IL MIO EBOOK
Corsista: Francesca Di Comite
Concorso per Dirigente Scolastici. Lingua straniera: inglese
Interactive whiteboard en.wikipedia.org European Economic Community en.wikipedia.org Disabled people direct.gov.uk
Interactive whiteboard en.wikipedia.org An interactive whiteboard (IWB), is a large interactive display that connects to a computer and projector. A projector projects the computer’s desktop onto the board’s surface where users control the computer using a pen, finger, stylus, or other device. The board is typically mounted to a wall or floor stand. They are used in a variety of settings, including classrooms at all levels of education, in corporate board rooms and work groups, in training rooms for professional sports coaching, in broadcasting studios and others. The interactive whiteboard industry was expected to reach sales of US$1 billion worldwide by 2008; one of every seven classrooms in the world was expected to feature an interactive whiteboard by 2011 according to market research by Futuresource Consulting. In 2004, 26% of British primary
classrooms had interactive whiteboards. The Becta Harnessing Technology Schools Survey 2007 indicated that 98% of secondary and 100% of primary schools had IWBs. By 2008 the average numbers of interactive whiteboards rose in both primary schools (18 compared with just over six in 2005, and eight in the 2007 survey) and secondary schools (38, compared with 18 in 2005 and 22 in 2007). Uses for interactive whiteboards may include: Running software that is loaded onto the connected PC, such as a web browsers or proprietary software used in the classroom. Capturing and saving notes written on a whiteboard to the connected PC Capturing notes written on a graphics tablet connected to the whiteboard Online whiteboard Controlling the PC from the white board using click and drag, markup which annotates a program or presentation Using OCR software to translate cursive writing on a graphics tablet into text Using an Audience Response System so that presenters can poll a classroom audience or conduct quizzes, capturing feedback onto the whiteboard General operation An interactive whiteboard (IWB) device is connected to a computer via USB or a serial port cable, or else wirelessly via Bluetooth or a 2.4 GHz wireless. In the latter case WEP and WPA/PSK security is available.[citation needed] A device driver is usually installed on the attached computer so that the interactive whiteboard can act as a Human Input Device (HID), like a mouse. The computer’s video output is connected to a digital projector so that images may be projected on the interactive whiteboard surface. The user then calibrates the whiteboard image using a pointer as necessary. After this, the pointer or other device may be used to activate programs, buttons and menus from the whiteboard itself, just as one would ordinarily do with a mouse. If text input is required, user can invoke an on-screen keyboard or, if the whiteboard provides for this, utilize handwriting recognition. This makes it unnecessary to go to the computer keyboard to enter text. Thus, an IWB emulates both mouse and keyboard. The user can conduct a presentation or a class almost exclusively from the whiteboard. In addition, most IWBs are supplied with software that provides tools and features specifically designed to maximize interaction opportunities. These generally include the ability to create virtual versions of paper flipcharts, pen and highlighter options, and possibly even virtual rulers, protractors, and compasses—instruments that would be used in traditional classroom teaching. Common types of operation The majority of IWBs sold globally involve one of four forms of interaction between the user and the content projected on the whiteboard. These are an infrared scan technology, a resistive, touch-based board, an eletromagnetic pen and associated software, and an ultrasonic pen. Operation of a infrared scan (IR touch) whiteboard An infrared interactive whiteboard is a large interactive display that connects to a computer and projector. The board is typically mounted to a wall or floor stand. Movement of the user’s finger, pen, or other pointer over the image projected on the whiteboard is captured by its interference with infrared light at the surface of the whiteboard. When the whiteboard surface is pressed, software triangulates the location of the marker or stylus. Infrared IWBs may be made of any material, no dry-erase markers are
