Type in answers

Read questions with Text-to-Speech

Use Drawing Tools

Highlight text and circle numbers to answer questions

Use voice to answer question or to comment on pupil's work

Draw shapes and graphs

Measure dimensions and angles

It was great to see so many people at the Dyslexia Scotland South East Scotland meeting last night, where I was giving a talk on Low Cost Software and iPad Apps to support people with dyslexia. Unfortunately, I wasn't expecting quite so many people so I ran out of copies of the handout, listing the programs and apps I was (somewhat ambitiously!) trying to show during the evening. If you didn't manage to get a copy (or want another one), here it is.

I was asked about useful sources of information on developments in technology for learners with dyslexia and other support needs, particularly with regard to the iPad. These days, the internet is full of useful resources and it is easy to get bogged down with information, but there are some key resources:

• The CALL Scotland Blog is a very good starting point, though we don't always have time to keep track of every interesting new development.
• I did a handout listing iPad resources for a Parents' information Day back in November, and have been adding to it since. You can download it from here.
• I'm a big fan of the Pinterest resource created by Lauren Enders

I'll try to add to this list next week.

I was also asked about dyslexia-related apps for Android devices. Paul Hamilton has an excellent blog where he talks about apps specifically for Android devices. His wider blog has information on other apps.

May Day brought a nice surprise for Kindle readers who use the app on their iOS. Now Kindle books can be read using text-to-speech on an iPad, iPhone or iPod. Before this update it’s always been a bit frustrating for readers of Kindle books to find that there was no way to listen to their collection on an iPad. Blind and visually impaired people who already had purchased Kindle books found that if they downloaded their Kindle books to an iPad it wasn’t possible to use the built-in features offered by VoiceOver. It wasn’t even possible to use the Speak Selection feature to select a word or chunk of text to have it read out. Now it is possible to use VoiceOver (not Speak Selection though).

Kindle Reader uses VoiceOver so if you want to use Kindle’s text-to-speech functions VoiceOver needs to be installed and running. To do this go to:

 Settings > General > Accessibility > VoiceOver > On.

VoiceOver is designed to allow blind and visually impaired people to access iOS So when it is running you activate apps in a slightly different way than the standard iOS approach. Mostly this involves a double tap instead of single tap (which makes sense, after all a blind or visually impaired person will want to check the right app is selected (single tap), before activating that app (double tap). Thereafter, use of text-to-speech is pretty straightforward and quite powerful.

• In Kindle Library with VoiceOver on, tap once on a book to have full spoken information about each title, author and whether the book is installed. Double tap to open the book and start reading from where you left off.

• Use a two finger swipe down to start continuous reading from top of page.

• Use a single two finger tap while reading to pause. Two finger tap once again to resume.

• Single finger tap selects a line of text and reads under the finger. (Like Speak Selection only it gives context too.) Single finger tap anywhere to read that line. Two finger tap to return to library.

• Suppose you are in single line reading at a time (e.g. for meaning), and you want to return to continuous reading. Simply do a two finger swipe down to resume continuous reading.

• Three finger swipe right to left to move to next page, or left to right to go to previous page.

All of these options are clearly spoken out.

What does it allow you to read?

Kindle titles will work. However, Word documents, PDF documents will not offer text-to-speech (many other apps do offer this functionality).

The big advantage is in being able to read your Kindle formatted books using text-to-speech.

Can you use other voices?

While t is not at all obvious how to do it is still possible to change the voice used in text-to-speech with the Kindle. The secret is to think about how you would give access to this facility to a blind or visually impaired person. You would do it from within VoiceOver. Here’s how to do it using the Language Rotor.

Setup is atwo stage process. First, you set up the languages you want to make available from within VoiceOver. Second with Voiceover activated, select the languages from the rotor you previously set up.

Turn on voices to be selected from in Language Rotor. 

• Turn on VoiceOver as before General > Settings > Accessibility > VoiceOver > On
• Launch Kindle with VoiceOver On.
• Tap and rotate two fingers on the screen clockwise to turn on Rotor and the command available is spoken. (e.g. Characters, Words, Line etc.)
• Repeat the movement until it says Language – you’re ready now.
• Do a one finger slide down, it will speak out the first voice you selected as an option. Repeat the rotor action until you reach the dialect or voice that you want. That is now selected. 

Now a two-finger swipe down will speak out in your preferred voice.

Now Apple if we could only have the Scottish Voices available from within the Languages available not just in the apps but across the whole system. That would be great!

