World Sight Day: Assistive Technology

Posted on 12th October 201712th October 2017 by Catherine Smith

12 Oct

There are approximately 285 million people in the world who are visually impaired or blind. That’s why today (12/10/17) marks the fifth year of World Sight Day; a great opportunity where we can raise awareness and talk about the available support.

How We Can Help

At iansyst, we have a plethora of assistive technology and provision to help anyone with a visual impairment. It’s important to get assessed to find out the level of sight loss and then we can help with each individual’s need and find the relevant tools to assist them.

Technology that supports people with visual impairments

Jaws

One of the world’s most popular screen readers for Windows, Jaws helps users with vision loss as the software reads content on the computer aloud and in a human-synthesised speech. It also has efficient interaction with web pages, so it can help the user fill in forms and tables correctly. The software also has optical character recognition (OCR), which provides access to previously inaccessible PDFs or scanned images.

High Visibility Keyboards

We have a variety of high visibility keyboards for children and adults. From keyboards with larger letters that can help user readability to keyboards with Bluetooth embedded, which can link the device with not only their computers but also their iPads. We also offer multi-coloured keyboards, which can help individuals, especially children, write with an easy-to-remember colour coordinated system.

Take a look at our full range here.

OrCam

OrCam offers an easy-reading solution so the user can transfer visual information into spoken words. The glasses will instantly read text aloud, such as restaurant menus, books, newspapers and street signs, which allows the user to regain their independence.

At iansyst, we are passionate about finding the latest assistive technology that can help people with visual impairments make day-to-day tasks easier and achieve their full potential. For more information on any of our products, please get in contact with a member of our staff on 01223 420101.

Talking about Mental Health and Learning Disabilities

Posted on 10th October 201710th October 2017 by Catherine Smith

10 Oct

One out of four of us suffer from mental health issues each year, however for adults and young people with learning disabilities, mental illness is much more common. Since today is World Mental Health Day, we believe it’s important to look at why this is more prevalent with people who have learning disabilities and to raise awareness around this issue.

There are many obstacles that people with learning difficulties have to face on a day-to-day basis and the frustration and sometimes isolation that can stem from them can increase the likelihood of mental health problems. These obstacles include:

Unemployment

It’s no secret that people with disabilities are at higher risk of unemployment and find it much harder to get work. In 2016, the unemployment rate for people with no disabilities was at 4.6 percent, however for people with disabilities it’s double that – at 10.5 percent, which has been fixed since 2014. Obviously, unemployment has a significant impact to a person’s mental health, as it causes financial strain and huge self-esteem issues.

Social Attitudes

Even though there has been legislation passed that protects people with disabilities in the workplace and classroom, there are still social barriers that exist and are hard to overcome. This is mainly due to people’s lack of knowledge, which leads to the individuals facing discrimination and, particularly in younger adults and children, are more likely to be bullied and excluded from social activities, which no doubt will have an impact on the individuals’ mental health.

Raising awareness and educating others on different learning disabilities is one way to help reduce the stigma that surrounds some learning disabilities.

Experiencing More Negative Events

With some disabilities, the individual is likelier to experience more traumatic events such as injury and illness, negative attitudes, deprivation and poverty—all of which can have a negative effect on mental health.

If the individual isn’t getting the right support in the classroom or workplace, this can cause deep frustration and embarrassment, which is why it’s essential that these environments can offer the support and adjustments. If you need more information on this, please visit our website, which offers a range of assistive technology and training sessions for your workplace.

How Can You Help?

Diagnosing mental health problems can be difficult, as Mencap describes: “A major barrier to diagnosing mental health problems in people with a learning disability is that symptoms shown […] might be seen as behaviour related to their learning disability instead of the real problem – the mental health problem. “

It’s important to be aware of some of the following symptoms of poor mental health, such as:

Feeling sad
Having low energy levels
Excessive fears and worries
Problems with concentration
Anxiety
Detachment from reality
Outbursts of anger
Withdrawal from social activities and friends
Changes in eating habits
Suicidal thoughts

Remember: each person is different and symptoms can vary, however if you know someone who may be struggling from mental health issues, it’s important to be respectful, start an open and honest dialogue and listen.

There are many organisations out there that can listen and work with you. Mind, the mental health charity have a phone line and can offer assistance if you need urgent help, so please don’t be discouraged.

How the Workplace Can Adjust for Individuals with Dyslexia

Posted on 5th October 2017 by Catherine Smith

05 Oct

We are on day four of Dyslexia Awareness Week in conjunction with the British Dyslexic Association (BDA)!

