficiently using visual rather than auditory senses or vice versa. To provide a good learning experience, control over the individual learner’s single- or multi-sensory experience is critical. 3.0 Accessibility Features Required for Students with Learning Impairments Make it Easier to Focus on Reading and Typing Tasks • A Narrator: To read text on the screen aloud and describes some events (such as error messages) that happen while you're using the computer. • Remove background images: Use this option to turn off all unimportant, overlapped content and background images to help make the screen easier to see and less cluttered. • Turn on Sticky Keys: With Sticky Keys turned on, instead of having to press three keys at once (such as when you must press the Ctrl, Alt, and Delete keys together to log on to Windows), you can use one key at a time. Then, you can press a modifier key (a key that modifies the normal action of another key when the two are pressed in combination, such as the Alt key) and have it remain active until another key is pressed. • Turn on Toggle Keys: Use this option to set Toggle Keys to run when you log on to Windows. With Toggle Keys turned on, you can receive an alert each time you press the Caps Lock, Num Lock, or Scroll Lock keys. These alerts can help prevent the frustration of inadvertently pressing a key and not realizing it. • Turn on Filter Keys: Use this option to set Filter Keys to run when you log on to Windows. With Filter Keys turned on, Windows will ignore keystrokes that occur in rapid succession, or keystrokes that are held down for several seconds unintentionally. • Turn off all unnecessary animations: Use this option to turn off animation effects, such as fading, when windows and other elements are closed. • Choose how long notification dialog boxes stay open: Use this option to choose how long notifications are displayed on the screen before they close—allowing adequate time to read them. 3.1 Assistive Technology PRODUCTS for Students with Learning Impairments • Word prediction programs: These allow the user to select a desired word from an on-screen list located in the prediction window. The program predicts words from the first one or two letters typed by the user. The word can then be selected from the list and inserted into the text by typing a number, clicking the mouse, or scanning with a switch. These programs help support literacy, increase written productivity and accuracy, and increase vocabulary skills through word prompting. ClaroRead Standard and TextHelp Read & Write Standard are just two examples of such programs. • Reading tools and learning disabilities programs: These include software designed to make text-based materials more accessible for people who struggle with reading. Options can include scanning, reformatting, navigating, or speaking text out loud. These programs help people who have difficulty seeing or manipulating conventional print materials; people who are developing new literacy skills, or who are learning English as a foreign language; and people who comprehend better, when they hear and see text highlighted simultaneously. The Universal Reader is an example of assistive technology that can make reading easier. • Speech synthesizers: Also known as text-to-speech, these programs speak information aloud in a computerized voice. Speech synthesizers can be helpful for students with learning, language, or vision impairments. Products such as Scan and Read Pro produce natural sounding speech synthesis that can support reading skills development. • Speech recognition programs: These allow computer navigation by voice rather than entering data by keyboard or mouse. You can still use a mouse and keyboard as well as voice, to enter data, write text, and navigate applications. Students who have difficulty typing or reading text because of a learning, language, or mobility impairment can often successfully work on a computer with the use of speech recognition. Speech Recognition is available in Windows 8 (http://windows.microsoft.com/en-US/windows-8/using-speech-recognition/). Some may prefer or require a more robust speech recognition program, such as Dragon NaturallySpeaking. 4.0 Mobility and Dexterity Impairments Mobility and dexterity impairments can be caused by a wide range of common illnesses and accidents such as cerebral palsy, multiple sclerosis, loss of limbs or digits, spinal cord injuries, and repetitive stress injury, among others. As a result, students might be unable to use arms or fingers to interact with their computers using a standard keyboard or mouse. Temporary mobility impairments might occur with a broken arm, for example, and are also included in this category. Others who have dexterity impairments or pain in their hands, arms, and wrists might need to adjust settings to make it more comfortable to use a keyboard or mouse. For example, some people cannot press multiple keys simultaneously (like Ctrl+Alt+Delete). Still others might strike multiple keys or repeat keys unintentionally. Some students