Load2Learn is a database of downloadable accessible textbooks and images that has been set up by RNIB and Dyslexia Action with funding from the Department for Education. It's similar to the Books for All Database (we gave them some input and it's actually hosted by Scran, same as B4A) but when it was first set up, there was a membership subscription. Happily, it's now FREE! and so anyone who is working in schools with print-disabled pupils should join immediately and start getting access to more accessible titles.

To join, one member of staff in a school or service applies for membership to create a School group and then invites other staff to join the group. Then members of the group can search for and download books and images.

Since it's funded by the Department for Education, many of the secondary school books are the (English and Welsh) National Curriculum - AQA, GCSE etc - and so not relevant for most Scottish schools, but there are also many titles which are.

For example, Nelson Thornes have made a lot of their books available as PDFs - New Maths in Action; Scientifica, and there are many novels and primary textbooks available too.

Recently I was looking for accessible digital copies of Kes and Blood Brothers for a pupil and neither were available on B4A or Seeing Ear, but both are on Load2Learn.

The Load2Learn titles are offered in a range of different formats:

• PDFs, which look just like the paper book and so will suit some learners;
• Word files, which can be read on screen or converted into other formats such as Large print or Braille;
• ePUB, which can be read on iPads, tablets and smartphones;
• audio books. 

• The Books for All Database
• The Seeing Ear
• Load2Learn

plus of course commercial eBook venders such as Amazon, Waterstones, WH Smith and the iBook Store.

New Guidance

SQA have published new guidance documents for schools who intend to use the SQA Digital Question Papers and Digital Answer Booklets in this year's exam diet. They have up to date advice on how to set up computers and software, and revised guidance for candidates:

• ‘Digital Question Papers: Guidance for Centres’ 
• ‘Digital Question Papers: Guidance for Candidates’.

and can be downloaded from the SQA web site.

There are also new versions of the Digital Answer Booklets. These are used by candidates answering 'question only' papers (i.e. papers that do not have the red answer boxes - mostly for Standard Grade Credit, Intermediate 2, Higher and Advanced Higher papers). Most of the Answer Booklets in Word format are now single pages that expand as the candidate writes (saving paper when they are printed, because there will be fewer blank pages at the end), and there are new booklets for maths and business management.

The Answer booklets are available in PDF and Word formats. Most candidates will probably be best to use the Word versions because:

• the Word formatting and editing tools are better;
• text flows from page to page;
• writing support tools such as word prediction and speech recognition are more reliable;
• learners can use equation editors such as Efofex to create scientific and mathematical formulae, and graphs.

Data Booklets

Digital Data Booklets in PDF are now available for Chemistry, Physics and TechnologicalStudies. The booklets have bookmarks (table of contents) so that candidates can easily find their way to the relevant tables. These should be particularly helpful for candidates with physical disabilities who may find it hard to handle the paper booklets, or those with visual impairment, who will be able to magnify the data on the screen.

The British Dyslexia Association have recently published some new books covering different aspects of dyslexia. The full list is available from the store on their web site. We have purchased six of the new titles for the CALL Library:

• Dyslexia and Useful Technology, edited by EA Draffen
• Dyslexia in Education: A Guide for Teachers and Teaching Assistants, by Sue Thurtle
• Dyslexia and Parents, by Margaret Malpas
• Dyslexia: Early Intervention by Judith Stansfield
• Maths Learning Difficulties, Dyslexia and Dyscalculia, by Steve Chinn
• Dyslexia Friendly Schools: Good Practice Guide, edited by Katrina Cochrane and Kate Saunders

CALL Scotland has a reference library, generally open between 9am and 5pm, available to teachers, therapists, students and anyone else with an interest in augmentative communication, assistive technology and education. It is best to phone beforehand to make sure that the Information Officer will be available to give you any help you need. Tel 0131 651 6235.

Addressing Dyslexia Teacher's Toolkit

Find out about the revised Dyslexia Teachers Toolkit

Dr. Margaret Crombie will be hosting the next CALL Live Webinar on 10th October (Wednesday) at 1.pm. Margaret will discuss and demonstrate the recently revised Dyslexia Teachers’ Toolkit.

A bit about Margaret…

Dr Margaret Crombie is an associate lecturer with the Open University (Difficulties in Literacy Development course) and is also supervisor to a number of doctorate students. She chairs the AMBDA (Associate Membership of the British Dyslexia Association) panel for the Open University.  This is the panel that approves applications for accreditation of assessment and teaching practice for those working in the dyslexia field.

Margaret is also a member of the British Dyslexia Association Accreditation Board and of Dyslexia Scotland.  