involved, and may be found in many settings, including various levels of classroom education, corporate boardrooms, training or activity rooms for organizations, professional sports coaching facilities, and broadcasting studios. Operation of a resistive touch-based interactive whiteboard A touch-based IWB also involves a simple pointing device. In this case, the material of the board is important. In the most common resistive system, a membrane stretched over the surface deforms under pressure to make contact with a conducting backplate. The touch point location can then be determined electronically and registered as a mouse event. For example, when a finger is pressed on the surface, it is registered as the equivalent of the left mouse click. Again, such a board requires no special instruments. This leads to the claim of resistive systems manufacturers that such a whiteboard is easy and natural to use. It is, however, heavily dependent on the construction of the board itself. Operation of an electromagnetic pen-based interactive whiteboard An electromagnetic pen-based interactive IWB involves an array of wires embedded behind the solid board surface that interacts with a coil in the stylus tip to determine the horizontal and vertical coordinates of the stylus. The pen itself usually is passive, i.e., it contains no batteries or other power source; it alters the electrical signals produced by the board. For instance, when close to the surface of the board, the mouse pointer can be sensed, giving the board “mouse-over” capabilities. When it is pressed in against the board in one way, the board activates a switch in the pen to signal a mouse click to the computer; pressed in another way, contact with the board signals a click of the right mouse-button. Like a scaled-up version of the Graphics Tablet used by professional digital artists and designers, an electromagnetic IWB can emulate mouse actions accurately, will not malfunction if a user leans on the board, and can potentially handle multiple inputs. Operation of a portable ultrasonic, IR pen-based interactive whiteboard An infrared IWB is also available in a portable format. After moving the set-up to a new location, the system is acquires connection to the computer with a simple re-calibration of the projected image — again using the electronic pen. The device or bar scans a bracketed area (usually 3m by 1.5m, giving a whiteboard that is 110” wide). Typically, multiple brackets can be added, providing for users at differenct sites to share the same virtual whiteboard. A portable IR pen-based whiteboard works on a variety of surfaces — an existing whiteboard, a flat wall, even a chalkboard with dry-erase paint, transforms those surface into an interactive whiteboard. No battery is required for USB signal receiver and the unit can be mounted to the ceiling if a permanent solution is required. Made of a tiny and lightweight material, the PIWB is easy to transport. Operation of a Wiimote / IR-based interactive whiteboard A Wii-based IR system was invented by Johnny Chung Lee, PhD. in 2007. Lee claimed that the system “[m]akes a technology available to a much wider percentage of the population” (Speaking at TED, April 2008) by using an ordinary Wii remote control as a pointer and the IR camera on the front of the remote control as tracking device sensing light from an IR light pen. Lee produced several videos on YouTube about this system to demonstrate its operability, flexibility, and ease of use, and pointing out its
modest price — the most expensive part is the infrared LED of the pen. This is an approach with a shallow learning curve since the gaming system is already familiar to many. A large programming support community may be available, both in opensource and commercial offerings.) However, the system cannot be used near direct sunlight, nor can it share the software of manufacturers of the IWBtypes already mentioned. Certain considerations about the Bluetooth connection of the light pen also apply. Two lines of sight are involved (the controller and the pen) in the case of rear-projection case. unlike many others.) Operation of a Virtual Whiteboard Via An Interactive Projector An interactive projector IWB involves a CMOS camera built into the projector, so that the projector produces the IWB image, but also detects the position of an active IR light pen when it contacts the surface where the projected image. This solution, developed in 2007 and patented in 2010 by U.S. manufacturer Boxlight, like the other IR whiteboard systems, can suffer from potential problems caused by ‘line of sight’ between the pen and the projector/receiver and, like them also, does not provide mouseover capabilityfound in other solutions. Classroom uses In some classrooms, interactive whiteboards have replaced traditional whiteboards or flipcharts, or video/media systems such as a DVD player and TV combination. Even where traditional boards are used, the IWB often supplements them by connecting to a school network digital video distribution system. In other cases, IWBs interact with online shared annotation and drawing environments such as interactive vector based graphical websites. The software supplied with the