might have use of their hands and arms but have a limited range of motion. All of these conditions can make using a standard mouse or keyboard difficult, if not impossible. Mobility and dexterity impairments need to be addressed individually to set up the right mix of accessibility features in Windows and assistive technology hardware and software solutions. There are many types of products available that allow students to use a computer, even if the students can move only their eyes. Outlined below are accessibility features in Windows to make the mouse and keyboard more comfortable. In addition, you can set up a computer for a student who needs to use an on-screen keyboard and other alternative input options rather than a standard keyboard or mouse. 4.1 Accessibility Features in Required for Students with Mobility and Dexterity Impairments Make the Mouse Easier to Use For students who have pain or discomfort when using the mouse, or other dexterity impairments, consider a different style of mouse (options discussed below), and try changing the size of the mouse cursor and the mouse button options to make the mouse easier to use. Start by exploring the mouse options available on the Make the mouse easier to use screen in the Ease of Access Center. • Change the color and size of mouse pointers: Use this option to make the mouse pointer larger, or change the colors to make it easier to see. • Turn on Mouse Keys: Use this option to control the movement of the mouse pointer by using the numeric keypad. • Activate a window by hovering over it with the mouse: Use this option to make it easier to select and activate a window by pointing at it with the mouse rather than by clicking it. • Prevent windows from being automatically arranged when moved to the edge of the screen: Use this option to prevent windows from automatically resizing and docking along the sides of your screen when you move them there. • You can also change mouse settings including customizing the mouse in a variety of ways, such as reversing the functions of your mouse buttons, making the mouse pointer more visible, and altering the scroll wheel speed. 4.2 Make the Keyboard Easier to Use For a student who has pain or discomfort when using the keyboard, consider a different style of keyboard (options discussed below). • Turn on Mouse Keys: With Mouse Keys turned on, instead of using the mouse, you can use the arrow keys on your keyboard or the numeric keypad to move the pointer. • Turn on Sticky Keys: With Sticky Keys turned on, instead of having to press three keys at once (such as when you must press the Ctrl, Alt, and Delete keys together to log on to Windows), you can use one key at a time. Then, you can press a modifier key (a key that modifies the normal action of another key when the two are pressed in combination, such as the Alt key) and have it remain active until another key is pressed. • Turn on Toggle Keys: With Toggle Keys turned on, you can receive an alert each time you press the Caps Lock, Num Lock, or Scroll Lock keys. These alerts can help prevent the frustration of inadvertently pressing a key and not realizing it. • Turn on Filter Keys: With Filter Keys turned on, the OS will ignore keystrokes that occur in rapid succession, or keystrokes that are held down for several seconds unintentionally. • Underline keyboard shortcuts and access keys: Use this option to make keyboard access in dialog boxes easier by highlighting access keys for the controls in them. (For more information about keyboard shortcuts, see below). • Prevent windows from being automatically arranged when moved to the edge of the screen: Use this option to prevent windows from automatically resizing and docking along the sides of your screen when you move them there. 4.3.1 Keyboard Shortcuts Keyboard shortcuts are combinations of two or more keys that, when pressed, initiate a command that would typically require a mouse or other pointing device. Keyboard shortcuts can make it easier for students with all kinds of impairments, particularly those with dexterity issues who might find using the mouse difficult or tiring. Memorizing a few keyboard shortcuts makes navigating the computer faster for students. 4.3.2 Use the Computer without the Mouse or Keyboard Students with impairments require features that make it possible to use the computer without a mouse or keyboard. Windows Speech Recognition lets you use voice commands to navigate your computer screen. On-Screen Keyboard, lets you enter text by selecting keys on a visual keyboard displayed on the computer screen. 4.3.3 Use On-Screen Keyboard On-Screen Keyboard displays a visual keyboard with all the standard keys. Instead of relying on the physical keyboard to type and enter data, you can use On-Screen Keyboard to select keys using the mouse or another pointing device. Students need to resize and customize the On-Screen Keyboard to make it easier to see and use. When text prediction is enabled, as you type, On-Screen Keyboard displays a list of words that you might be typing.