Margaret has considerable previous experience of working in the dyslexia field, not least as a specialist teacher.  Margaret has researched into various aspects of dyslexia, and has chaired the working group that has produced the Addressing Dyslexia Toolkit. 

Book your place

A well hidden feature in Microsoft Office 2010 is the option to speak text out. Yes, MS Office 2010 includes a text-to-speech feature. It is pretty basic but it is available.

As MS Office is integrated with Windows it means that whichever voice is selected in that computer's Control Panel will be used when you select Speak. If you have Heather or Stuart or both installed you can choose one or other of these high quality Scottish voices to speak the text. (You do this via the Control Panels rather in Word itself [Control Panels > Speech Recognition > Text-to-Speech, selecting the preferred voice from the drop down list.]

Because it is part of MS Word you can assign a Keyboard Shortcut to start and stop speaking text. This is very useful for pupils with a visual impairment, poor mouse control or simply because the pupil finds it quicker to use keyboard commands rather than mouse clicking.

MS Word is just one of the Office Programs that the Speak feature works with. It can also be made available to use with PowerPoint (yes talking PowerPoint), Excel and OneNote (one of our favourite programs that deserves more widespread use in schools). You follow the same steps to add the Speak feature in each program. 

You can also add Speak to the Quick Access Toolbar and position the toolbar below the Ribbon to simplify the interface for pupils. 

WordTalk versus Speak

So how does Speak, the MS Office 2010 text-to-speech feature compare with WordTalk, the toolbar designed to use with MS Word versions from Word 97 onwards?

In favour of Speak are the fact that it is built in not just to Word but to other MS Office 2010 software. It uses whichever voice is the Default voice used by the computer. Speak offers a range of text-to-speech options - by word, paragraph etc. A big advantage is that you can add Speak to the Quick Access toolbar, position the Quick Access toolbar below the Ribbon, and then Minimise the Ribbon (Right click on Ribbon > select Minimise). The pupil can then attend more easily to what he or she is reading or writing. Another advantage is that because it is a Microsoft product it should work smoothly with future updates to MS Office 2010 (and 2013).

Because WordTalk was designed by a teacher to support a pupil with severe dyslexia (who went on to achieve Highers), it includes features that teachers often find useful: Save as MP3 or Wav audio for listening to later; talking dictionary; an easy way to turn on and off keyboard shortcuts - a must for pupils who find it difficult to control a mouse or who just like to be able to access features quickly. The biggest advantage with WordTalk is that pupils who prefer to have text highlighted so that they can follow the text and listen to the spoken version can do so. They can also change the highlighting and text colour – useful for pupils with scotopic sensitivity problems.

Find out more

We’ve prepared a Quick Guide on Finding and Installing the Speak Text feature in MS Word 2010. The Quick Guide covers finding and adding the Speak button, assigning a Keyboard Shortcut, how to add the Speak button to the Quick Access Toolbar and how to position the toolbar below the Ribbon.

To find out about using the Speak facility in additional languages visit Microsoft’s language site. 

Once installed because the Speak feature is integrated with Windows it will recognise the language used within the text and read out in that language – provided the speech engine for the language is installed.

 Well done Microsoft…now please bring back Large Icons!

We’ve given Microsoft major pats on the back for providing an option to Speak text in Word documents (and in Excel, PowerPoint and OneNote). It would be great if they would bring back a couple of really useful features from MS Office 2003.

We think Microsoft made a huge own goal by not providing a much used feature in MS Word 2003, PowerPoint, Excel - the option to use Large Icons in the toolbar. 

The facility to record voice comments or voice notes is also available in MS Word 2007 and 2010 but it does not have the simplicity of MS Word 2003 – a feature that for many pupils was the difference between handing in work that they had produced themselves (recording their spoken answers in the document) or having to rely on scribing. MS Word 2007 and 2010 do provide this feature but for the pupils who are likely to benefit most, it is too difficult to access. 

If you are interested in using the iPad to support your pupils then you will probably be familiar with the large number of websites that have appeared over the past year offering ‘lists of Apps’ to support a range of difficulties including communication, literacy, numeracy etc. Some examples include Apps to support AAC, Apps to support literacy as well as Apps to support magnification and vision. 

While these are useful resources, particularly if you’re new to the iPad and unsure which Apps to download (and feeling a bit overwhelmed with so many Apps to choose from), lists of endless Apps have their limitations. 

As Apps become increasingly more sophisticated and offer improved features and options, I think there is much to be gained from using the built-in sharing and export features to create ‘integrative workflows’ for pupils. Using integrative workflows is about exploiting what an App has to offer or making the most of its main features. For example, there are a number of ‘literacy support’ Apps which have a ‘Send to App’ option, allowing learners to plan an essay using a mind map, export the mind map to a text-to-speech App for proof reading and finally sending the text to a word processor for formatting, final spell checking and submission. 

