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. 

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!

CALL Scotland contributed to the EU project ICT for Inclusion, providing the EU Agency team with a snapshot Scotland-wide perspective. The project, managed by the European Agency for Development in Special Needs Education European Agency for Development in Special Needs Education used a country survey to collect information on five areas. These  explored both policy frameworks for ICT for Inclusion as well as current practice. 

The five themes, reflecting the United Nations Convention on the Rights of Persons with Disabilities (2006), are:

1. ICT should be considered as a key tool for promoting equity in educational opportunities.
2. Access to appropriate ICTs should be considered an entitlement.
3. Training of educational staff in the use of general and specialist ICT must be considered a priority area.
4. The promotion of ICT research and development requires a multi-stakeholder approach.
5. Data collection and monitoring in the use of ICT in inclusion should be considered an area requiring attention at all levels of educational provision.

The CALL report Information and Communication Technology (ICT) for Inclusion - Scotland is very much a snapshot and we would be delighted to receive feedback from others.The ICT4i project will in future present detailed case studies from which they will highlight best practice in ICT for Inclusion at the European level. 

The Equalities and Human Rights Commission has published new guidance on the reasonable adjustments duty on auxiliary aids and services for disabled pupils. This duty duty took effect from 1 September 2012 in the UK, although the new guidance applies only in Scotland. The guidance is designed to help school leaders and education authorities comply with the reasonable adjustments duty, with a particular focus on the new auxiliary aids and services provision. It will also help disabled pupils and their parents understand the duty.

The practical examples included are designed to illustrate what would be expected of schools responding to and anticipating the support needs of disabled pupils for whom schools have to make reasonable adjustments. It includes practical case studies showing how the duty can be applied in contexts which will be familiar to teachers.

Many of the examples do indicate an awareness of, and draw on evidence for, the important role that ICT can play in providing assistive technology to help pupils to access the four capacities of Curriculum for Excellence. As many schools may find it difficult or slow to access the EHRC website directly we've provided a direct link to the Guidance document itself which is in Microsoft Word (.doc) format.

 

 

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. 

 

Scottish Government is reviewing how education will be provided for children and young people with complex support needs. Peter Doran is chairing that review, often referred to as the Doran Review. 

As part of the review, consultation events will be taking place with parents. The intention is to find out the views of families and parent support groups on a number of important questions. The results of that consultation exercise will contribute to the review.

Views are being sought from parents on:

• How satisfied you are with the processes to identify your child’s care, health and learning needs.
• How well informed you feel about schools and services that could help their child.
• How well nurseries or schools and other services such as Health and Social Work are meeting your child's needs.
• How well supported you and your child feel when he or she is preparing to leave and settling into a new school, or leaving school to go on to adult services.

The events will take place at: 

22nd March 12 noon to 3pm Aberdeen, Thistle Altens Hotel

27th March 9.30am to 1pm Edinburgh Hilton  Grosvenor Hotel

29th March 9.30am to 1pm Glasgow Hilton Grosvenor Hotel

A booking form can be downloaded and returned to Children in Scotland. Or you can also book online at www.childreninscotland.org.uk/doran

Or, Email training@childreninscotland.org.uk

Or, Telephone 0131 222 2446 Fax 0131 228 8585

Or, Post Children in Scotland, Princes House, 5 Shandwick Place, Edinburgh EH2 4RG

 

There are still a few places available for any parent interested in coming along to Saturday's Parent Information Day on 12th November 2011. You can find out about and try many of the specialised technologies available to support children and young people with additional support needs. Following on from our everpopular annual Family Fun Technology Days, Saturday 12th November will have a similar format but this time it's just for parents.

The day will run 10.00 to 2.00pm at CALL Scotland and will be a mix of displays, presentations, hands-on and a chance for one-to-one sessions with CALL Scotland staff and, of course, meet other parents. Cost is £10 and a light sandwich lunch is provided.

 

Presentations

After consulting with parent members of National Parent Forum Scotland we’re running short presentations covering:

• Overview of CALL services
• Digital Question Papers
• Apps for iPad, iPod, iPhone - we're delighted that parent Kate Farrell agreed to run this session and be available on the day
• Books for All
• Low tech to high tech communication aids
• AccessApps / MyStudyBar / Windows 7 speech recognition

Workstations

Running in parallel with the presentations we'll have a range of workstations to try things out, discuss issues, have your questions answered. Topics include:

• Software for dyslexia including NaturalReader, ClaroRead, Dragon Naturally Speaking, as well as information about Reading Pens
• Digital question papers or digital exams - find out how many schools are using them, what teachers are doing to support their use and how successful they're proving with pupil in helping them to become independent, successful learners and confident individuals
• Books for All - how this can help schools and authorities meet their duties under the Equality Act 2010 to provide information in accessible alternative formats
• Apps for iPads, iPods, iPhones for symbols users, reading books, writing and a host of other education applications. 
• AccessApps, MyStudyBar and speech recognition directly into PCs running Windows 7
• Low tech as well as high tech communication aids - from symbol communication books, Personal Communication Passports through to dynamic screen display systems
• Alternative access to computers - switches, switch interfaces, adapted mice, keyboards and much much more

To find out more download the timetable for the day and you can book a place online.