• Use Speech Recognition. Use this option to control the computer with your voice. With a microphone, you can speak commands that the computer will understand and respond to, as well as dictate text.

Assistive Technology Products for Students with Mobility and Dexterity Impairments • Ergonomic keyboards and mice: Ergonomic keyboards and mice are designed to be more comfortable than a standard keyboard and mouse. • Joysticks can be plugged into the computer’s mouse port and used to control the cursor on the screen. Joysticks benefit users who need to operate a computer with or without the use of their hands. For example, some people might operate the joystick with their feet or with the use of a cup on top of the joystick that can be manipulated with their chin. An example of a joystick is the SAM-Joystick. • Trackballs look like a mouse with a movable ball on top of a stationary base. An example of a trackball is shown in Figure 2-4. The ball can be rotated with a pointing device or a hand. People who have fine motor skills but lack gross motor skills can use these devices more easily and comfortably than a traditional mouse. BigTrack is an example of a trackball style mouse that is more comfortable for many people with dexterity issues—as well as young children and seniors.

Figure 2-4: Trackball • On-screen keyboard programs provide an image of a standard or modified keyboard on the computer screen. The user selects the keys with a mouse, touchscreen, trackball, joystick, switch, or electronic pointing device. On-screen keyboards often have a scanning option. With the scanning capability turned on, the individual keys on the on-screen keyboard are highlighted. When a desired key is highlighted, the user is able to select it by using a switch positioned near a body part that he or she has under voluntary control. • Keyboard filters include typing aids such as word prediction utilities and add-on spelling checkers. These products can often be used to reduce the number of keystrokes. As an example, imagine you have to type the letter “G.” However, in order to type the letter, you first have to move your finger over the entire first row of your keyboard and halfway across the second row. Along the way, you might accidentally depress “R,” “P,” or “D” keys, but you only want the letter “G.” Keyboard filters enable users to quickly access the letters they need and to avoid inadvertently selecting keys they don’t want. SoothSayer Word Prediction is an example of a keyboard filter. • Touchscreens are monitors, or devices placed on top of computer monitors, which allow direct selection or activation of the computer by touching the screen. These devices can benefit some users with mobility impairments because they present a more accessible target. It is easier for some people to select an option directly rather than through a mouse movement or keyboard. Moving the mouse or using the keyboard for some might require greater fine motor skills than simply touching the screen to make a selection. Other users might make their selections with assistive technology such as mouth sticks. • Alternative PC hardware and all-access workstations. In some cases, alternative PC hardware is needed. Some individuals with mobility impairments find it challenging to open the monitor of a laptop because the laptop latch isn’t accessible for them. Or, some students might need a laptop to be mounted to a wheelchair. Assistive technology solutions such as these are referred to as “all-access workstations.” The Desktop Sense View DSV is an alternative PC workstation that is easy to control with dexterity impairments and enlarges text for students with vision impairments. • Alternative input devices allow users to control their computers through means other than a standard keyboard or pointing device. Alternative input devices include: – Alternative keyboards available in different sizes with different keypad arrangements and angles. Larger keyboards (one example is Big Keys LX) are available with enlarged keys (see the example shown in Figure 2-5, below), which are easier to access by people with limited motor skills. Smaller keyboards are available with smaller keys (or keys placed closer together) to allow someone with a limited range of motion to reach all the keys. Many other keyboards are also available—one hand keyboards, keyboards with keypads located at various angles, and split keyboards where the keypad is split into sections.

Figure 2-5: Alternative keyboard with large keys and ABC layout – Electronic pointing devices, used to control the cursor on the screen using ultrasound, an infrared beam, eye movements, nerve signals, or brain waves. When used with an on-screen keyboard, electronic pointing devices also allow the user to enter text or data. The assistive technology product Head Mouse Extreme is an example of a pointing device. – Sip-and-puff device, shown in Figure 2-6, refers to just one of many different types of switch access. In typical configurations, a dental saliva extractor is attached to a switch. An individual uses his or her breath to activate the switch. For example, a puff generates the equivalent of a keystroke, the pressing of a key, a mouse click, and so on. Maintaining constant “pressure” on the switch (more like sucking than sipping) is the equivalent of holding a key down. With an on-screen keyboard, the user “puffs” out the letters. Moving the cursor over a document’s title bar and “sipping” enables the user to drag items around on the screen just as you would with a mouse. This technology is often used with on-screen keyboards. The Jouse 2 is an example of a sip-and-puff device.

Figure 2-6: Sip-and-puff device

– Wands and sticks are typing aids used to strike keys on the keyboard. They are most commonly worn on the head, held in the mouth, strapped to the chin, or held in the hand. They are useful for people who need to operate their computers without the use of their hands or who have difficulty generating fine movements. The majority of these devices are customized for a user by adapting a pencil, or wooden dowel, which can be purchased in most hardware stores.