This is a similar approach for pupils with dyslexia when writing an essay or project – use a visual mind map to get down the main points, use nodes and notes to expand on ideas and finally export the mind map to a word processing program such as Word. Additional support in the form of word prediction or text-to-speech, is often provided via programs such as TextHelp Read&Gold, Co:Writer or even Penfriend. 

If you would like to find out more I’ve written a short article which explains this process in 4 simple steps. You can download the article by selecting this link. 

Today I received a very positive evaluation back from a pupil and teacher who have been evaluating some equipment, and I thought I'd share it: seems like a nice way to end the term. (Mark is not his real name.)

Background

Mark is a Primary 6 pupil who attends his local primary school. Mark has cerebral palsy which affects his fine motor control, and although he has good ideas, he does tire easily when he writes by hand. He has support from staff to help him lay out his written work, and also on occasion for scribing, but this does mean he relies on staff and is not independent. Staff say that his reliance on others is also affecting his self-esteem. Mark has some difficulties with spelling and also with maths, organisation and spatial skills. Despite these barriers to learning, Mark is an enthusiastic member of the class.

Mark has tried specialist pencils and pencil grips, and writing adaptations. He was referred to CALL for advice on assistive technology to help him to learn and work more independently and productively.

Following an assessment, we loaned a Toshiba netbook computer with Co:Writer 6 and Inspiration software, plus an EasiSpeak microphone, for Mark and his teacher to evaluate. The assessment had shown that Co:Writer has the potential to help Mark write more independently, and with greater accuracy. Co:Writer should also reduce his fatigue and help him to produce higher quality work. (Click here to find out more about Co:Writer and word prediction).

Inspiration was suggested to help Mark organise his work. We loaned a headset microphone for Mark to record his ideas directly into Inspiration, and the portable Easi-Speak recorder, because his verbal output is currently better than his written output.

(Both Inspiration and Co:Writer 6 are available for reduced cost under a special licence for Scottish Schools, from Education Scotland.)

This is what Mark and his teacher thought of the technology.

Class teacher evaluation

1.    What impact has the netbook had on the pupil’s ability to access the curriculum?

There was an immediate impact on Mark’s enthusiasm and attitude to attempt and produce work.

Used for:

• Word processing: planning, drafting and publishing. Mark is more able and willing to work independently on these three steps without an adult scribe. Mark is eager, and able, to be involved in adding to his Co-writer word bank. 
• Typing answers to spelling activities – a task which Mark dislikes when he is writing by hand. He now produces work of a higher level.
• Spelling has improved.

An adult currently scaffolds Mark’s work by asking questions about his text, to encourage him to develop his answers/writing. It is planned that if the teacher is checking/marking Mark’s work in his absence, s/he will insert the questions into his text. This will enable Mark to develop his work in line with his peers, working in their jotters.

Mark enjoys paired work with the netbook.  Previously, being left handed the mouse was cumbersome and this was awkward when he was working with a partner.

2. How has it impacted on his/ her written work (quantity and quality), in comparison with what s/he was able to produce without it?

Mark has immediate success which encourages him to keep on task. He is willing to expand and build on his work after further class discussion or  with an adult. 

Previously Mark found typing laborious but Co-writer is changing his attitude and he is very willing and able to type for a much longer period. He finds the netbook keyboard easier to manipulate. It is anticipated that this will be helped further with touch typing lessons.

Mark now copes with thinking up his answers/ideas, typing and spelling. This has resulted in better and lengthier pieces of work produced quicker. Previously these tasks were done separately.

Mark’s work is legible. He willingly shares it with peers, allowing them to read it independently of Mark.

3. Has it helped him/her to develop the four capacities of Curriculum for Excellence?

1. Successful learner.Mark is able to show and do the best he can.  He thinks of new ideas and is more interested in tackling writing activities by himself.
2. Confident individualMark is happier and more confident. His  self-esteem has been raised.
3. Effective contributorMark is no longer excluded by the position of the computer system. Previously he had to sit with his back to the class because of the location of the computer.Peers are more ready to allow Mark to tale a role in ‘scribing’ .Mark is able to type his ideas and share with peers, who previously found his handwriting very difficult to read.
4. Responsible citizen.Mark is much more confident about working as part of a group during tasks that require planning/writing. Mark takes the responsibility of looking after the netbook seriously, and making sure it is switched on/off when needed.