interactive whiteboard will usually allow the teacher to keep notes and annotations as an electronic file for later distribution either on paper or through a number of electronic formats. In addition, some interactive whiteboards allow teachers to record their instruction as digital video files and post the material for review by students at a later time. This can be a very effective instructional strategy for students who benefit from repetition, who need to see the material presented again, for students who are absent from school, for struggling learners, and for review for examinations. Brief instructional blocks can be recorded for review by students — they will see the exact presentation that occurred in the classroom with the teacher’s audio input. This can help transform learning and instruction. Many companies and projects now focus on creating supplemental instructional materials specifically designed for interactive whiteboards. Electrokite out of Boston, MA, for example, will have the first complete curriculum for schools and districts. One recent use of the IWB is in shared reading lessons. Mimic books, for instance, allow teachers to project children’s books onto the interactive whiteboard with book-like interactivity. Dixons City Academy in the North of England was the first non college or university learning environment to make use of interactive whiteboards after the school’s then principal Sir John Lewis showed a keen interest in the developing technology. An interactive whiteboard can now be found in every classroom of the school. Integration with a learner response system Some manufacturers also provide classroom response systems as an integrated part of their interactive whiteboard products. Handheld ‘clickers’ operating via Infrared or Radio signals, for example,
offer basic multiple choice and polling options. More sophisticated clickers offer text and numeric responses and can export an analysis of student performance for subsequent review. By combining classroom response with an interactive whiteboard system, teachers can present material and receive feedback from students in order to direct instruction more effectively or else to carry out formal assessments. For example, a student may both solve a puzzle involving math concepts on the interactive whiteboard and later demonstrate his or her knowledge on a test delivered via the classroom response system. Some classroom response software can organize and develop activities and tests aligned with State standards. Research into impact of interactive whiteboards on education standards There are now several studies revealing contradictory conclusions about the effect of the use of IWBs is effective on student learning. A compilation of this research is available. London Challenge Study According to the findings of a study conducted by the London Institute of Education with the funding of the DfES evaluated the educational and operational effectiveness of the London Challenge element of the adoption of the use of interactive whiteboards in the London area under a program called “the Schools Whiteboard Expansion project.” At Key Stage 3, interactive whiteboards here associated with little significant impact on student performance in Mathematics and English and only a slight improvement Science. In the same schools, at Key Stage 4, use of interactive whiteboards was found to have negative effects for Mathematics and Science, but positive effects for English. The authors cite several possible causes for the Key Stage 4 findings, which include, including: a Type II statistical error, disruption to teaching methods leading to reduced pupil performance when IWBs were installed, or a non-random deployment decision of IWB installation resulting in a skew of the data.. Interactive whiteboard technologies Interactive whiteboards may use one of several types of sensing technology to track interaction on the screen surface: resistive, electromagnetic, infrared optical, laser, ultra-sonic, and camera-based (optical). Resistive — Resistive touchscreens are composed of two flexible sheets coated with a resistive material and separated by a microthin air gap. When contact is made to the surface of the touchscreen, the two sheets are pressed together, registering the precise location of the touch. This technology allows one to use a finger, a stylus, or any other pointing device on the surface of the board. Active Electromagnetic Board — These interactive whiteboards feature an array of wires embedded behind the board surface interacts with a coil in the stylus tip to determine the (X,Y) coordinate of the stylus. Styli are either active (require a battery or wire back to the whiteboard) or passive (alter electrical signals produced by the board, but contain no batteries or other power source). In other words, there are magnetic sensors in