Hearing Impairments and Deafness 5.0 Computer Use by People Who Are both Deaf and Blind People who are both deaf and blind can, and do, use computers with the aid of assistive technology. To someone who is both deaf and blind, captioning and other sound options are of no use, but Braille assistive technology products are critical. People who are both deaf and blind can use computers with assistive technology such as refreshable Braille displays and Braille embossers. 5.1 Accessibility Features in Windows for Students with Hearing Impairments Accessibility features in Windows 8 for those with hearing impairments include changing notifications from sound to visual notifications, volume control, and captioning. Visual notifications and captions allow users to choose to receive visual warnings and text captions, rather than sound messages, for system events such as a new email message arriving. Accessibility features helpful for students who have hearing impairments include: • Adjusting volume • Changing computer sounds • Using text or visual alternatives for sounds 5.5.1 Adjust volume Although most speakers and many keyboards have a volume control buttons, students need to also control speaker volume using the OS. 1. Change computer sounds You can select the sounds that play when certain events occur on screen. This is helpful for students who have trouble hearing some sounds—high or low-pitched sounds, for example, or sounds associated with other devices. 2. Use Text or Visual Alternatives to Sounds Students need settings for using visual cues to replace sounds in many programs. The OS should be able to: • Turn on visual notifications for sounds. Sound notifications replace system sounds with visual cues, such as a flash on the screen, so that system alerts are noticeable even when they're not heard. You can also choose how you want sound notifications to warn you. • Turn on text captions for spoken dialog. Use this option (when available) to display text captions in place of sounds to indicate that activity is happening on your computer (for example, when a document starts or finishes printing).

6.0 Assistive Technology Products for Students with Hearing Impairments Individuals with hearing impairments may need a classroom sign language interpreter or other accessibility solutions to be able to communicate actively in their classroom. Personal listening devices and personal amplifying products can also be helpful for students with some hearing. One product that may be useful for schools is iCommunicator—a graphical sign language translator that converts speech to sign language in real time to enable people who are deaf to communicate more easily with hearing people. Combining application such as video and text communications via synchronous tools can help to enable students with hearing impairments better grasp what is happening, e.g. by video using a webcam so students who communicate by sign language can readily interact. 6.1 Language Impairments Language impairments include conditions such as aphasia (loss or impairment of the power to use or comprehend words, often as a result of brain damage), delayed speech (a symptom of cognitive impairment), and other conditions resulting in difficulties remembering, solving problems, or perceiving sensory information. For students who have these impairments, complex or inconsistent visual displays or word choices can make using computers more difficult. For most computer users, in fact, software that is designed to minimize clutter and competing objects on the screen is easier to use, more inviting, and more useful. Some individuals with language impairments do not have the ability to communicate orally. These individuals can use augmentative and assistive communication devices to “speak” for them. To communicate, these individuals either type out words and phrases they wish to “say” or select from a series of images that, when arranged in a particular way, generate a phrase. For example, an individual could use the combination of a picture of an apple, a sandwich, and a carton of milk plus a lunch pail to communicate what she wants her mom to pack for lunch tomorrow. 6.2 Accessibility Features Required for Students with Language Impairments 6.2.1 Make it Easier to Focus on Reading and Typing Tasks • Turn on Narrator: Narrator reads aloud on-screen text and describes some events (such as error messages appearing) while you're using the computer • Remove background images: Use this option to turn off all unimportant, overlapped content and background images to help make the screen easier to see. • Turn on Sticky Keys: Instead of having to press three keys at once (such as when you must press the Ctrl, Alt, and Delete keys together to log on to Windows), you can press one key at a time by turning on Sticky Keys and adjusting the settings. Then, you can press a modifier key and have it remain active until another key is pressed. • Turn on Toggle Keys: Toggle Keys can play an alert each time you press the Caps Lock, Num Lock, or Scroll Lock keys. These alerts can help prevent the frustration of inadvertently pressing a key. • Turn on Filter Keys: Ignore keystrokes that occur in rapid succession, or keystrokes that are held down for several seconds unintentionally. • Turn off all unnecessary animations: Use this option to turn off animation effects, such as fading, when windows and other elements are closed. • Choose how long notification dialog boxes stay open: Use this option to choose how long notifications are displayed on the screen before they close—so you have adequate time to read them. 6.3 Assistive Technology Products for Students with Language Impairments Some of the assistive technology tools used with computers by people with language impairments are: • Augmentative and assistive communication (AAC) devices. These are used by individuals who cannot speak or who find speaking difficult. The user types in a word, phrase, or sentence to communicate—or selects a series of symbols or pictures on the device—and the device “speaks” aloud for the user. Often these devices are used to replace a PC keyboard. One example of an augmentative communication device is QualiSPEAK Pro.