4. Any further comments....

The netbook and software have much more potential for enabling Mark to be included more into the class and to access literacy activities.  As I, and assisting adults, become more familiar with it, and Mark learns to touch type, I foresee that we will be able to take full advantage of the equipment.

Mark’s evaluation

This form is to help you think about the use and effectiveness of the writing tools you have tried out and to compare the technology with handwriting and jotters.  Fill in the evaluation form when you feel you have a good idea about what it is like to use the devices(s). Please send a copy of the form to CALL.

Use a scale of 1 to 10. Score 1 if that factor is so bad that you would not dream of ever considering it. Score 10 if it is so brilliant that you could not do without it.

Please write any other comments here:

1. Makes me feel I can keep up when working with the rest of the class.

2. I am really missing being able to use Inspiration to plan my writing and make a summary of what I read. [This was because Mark had been using a school netbook without Inspiration for a short time.]

3. Co-writer and inspiration really help me to get on with my work. I am looking forward to using it again in Primary 7. 

4. I don’t mind sorting mistakes and making my ideas bigger and better.

Thanks Mark and his teacher for these positive and helpful comments!

Paul

2012 Digital Question Papers Candidate Survey

We are researching candidate’s views and opinions on the SQA Digital Question Papers and a survey is now available at http://www.surveymonkey.com/s/DigitalPapersCandidateSurvey2012. 

If you are a candidate who used digital question papers, we would be grateful if you could complete the survey. If you are a member of staff, could you forward this survey link on so that candidates who used Digital Question Papers in the 2012 diet can complete the survey. The survey will be available until the end of June 2012.

The survey should only be completed by candidates with additional support needs who used Digital Question Papers in their 2012 examinations. 

We hope that the feedback from candidates will help us, and SQA, to develop and improve the digital papers and associated procedures.

Thanks for your help!

Paul

I've been meaning to blog about this for ages and have finally got round to it!

The Oxford Owl web site has over 250 free Oxford Reading Tree eBooks for teachers, children and parents to read online. The books have a recorded narration (i.e. human, not computer speech) and you can zoom in and out to make the text and pictures bigger or smaller. Turning the pages is done with a click of a mouse - you can't use the keyboard or switches directly.  You could however point the mouse over the 'next page' button and then use a switch to click, to turn the page.

The books are ideal for using on a whiteboard or for individuals to read on their own computer (but not iPad - the books are Adobe Flash format which don't play on iOS).

There are also some activities for each book (although they didn't work on my computer - no doubt got the wrong version of Java / Flash / other plug in) and the 'Kids Barn' has a lot of information and games about Biff, Chip, Kipper and Floppy and the other characters. 

109 new books have just been added to the Books for All Database. They are all Large Print PDFs which have been created by the VTSS team in Edinburgh, and we are grateful to them for sharing these accessible copies via the Database. 

The books can be downloaded and printed out for pupils with visual difficulties, and they can also be read on screen, which can be helpful to learners with dyslexia and reading difficulties, pupils with physical disabilities who have difficulty holding the paper book and turning pages. 

Learners can read the books on computer using free Adobe Reader software, which lets you zoom in and out to change the size, and adjust the text and page colours. With most of the books, the text can be read out using either the free built-in Adobe Read Out Loud, or other text readers such as Ivona MiniReader, ClaroRead, Co:Writer, Penfriend or PDFaloud.  Pupils can use the Adobe Reader commenting and markup tools to highlight key passages and add their own typed or recorded audio notes. To find out more, take a look at our Video Guides and Quick Guides.

You can find the new books on the Database here. (Note you have to log in to the database see the new books).

A Dyslexia Scotland Working Group is currently developing new material for the Assessing Dyslexia Toolkit, and would like your views of the current site and how it can be improved.

The Assessing Dyslexia Toolkit was formally launched on 1st June 2010 by Sir Jackie Stewart and Mike Russell, the Cabinet Secretary for Education and Lifelong Learning. The Toolkit was developed by the Dyslexia Scotland Assessment Working Group, chaired by Dr. Margaret Crombie, with funding from the Scottish Government and provides an online resource for teachers and early years workers to use to assess literacy difficulties and dyslexia.

The new resource will become the Addressing Dyslexia Toolkit in the autumn, and will have more material and resources on how educators can support dyslexic learners. 

You can give your input to the new toolkit by completing this short online survey.   

If you work with dyslexic learners and you've not already used the toolkit, why not take a visit? It contains a wealth of useful, practical advice on assessing the needs of learners with dyslexia and hopefully, the new site will provide even more support for addressing these needs.