the board that react and send a message back to the computer when they are activated by a magnetic pen. Passive Electromagnetic Board - In contrast to an active electromagnetic board this one does not contain the sensing technology in the board itself, but in the pen. Tiny magnetic fibers are embedded in the whiteboard and form a pattern that a electromagnetic coil in the pen is able to sense. Therefore the pen is able to calculate its location on the whiteboard and sends this information to a computer. Capacitive — Just like the electromagnetic type, the capacitive type works with an array of wires behind the board. In this case however the wires interact with fingers touching the screen. The interaction between the different wires (laminated in a patented X- and Y-axis manner) and the tip of the finger is
measured and calculated to a (x, y) coordinate. Optical: Infrared light curtain — When pressed to the whiteboard surface, the finger or marker sees the infrared light. Software then manipulates the information to triangulate the location of the marker or stylus. This technology allows whiteboards to be made of any material; with this system no dry-erase marker or stylus is needed. Laser light curtain — An infrared laser is located in each upper corner of the whiteboard. The laser beam sweeps across the whiteboard surface—much like a lighthouse sweeps light across the ocean —by using a rotating mirror. Reflectors on the stylus or marker reflect the laser beam back to the source and the (X,Y) position can be triangulated. This technology may be combined with a hard (usually ceramic on steel) surface, which has long life and erases cleanly. Markers and styli are passive, but must have reflective tape to work. Frustrated total internal reflection — Infrared light bounces within a flexible and transparent surface. When the surface is deformed through a finger press the internal reflection is disrupted and the light escapes the surface where it is then sensed by cameras. Image processing software turns the light spots observed by the cameras into mouse or pointer movements. Camera Pen and Dot Pattern – These interactive whiteboards have a microscopic dot pattern embedded in the writing surface. A wireless digital pen contains an infrared camera that reads the dot pattern to determine the exact location on the board. The digital pen uses this pattern to store the handwriting and upload it to a computer. The accuracy is high since the coordinates are usually fixed at about 600 dots per inch. With the electronics in the pen, the whiteboard is passive (containing no electronics or wiring). This is licensed as Anoto technology. Wii Remote IWB — A Wii Remote is connected to a computer through its Bluetooth connection capabilities. Using open-source software and an IR-Pen (a pen made with a momentary switch, power source and an Infrared Led) any surface (desk/floor/wall/whiteboard/LCD) can be turned into an Interactive Whiteboard. The Wii Remote has a very accurate Infrared Light tracking camera. Once calibrated, the Wii Remote detects a mouse click at the screen location of the IR-Pen. The Wii remote was first adapted for use as an interactive whiteboard by Johnny Chung Lee. DST [Dispersive Signal Technology] A touch causes vibrations which create a bending wave through the substrate, which is detected by corner-mounted sensors. Using advanced digital signal processing and proprietary algorithms, an accurate touch location is identified. A touch is activated by a finger or stylus touching the glass substrate and creating a vibration. The vibration radiates a bending wave through the substrate, from the point of contact and spreading out to the edges. Sensors in the corners convert the vibrational energy into electrical signals. Through advanced Digital Signal Processing, we are able to apply dispersion correction algorithms which analyze the signals and report an accurate touch. Ultrasonic: Ultrasonic only — These devices have two ultrasonic transmitters in two corners and two receivers in the other two corners. The ultrasonic waves are transmitted by the whiteboard surface. Some little marks in the whiteboard borders create reflecting waves for each ultrasonic transmitter at different and recognizable distances. Touching with a pen or even the finger in the whiteboard causes these point waves to be suppressed, and the receivers communicate the fact to the controller. Hybrid Ultrasound and Infrared — When pressed to the whiteboard surface, the marker or stylus sends out both an ultrasonic sound and an infrared light. Two ultrasonic microphones receive the sound and measure the difference in the sound’s arrival time, and triangulate the location of the marker or stylus. This technology allows whiteboards to be made of any material, but requires a suitably adapted active dry-erase marker or stylus.