Some apps, found in the Windows Store (http://windows.microsoft.com/en-us/windows-8/apps/) and available for download, provide augmentative communication capabilities. Mozzaz TalkingTILES (www.mozzaz.com) is an example. It’s an assistive communication and learning app that is fully customizable and can progress with a student’s development from K to 12. It delivers an integrated and coordinated learning environment accessible from any device. Teachers can remotely collaborate with other teaching professionals and support staff, to share data and teaching lessons, and to monitor progress through instant reports and dashboards for special needs students.

Figure 2-9: Screen shot of Mozzaz Talking TILES showing an example of tiles that can be selected to communicate simple phrases or whole conversations

• Touchscreens: These are monitors, or devices placed on top of computer monitors, that allow direct selection or activation of the computer by touching the screen. Touchscreens benefit people with mobility impairments, as well as people with language impairments. The ability to touch the computer screen to make a selection is advantageous for people with language and learning impairments because it is a simpler, more direct, and intuitive process than making a selection using a mouse or keyboard. • Speech synthesizers: Defined earlier, these programs provide the user with information through a computer voice. Also known as text-to-speech (TTS), the speech synthesizer receives information in the form of letters, numbers, and punctuation marks, and then “speaks” it out loud to the user in a computer voice. Scan and Read Pro is an example of an assistive technology product that produces more natural sounding speech synthesis.

ABSTRACT. 1. Three learning outcomes a. Be acquainted with organisation of e-learning of practical oriented programmes b. Enhance the effectiveness of online education for hospitality operations c. Create a model for e-learning for hospitality operations to enable as many enrolees as possible in order to achieve a wider reach, more effective training, and greater economic value 2. Introduction For various reasons, progression in information technology has led e-learning to gain grounds over years. Brazina and Ugras (2014) made an update summarising the growth and changes in online education that may be applicable to online programmes in general. The current trend amongst institutions is to venture into e-learning in order to keep abreast with advancement in information and communication technology (ICT), for most of them, the need to reach a wider range of learners has been a major reason for the implementation of online education. One can infer that all institutions have the primary concern to provide comparatively qualitative education. Whereas identifying that fostering interaction and maintaining instructor presence are some ways of making online education effective (Lewis and Abdul-Hamid, 2006), some authors focus on learning styles of students to develop best methods for instruction (Park, Crocker, Nussey, Springate, and Hutchings, (2010). Others see that reproducing the best practices of traditional classroom learning environment is one way to improve quality of online education (Vyas, Anshu, Lata, Burdick, and Sing, (2010), Happily, successes have been recorded in the use of e-learning for theory oriented courses in terms of increase in number of beneficiaries, increase in number of programmes and even better learning outcome. However, for practical oriented programmes; a question that remains largely unanswered is: To what extent can an online curriculum go in the facilitating and assessment of practical based courses? 3. Body Statement of problem Hospitality operations require facilities (a place and tools) where experiential learning can take place for acquiring this practical knowledge. Establishing an online programme for hospitality operations will need to take cognisance of the possibility of providing a practical learning environment. This �learning environment� needs to fulfil requirements for the expected outcomes of the curriculum of the education provider. With this, can online education in Hospitality operations still boast of successively increasing the number of students enrolled? How far can e-learning effectively be of benefit to a wider group? Because hospitality operations requires a lot of real life interactions of �doing�. Programmes using e-learning modalities run the risk of cutting off this area by not adequately being involved in facilitating, interacting and assessment of students on operations. Scope of Study: This paper will examine two cases. The first one is that of the National Open University of Nigeria (NOUN) Hospitality Management programmes. The NOUN is the only higher institution in Nigeria running distance online programmes in Hospitality. A survey of the graduates of the hospitality programme from National Open University of Nigeria (NOUN) will indicate, to a large extent, the effectiveness of the NOUN modality for the hospitality programme. The second case study is that of Wavecrest College, a school of hospitality which has strong potential to benefit from introducing an online component in order to achieve a species of blended learning. An attempt will be made to apply the NOUN model to the Wavecrest entity. Thus, the study will focus on the effectiveness of online education in hospitality operations with the aim of proposing a model for an Institution which offers Hospitality Education as its core programme. Significance of study: Wavecrest College, a hospitality college in Nigeria, is a Monotechnic envisioned to provide technical competence and ethical integrity to the girl-child focusing mainly on those from less priviledged backgrounds. It is the first and only higher institution in Nigeria which focuses solely on Hospitality careers.