There have been some really inspiring stories, such as teenager Jack Harley-Walsh who, after being faced many obstacles with his dyslexia, has started his dream course at university. It’s great to see so many uplifting experiences being shared, as these stories are a reminder that with the right support and equipment, individuals with the condition can adapt well to the classroom and the workplace.

Helping Each Person Adjust

Since the 2010 equality act, it’s the law to ensure that employees with dyslexia are not discriminated against and that workplaces are able to provide reasonable changes to ensure they offer a dyslexic-friendly environment. It’s important to note that when making changes in the workplace that each individual is assessed so their severity levels can be determined.

There are many solutions that can benefit employees with dyslexia in the workplace such as:

Installing a dyslexic friendly font onto the individual’s computer, as it enhances readability
Providing digital recording devices that can help with the individual’s note-taking skills, such as Sonoscent Audio Notetaker
Mind mapping software, which offers the individual a framework for thinking, fleshing out ideas and constructing presentations
Text to speech software that allows web pages, word documents and PDFs be read aloud to the employee
Ensuring that any documentation for meetings is given to the individual beforehand, so they can have time to process and prepare
Visual stress software, such as ClaroView, which amongst many things allows the user to change the screen colour and offers a screen ruler for tracking

If you have dyslexia, it can also help if you discuss it with your work colleagues (if you want to, of course), as some people may not fully understand the condition. By doing this, it helps your colleagues with how they can support you so you can master every task.

Even better, iansyst run dyslexia awareness sessions for the workplace, which will place your colleagues into the shoes of someone who has the condition and really get to understand the everyday challenges of dyslexia.

At iansyst, we are continually offering new software and solutions that can help with dyslexia, whether in the workplace or classroom. We provide assistive technology that can offer reading, writing and spelling support, plus a range of hardware such as scanning pens, digital recorders and headsets that can increase productivity.

If you have any questions about our assistive technology or training sessions, please ring on 01223 420 101.

How Can Teachers Support Dyslexic Students?

Posted on 3rd October 2017 by Catherine Smith

03 Oct

To continue our support for the British Dyslexic Association’s (BDA) Dyslexia Awareness Week, we want to look at how teachers can help their students who are affected by the condition. When it comes to diagnosing dyslexia, teachers can be critical to this process as they are more likely to spot early signs of dyslexia in children.

Since there are 1.2 million children in the UK who have dyslexia, it’s integral that teachers have the knowledge to support students who are affected and help them develop coping strategies, so they can reach their full potential.

Offering Dyslexia Support

Dyslexia affects each person differently, so it’s important that teachers use a range of different methods to help with each student’s performance.

When planning a lesson, take into account that each exercise contains instructions that are straight to the point and omits any unnecessary detail and words. Keep to simple, clear sentences and make sure the layout is straight forward so it’s easier for the student to follow.

By inserting diagrams and images into your exercises, this makes it easier for students to understand the instructions, especially if they don’t know every word. Again, spacing out instructions and making sure the text is broken up can help relieve eye strain and increase readability.

Try and insert different background colours and fonts, which can give weight to the text and ensure that it’s visually easier for the student to digest. At iansyst, we offer a selection of products that helps relieve visual stress, such as colour overlays that aids with the student’s reading fluency and duration.

It’s also important to look out for areas where students with dyslexia thrive. Understandably, dyslexia can affect self-esteem and is sometimes thought of as being a disadvantage in the workplace and classroom, so it’s especially important to encourage their strengths. It has been observed that children with dyslexia are creative, have strong reasoning and problem solving skills and are great team players.

If you wish to learn more on how you can help your students who are affected by the condition, we have a range of assistive technology that offers dyslexia support such as our text-to-speech software such as ClaroRead and our Texthelp Read and Write.

For more information on our products, don’t hesitate to get in touch with a member of our team on 01223 420101.

Identifying Early Signs of Dyslexia in Children

Posted on 2nd October 2017 by Catherine Smith

02 Oct

Today marks the start of Dyslexia Awareness Week (2^nd – 6^th of October) in association with the British Dyslexia Association (BDA)! At iansyst, we hope this week will encourage you to share your thoughts and experiences, whether you have the condition yourself or if you are a parent of a child with dyslexia.

Dyslexia can affect a person’s reading, writing and spelling but it can also affect other areas such as working memory, sequencing, orientation, time management and much more. The severity levels differ from each individual, so not everyone with the condition will experience the same symptoms, so it’s important to understand what to look out for, especially if you are a teacher or parent. Since dyslexia affects an estimated one in ten people in the UK, being able to identify the condition early can help those who are affected, so each individual can receive the relevant support and tools to increase their confidence for their time at school and throughout the later stages of their life.