Potential issues Permanent markers and use of regular dry erase markers can create problems on some interactive whiteboard surfaces, because interactive whiteboard surfaces are most often melamine, which is a porous, painted surface that can absorb marker ink. Punctures, dents and other damage to surfaces are also a risk. Some educators have found that use of interactive whiteboards reinforces an age-old teaching method—teacher speaks, students listen. This teaching model is contrary to many modern instructional models, such as the Madeline Hunter-derived instructional delivery model. Front and rear projection Interactive whiteboards are generally available in two forms: front projection and rear projection. Front-projection interactive whiteboards have a video projector in front of the whiteboard. A disadvantage of front-projection whiteboards is that the presenter, standing in front of the screen, must extend his or her arm with or without a stylus to avoid casting a shadow. This is not a disadvantage of Ultra-Short-Throw (UST) projectors, which cast an image from above and just in front of the IWB surface, removing the presenter from the beam’s path. Rear-projection interactive whiteboards locate the projector or emmisive display behind the whiteboard sensing surface so that no shadows occur. This also avoids the problem with front-projection boards that the presenter has to look into the projector light while speaking to the audience. However, rear-projection systems are generally significantly more expensive than front-projection boards, are often very large, and cannot be mounted flush on a wall, although in-wall installations are possible. Some manufacturers also provide an option to raise and lower the display to accommodate users of different heights. Short-throw projection systems and interactive whiteboards Some manufacturers offer short-throw projection systems in which a projector with a special wide angle lens is mounted much closer to the interactive whiteboard surface and projects down at an angle of around 45 degrees. These vastly reduce the shadow effects of traditional front-projection systems and eliminate any chance for a user to see the projector beam. The risk of projector theft, which is problematic for some school districts, is reduced by integrating the projector with the interactive whiteboard. Some manufacturers have provided a unified system where the whiteboards, short throw projection system and audio system are all combined into a single unit which can be set at different heights and enable young children and those in wheelchairs to access all areas of the board. Reduced installation costs make these short-throw projection systems cost effective. Calibration In most cases, the touch surface must be initially calibrated with the display image. This process involves displaying a sequence of dots or crosses on the touch surface and having the user select these dots either with a stylus or their finger. This process is called alignment, calibration, or orientation. Fixed installations with projectors and boards bolted to roof and wall greatly reduce or eliminate the need to calibrate. A few interactive whiteboards can automatically detect projected images during a different type
of calibration. The technology was developed by Mitsubishi Electric Research Laboratories Inc and is disclosed in patent 7,001,023. The computer projects a Gray Code sequence of white and black bars on the touch surface and light sensitive sensors behind the touch surface detect the light passing through the touch surface. This sequence allows the computer to align the touch surface with the display; however, it has the disadvantage of having tiny fiber-sized “dead spots” in the resistive touch surface where the light sensors are present. The “dead spots” are so small that touches in that area are still presented to the computer properly. Another system involves having a light sensor built into the projector and facing the screen. As the projector generates its calibration image (a process called “training”), it detects the change in light reflected from the black border and the white surface. In this manner it can uniquely compute all the linear matrix transform coefficients. Associated equipment A variety of accessories is available for interactive whiteboards: Mobile stand — Allows the interactive whiteboard to be moved between rooms. Many are height adjustable as well. Personal Response System — Allows students to answer test questions posted on the whiteboard or take part in polls and surveys. Printer — Allows copies of the whiteboard notes to be made. Remote control — Allows the presenter to control the board from different parts of the room and eliminates on-screen toolbars. Slate or tablet — Allows students control of the whiteboard away from the front of the room. Track — Allows the whiteboard to be placed over a traditional whiteboard or tackboard to provide additional wall space at the front of the room. Some tracks provide power and data to the whiteboard as well. Video projector — Allows a computer display to be projected onto the whiteboard. ‘Short Throw’ projectors are available from some manufacturers that mount directly above the board minimizing shadow effects. ‘Ultra Short Throw’ projectors are even more effective. Wireless unit — Allows the interactive whiteboard to operate without wires to the computer, e.g. Bluetooth.
