BDA International Conference 2008 Information
Usability and Accessibility may not always be seen together, but they are vitally important when thinking about reading materials and technologies that support those with specific learning difficulties including dyslexia. These sessions looked at how the latest assistive technology advances can help learners and adults with reading and writing difficulties. Presented at the British Dyslexia Association Conference on March 27th 2008.
Alternative formats for printed publications
Presented by Jean Hutchins.
Abstract
It sounds so simple. Just provide electronic files! Then dyslexic people can listen to them. Unfortunately there is more to it than that. This paper will present the problems encountered with BDA publications and the implications for other publications. It will discuss the best solutions found so far to provide what dyslexic people are asking for. The topics will include copyright, availability, formats, equipment, synthesised voice efficiency, writing for listening and training, costs and time for production. What we can never do is give dyslexic people enough time for listening to these files!
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Useful links:
www.dyslexic.com/altformat.
www.dyslexic.com/accessible-formats.
Alternative formats: policy, procedures and practice, showing the way forward
Presented by Ian Litterick.
Abstract
Organisations now have a clear duty to present text that reading impaired people (dyslexic and visually impaired) can conveniently access. Technology is daily making this easier but there are still many problems, (technological, legal and logistical) that impede prompt and routine access to preferred alternative formats. The presentation will review developments in the UK and internationally, working to solve these problems. It will examine best practice and suggest practical steps to take now to help reading impaired people get the materials they need.
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Useful links:
www.dyslexic.com/altformat.
www.dyslexic.com/accessible-formats.
Reading and writing mathematical notation using assistive technology
Presented by Abi James.
Abstract
Mathematical notation poses particular difficulties for dyslexic students studying maths, science and engineering disciplines. Students need to understand, manipulate and accurately retrieve a wide range of symbols and notation. In the past assistive technology has provided few tools to support these tasks (James, 2005). However, using recent advances in technology this paper will demonstrates how students using a combination of handwriting recognition, MathML and text to speech can use technology to write and proof read mathematical and scientific documents.
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Useful links:
Technology For Supporting Dyslexic Students Using Mathematical Notation And Scientific Language, by Abi James, January 2007.
Identifying effective, user-friendly spelling and grammar checkers
Presented by Bodil Andersson and Abi James.
Abstract
Spelling and grammar correction remain a difficult task for dyslexic users into adulthood (Conally et al) with most students now relying on computerised checkers (Draffan et al). However, studies have shown that correction tools vary greatly in their accuracy with few checkers able to cope with atypical errors (James et al) while grammar-checking tools developed with professional writers in mind can cause more confusion than help. This paper compares some software and examines how a tool developed for students learning English as a second language can offer greater support for dyslexic learners than those developed for native English speakers.
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Useful links:
www.oribi.se
The Accuracy of Electronic Spell Checkers for Dyslexic Learners, James and Draffan, 2004.
Strategies used by students in a world of technology enhanced learning
Presented by E A Draffan.
Abstract
Students with specific learning difficulties, including dyslexia, often have assessments for assistive technologies which are related to: reading and writing within Office applications; spell checking; developing or researching ideas for assignments with mind mapping; and basic web browsing. This paper aims to illustrate how student needs are changing in the light of the increased use of on-line or e-learning materials and social networking or Web 2.0 applications. Examples of real strategies developed by students will be shown along with guidance for improving the usability and accessibility of some learning materials used on a daily basis in higher education.
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