CALL staff were delighted and proud that Paul Nisbet, Joint Co-ordinator at CALL, was awarded the 2011 Principal's Medal at a special University of Edinburgh graduation ceremony. The award is in recognition of Paul's magnificent contribution for his services to the Scottish education community, and beyond. Sir Tim O'Shea, the University's Vice-Chancellor and Principal is shown presenting Paul with his medal.

In his acceptance speech to an audience of newly qualified teachers receiving their diplomas Paul drew attention to the work of CALL Scotland, contributions to enhance the lives of children, young people and adults with disabilities or who have additional support needs. That work has taken place over many years since CALL was established in 1983.

In addition to his regular work as a leading member of the CALL team, using assistive technology and computer software to support many hundreds of pupils in Scottish schools, Paul has taken a leading role in a number of innovative developments:

• In the 1980s he designed the original CALLbox and many other interfaces which allowed children with severe disabilities to interact with a computer for the first time.
• He helped develop the Smart Wheelchair, a computer-controlled wheelchair for children with severe and multiple disabilities, now manufactured in the UK by Smile Rehab.
• He worked in partnership with the Scottish Qualifications Authority on the introduction of Adapted Digital Exams - digital versions of exams for young people who are intellectually capable of passing, but are unable to use the traditional written format. Hundreds of children have used these digital papers to sit national exams - a world first for Scotland!
• He encouraged the development of WordTalk, an internationally-recognised text-to-speech reader for Microsoft Word that helps tens of thousands of people with reading difficulties.
• He has led the Books for All developments in Scotland, making books and print materials more accessible for people with a print disability.

Further information on the award can be found on The University of Edinburgh web site.

In the wake of growing evidence in favour of a 'return to phonics' for example from Tommy Mackay's Scottish Executive funded West Dunbartonshire Literacy project, a burgeoning market has emerged that offers a number of products, not just for early readers but also targeted at pupils who have difficulty learning to read. But which product to choose?

CALL Scotland was asked this question recently by someone enquiring on behalf of a pupil with dyslexia. It would have been nice to have been able to give a direct answer but at this stage it isn't yet possible to do that. Understanding why we still need to hedge our bets may offer useful pointers to others who find themselves trying to decide amongst products and suppliers.

Sir Jim Rose's Dyslexia Review established a set of key characteristics or core criteria for a good quality phonics approach to reading which the Department for Education describes when discussing how to choose an effective phonics teaching programme. The site also provides links to a number of products and publishers that certify their compliance with the core criteria. NB A new stricter set of criteria has been produced and publishers are being invited to state whether their products meet the new criteria.

Is that enough? It's certainly a big step forward particularly in light of the fact that views were sought from independent assessors who agreed that they (the products not the assessors) did what they said on the tin. Why then is it not yet possible to state categorically that Product X should be used in preference to all others?

A clue lies in the term self-certification. Before any particular product can be favoured as the best method for delivering structured phonics it would need to meet more demanding criteria. With any 'branded product' we want to know that:

1. The results showing effectiveness are acquired independently; trials are carried out by people who are independent of the product.
2. Results are complete, there should be no gaps. If gaps do occur between pre-and post-tests they should be explained fully.
3. There is a control group. In clinical trials for any new drug, more often than not the control group will receive some treatment rather than none at all. They will often be given the current 'best of the crop', raising the bar for any new product. It would be good to see one structured phonics approach being compared with others.
4. If at all possible results should come from randomised controlled trials. Often, improvements are reported by showing improvements between pre-test and post-test data. This is helpful but does not allow the same degree of confidence to be placed in the results.
5. Information should be given on types of reading test used and these tests should be widely accepted.
6. Reading age scores should be provided as standard scores so that reading age is corrected for shifts in chronological age.
7. To their credit some suppliers offer links to the data they obtained to support their case for the effectiveness of their product. We welcome this straightforward transparency.
8. One of the lessons from Tommy Mackay's work was to show just how important it was to have clear step-by-step descriptions of what lessons were given each day and what procedures need to be followed.
9. It is always good to see evidence collected being presented in peer-reviewed studies.
10. At this stage the evidence is not quite there to show that any single structured phonics approach should be favoured against the others. Until then the advice remains - caveat emptor.

Janette Graham and Andrea MacBeath, based at the ASL Technology Service in Richmond Park School in Glasgow provided their top ten tips (well at least twelve, really) for supporting literacy. They covered Word Prediction such as using Penfriend or Co:Writer; symbol support using Boardmaker; use of WordTalk and a host of others. Not only that but they kindly offered to share their PowerPoint slides for the presentation with others.

Katie Robinson, a teacher at Middlefield, a school in Glasgow for children with Autistic Spectrum Disorder,  presented on her use of the SmartBoard with pupils she works with. She has found that Smart technologies offer particular advantages for pupils with ASD. These include:

• being bright and attractive, drawing on the strengths of visual learners
• being interactive, pupils really can "Do to learn"
• allows the teacher to reduce his or her use of verbal language – free from multiple sub-clauses
• easier to focus on, helping when teaching the skills for taking part in a group – such as turn-taking

Katie noted that she had found Education City particularly appropriate software with the pupils she worked with. Problems of positioning the board, using a touch sensitive screen as opposed to the kind that lock you into using a particular kind of pen (options of magic wands, conductor’s batons and such like led to some useful discussion).