European Economic Community en.wikipedia.org It gained a common set of institutions along with the European Coal and Steel Community (ECSC) and the European Atomic Energy Community (EURATOM) as one of the European Communities under the 1965 Merger Treaty (Treaty of Brussels). Upon the entry into force of the Maastricht Treaty in 1993, the EEC was renamed the European Community (EC) to reflect that it covered a wider range of policy. This was also when the three European Communities, including the EC, were collectively made to constitute the first of the three pillars of the European Union (EU), which the treaty also founded. The EC existed in this form until it was abolished by the 2009 Treaty of Lisbon, which merged the EU’s former pillars and provided that the EU would “replace and succeed the European Community.” This article deals with the independent international organisation which existed prior to 1993. History
Further information: History of the European Union Background In 1951, the Treaty of Paris was signed, creating the European Coal and Steel Community (ECSC). This was an international community based on supranationalism and international law, designed to help the economy of Europe and prevent future war by integrating its members. In the aim of creating a federal Europe two further communities were proposed: a European Defence Community (EDC) and a European Political Community (EPC). While the treaty for the latter was being drawn up by the Common Assembly, the ECSC parliamentary chamber, the EDC was rejected by the French Parliament. President Jean Monnet, a leading figure behind the communities, resigned from the High Authority in protest and began work on alternative communities, based on economic integration rather than political integration.[2] After the Messina Conference in 1955, Paul Henri Spaak was given the task to prepare a report on the idea of a customs union. The so-called Spaak Report[3] of the Spaak Committee formed the cornerstone of the intergovernmental negotiations at Val Duchesse castle in 1956. Together with the Ohlin Report the Spaak Report would provide the basis for the Treaty of Rome. In 1956, Paul Henri Spaak led the Intergovernmental Conference on the Common Market and Euratom at the Val Duchesse castle, which prepared for the Treaty of Rome in 1957. The conference led to the signature, on 25 March 1957, of the Treaty of Rome establishing a European Economic Community.
European Community
The EU absorbed the European Communities as one of its three pillars. The EEC’s areas of activities were enlarged and were renamed the European Community, continuing to follow the supranational structure of the EEC. The EEC institutions became those of the EU, however the Court, Parliament and Commission had only limited input in the new pillars, as they worked on a more intergovernmental system than the European Communities. This is reflected in the names of the institutions, the Council is formally the “Council of the European Union” while the Commission is formally the “Commission of the European Communities”. However, after the Treaty of Maastricht, Parliament gained a much bigger role. Maastricht brought in the codecision procedure, which gave it equal legislative power with the Council on Community matters. Hence, with the greater powers of the supranational institutions and the operation of Qualified Majority Voting in the Council, the Community pillar could be described as a far more federal method of decision making. The Treaty of Amsterdam transferred responsibility for free movement of persons (e.g. visas, illegal immigration, asylum) from the Justice and Home Affairs (JHA) pillar to the European Community (JHA was renamed Police and Judicial Co-operation in Criminal Matters (PJCC) as a result).[15] Both Amsterdam and the Treaty of Nice also extended codecision procedure to nearly all policy areas, giving Parliament equal power to the Council in the Community. In 2002, the Treaty of Paris which established the ECSC expired, having reached its 50 year limit (as the first treaty, it was the only one with a limit). No attempt was made to renew its mandate; instead, the Treaty of Nice transferred certain of its elements to the Treaty of Rome and hence its work continued as part of the EC area of the European Community’s remit. After the entry into force of the Treaty of Lisbon in 2009 the pillar structure ceased to exist. The European Community, together with its legal personality, was transferred to the newly consolidated European Union which merged in the other two pillars (however Euratom remained distinct). This was originally proposed under the European Constitution but that treaty failed ratification in 2005. Aims and achievements The main aim of the EEC, as stated in its preamble, was to “preserve peace and liberty and to lay the foundations of an ever closer union among the peoples of Europe”. Calling for balanced economic growth, this was to be accomplished through:[16] The establishment of a customs union with a common external tariff Common policies for agriculture, transport and trade Enlargement of the EEC to the rest of Europe For the customs union, the treaty provided for a 10% reduction in custom duties and up to 20% of global import quotas. Progress on the customs union proceeded much faster than the twelve years planned. However, France faced some setbacks due to their war with Algeria.[17] Parliament The European Parliament held its first elections in 1979, slowly gaining more influence over Community decision making. Under the Community, the European Parliament (formerly the European Parliamentary Assembly) had an advisory role to the Council and Commission. There were a number of Community legislative procedures, at first there was only the consultation procedure, which meant Parliament had to be consulted, although it was often ignored. The Single European Act gave Parliament more power, with the assent procedure giving it a right to veto proposals and the cooperation procedure giving it equal power with the Council if the Council was not unanimous.