The College has seen the pressing need to empower a greater percentage of the girl-child population among the urban poor in Nigeria, giving them opportunities for higher education towards immediate employment mainly through sustainable entrepreneurship and economic independence (Nwosu, 2014).

Incidentally the fees � though subsidized ($625 per student in an academic session as compared to a minimum of four times paid in other similar institutions) - are considered to be high and often many students admitted are unable to start the course because of inability to pay fees. And even those who have accepted admission are unable to pay the fees at once. (Wavecrest College Registry survey, 2014)

Therefore, in a bid to meet the high current demand in the industry for hospitality graduates in Nigeria, expanding the network where the girl can study and work at the same time can become a priority for the College. Work then can serve a dual purpose (learning environment and increasing the economic base of the student). This study seeks to investigate whether online education can facilitate bridging these gaps and whether the NOUN modality fits other schools such as Wavecrest. Research Methodology: 1. Define the e-learning methods used for practical oriented programmes 2. Assess the extent of the use of the internet as a medium for facilitating and assessment of practical based courses delivered by NOUN 3. Review the effectiveness of online education for hospitality operations 4. Following the outcome, develop a model to be adopted for the use of the internet as a medium for facilitating and assessment of practical based courses by Wavecrest College and similar institutions

1. An interview of the NOUN Hospitality programme course coordinator and the Head of Department will help to a. To find out how the practical component of the Hospitality programme is delivered - teaching/facilitating and assessment. b. To know if they meet the objectives of the curriculum with respect to Hospitality programmes.

2. A survey will be administered to graduates of the Hospitality programmes using questionnaire administered by email. The survey seeks to know: a. Why they chose online education for such a programme as against the traditional classroom setting b. How the Hospitality practical course was carried out c. The perception of the graduates on the effectiveness of the modality of NOUN 3. Case study of Wavecrest College enrollees This will help to establish a need to propose a model for a college like Wavecrest.

4. Conclusion The concluding segment will reiterate the key expected outcomes of the study and indicate areas emerging for future research with regard to online hospitality education. 5. References 1. Brazina, P. R, and Ugras, J. Y. (2014) Growth and Changes in Online Education Pennsylvania CPA Journal, Fall 2014, Vol. 85 Issue 3, p.18 2. Cantoni, L., Kalbaska N. and Inversini A. (2009) E-learning in tourism and hospitality: A map. Journal of Hospitality, Leisure, Sport and Tourism Education Vol. 8, No. 2. 3. Lewis C. C. and Abdul-Hamid H. (2006) Implementing effective online teaching practices: Voices of exemplary faculty Innovative Higher Education, Vol. 31, No. 2 4. Nwosu, B. (2014). Hospitality Education: Sustainable empowerment opportunities for Nigerian women, Worldwide Hospitality and Tourism Themes, 6(1) 62-76 5. Tassiopoulos, D. (2010). Use of the Internet for Enhancing Tourism and Hospitality Higher Education in Southern Africa: Implications for E-learning. In S. Soomro (Ed.), New Achievements in Technology Education and Development (pp. 51�62). 6. Vasconcelos, S. V., Balula, A., and Almeida P., (2013) E- and blearning in European Tourism Higher Education courses: benefits, barriers and challenges, International Journal of Management Cases Special Issue 10th International CIRCLE Conference Hosted by IPVC, Portugal 3rd - 6th April 2013 Volume 15 Issue 4, p 142 � 152 7. Vyas, R., Anshu, Lata, H., Burdick,W., Sing, T. (2010), Application of classroom good teaching practices to an online faculty development programme in India, South?East Asian Journal of Medical Education. Vol. 4 no.2

ABSTRACT. When we think about hard to reach and difficult learners we typically think about people with disabilities, older people, unqualified school dropouts, socio-economically marginalized people… There are others: inmates, self-employed workers, people (especially woman) in rural areas …While these groups and their needs are very diverse and the challenge therefore complex, this keynote addresses a simple question: how can e-learning contribute to the efficiency and effectiveness of establishing learning partnerships with these groups: from the micro-level of working with individual learners over the organization of formal and non-formal learning to the macro policy level. We present a simple, locally adaptable and scalable approach, based on 8 essential characteristics of dynamic systems and on what we know about the effectiveness and efficiency of all teaching and learning. Examples are drawn from work with different hard to reach target groups.