In 1970 and 1975, the Budgetary treaties gave Parliament power over the Community budget. The Parliament’s members, up-until 1979 were national MPs serving part time in the Parliament. The Treaties of Rome had required elections to be held once the Council had decided on a voting system, but this did not happen and elections were delayed until 1979 (see European Parliament election, 1979). After that, Parliament was elected every five years. In the following 20 years, it gradually won co-decision powers with the Council over the adoption of legislation, the right to approve or reject the appointment of the Commission President and the Commission as a whole, and the right to approve or reject international agreements entered into by the Community. Court The Court of Justice of the European Communities was the highest court of on matters of Community law and was composed of one judge per state with a President elected from among them. Its role was to ensure that Community law was applied in the same way across all states and to settle legal disputes between institutions or states. It became a powerful institution as Community law overrides national law
Disabled people direct.gov.uk School accessibility Schools and local councils must not discriminate against disabled pupils for a reason relating to their disability. They should promote the inclusion of disabled children in their admission arrangements and in all aspects of school life. Accessibility plans and ‘reasonable adjustments’ Schools will vary widely in how accessible they are to individual disabled pupils. You should check what improvements have been made and what is being planned when considering which school you’d like your child to attend. Every school must have an accessibility plan, which shows how they intend to improve accessibility for disabled pupils. The plan must be published and you can ask to see it. It will outline how the school will: improve the physical environment make improvements in the provision of information increase access to the curriculum Schools can also increase access for individual pupils by making ‘reasonable adjustments’. These can be simple changes. For instance, making sure lessons are on the ground floor if one of the pupils uses a wheelchair and the school doesn’t have a lift. They may also be able to offer assistance during assessments or exams, so that pupils are assessed fairly during their course. You should always talk to a school to discuss what it can reasonably do to include your child. Improvements to the physical environment Changes to the physical environment that a school could make to increase access might include: lighting and paint schemes to help visually impaired children lifts and ramps to help physically impaired children carpeting and acoustic tiling of classrooms to help hearing impaired pupils Improving the way information is delivered to disabled pupils Information that is normally provided in writing (such as handouts, timetables and textbooks) can be made more accessible by providing it: in Braille in large print on audiotape using a symbol system Increased access to the curriculum
Adjustments that would help disabled children have better access to the curriculum might include: changes to teaching and learning arrangements classroom organisation timetabling support from other pupils Assistive technology Technology suited to your child’s needs can help them learn faster and more easily. This can increase their access to the curriculum. Examples of technology that can help include: touch-screen computers, joysticks and trackerballs easy-to-use keyboards interactive whiteboards text-to-speech software Braille-translation software software that connects words with pictures or symbols Some schools may already have this kind of technology available, or may be planning to get it. Arrangements for distributing resources and funding for equipment vary throughout the UK. If your child has a statement of special educational needs, the help on their statement must be provided. This may include special equipment. School transport The same basic rules apply to all children. But LEAs can make a decision to provide transport on a case by case basis for a disabled child. Your LEA will assess your child’s needs when making a decision, taking into account your child’s health and/or disability and their age. If your child is offered school transport, the vehicle should have the relevant equipment to suit your child’s needs - for example ramps or lifts. Most local councils also provide escorts on school transport if needed. You may be able to get help with your own costs for taking your child to school. Your LEA will be able to tell you if this is possible. Some LEAs have different transport policies concerning children going to special schools. If your child cannot attend school for medical reasons If your child can’t go to school because of health problems, your local authority is responsible to help them to continue their education. This could be achieved through home schooling, for example.