Early Signs of Dyslexia

Dyslexia becomes more apparent in children once they reach school, however it can be possible to detect signs in preschool children. Symptoms can include:

Problems with speech, such as not being able to pronounce longer words and getting words mixed up
Unable to express themselves, either having difficulty articulating sentences or remembering words.
They may finding rhyming difficult and have little interest in the alphabet

You may also detect a delay in their speech development for their age group, however it’s important to point out this this can also be linked with problems other than dyslexia.

Signs of Dyslexia in School Children

When children reach school age, this is when symptoms become more present, as they are encourage to read, write and spell on a daily basis. It’s important to look out for the following:

Poor and inconsistent spelling, such as adding and omitting letters
Difficulty reading aloud and regularly making errors
Poor handwriting
Struggling to carry out directions
Having trouble learning sequences such as the months of the year
Poor phonological awareness
Slow writing speed

Dyslexia doesn’t have a cure but there are lots of tools out there to overcome any difficulties faced by the condition. At iansyst, we have dedicated assistive technology to help you or your child fulfil their potential and instil confidence. We offer a range of products, such as Typing Tutors, text-to-speech and note taking software and equipment that relieves visual stress.

For more information on our full range of products, please take a look at our website or if you have any questions, ring us on 01223 420 101.

Speech Recognition, Dyslexia and Disabilities

Posted on 9th August 201716th October 2017 by Jay Cochran

09 Aug

“Dictating to your computer is so easy. No typing, no more spelling mistakes, it’s the dyslexic person’s dream.”

Many people with dyslexia, physical difficulties and other problems with literacy may struggle with the concept of spelling. Therefore, speech recognition can really help improve the productivity and outcomes for people with these difficulties.

Over the past few years, innovation in technology has grown immensely and speech recognition has come on in leaps and bounds. It is now used in many professions and in many scenarios: from medical and law professionals using speech recognition for productivity to individuals calling their bank and talking to a digital receptionist to confirm identification.

For those who tried speech recognition years and years ago, the innovation within this technology has greatly improved in accuracy. This has also removed additional frustrations from the lack of technology developments. Here are some of our helpful tips on using speech recognition software…

Q: What’s the most important factor for success? The hardware? The software?
A: No; it’s the person

The latest software (Dragon Professional individual) has really solved the technical problems. A clear speaker, using a relatively up to date computer with a decent microphone and with a little experience should get very good recognition results and gain real productivity benefits. We will outline later the technical problems that can still arise.

Even though speech recognition has come a long way, the software can still lead to frustration and a lack of success. Today, the main reasons for this will be human, not technical.

Speech recognition software is more likely to be successful if you are motivated because:

You have a disability
- RSI makes typing difficult
- Dyslexia makes spelling difficult
- Dyspraxia makes handwriting and using the keyboard difficult
- Speech recognition is widely used as an Assistive Technology
You need to write whilst using your hands for something else (e.g. radiologists or pathologists)
You have patience to put up with some inevitable initial frustrations
You have support
Lawyers, academics, authors, journalists, students
You can speak clearly (people with severe speech impediments, such as dysarthria, can get satisfactory results through perseverance).

In addition, you are more likely to be a “great dictator” if:

You can speak fluently
You use a wide vocabulary
You can find the words you need easily (you have good word retrieval)
You already understand word processing & punctuation
You can multi-task, that is you can use the software whilst composing text
You have as much privacy as you feel you need to dictate confidently

None of the bullet points are essential and some individual ones can be overcome and some contradict each other; people with dyslexia often have problems with word retrieval, for example, but the more points that you can tick, the more likely that speech recognition will work for you.

Accuracy

If you are looking for productivity gains from dictation software (and you should be), accuracy is hugely important. Each mistake that you make takes longer to correct compared with dictating a word correctly. So, it is worth going to a lot of trouble to improve accuracy by one or two percentage points, this is particularly important for dyslexic people who are liable to have more difficulty finding and correcting an error than somebody who reads and spells well.

Microphones

For obvious reasons, the microphones that are usually provided with the software have to be cheap and although they may be adequate for sound input quality, they are often not good for other reasons. They may be impossible to adjust adequately for many head shapes (“Change your head!” we hear them cry). People will often do better with the ear piece behind their ear rather than over it. They may be uncomfortable and the mics often, in consequence, refuse to keep in position.

If your microphone is too far away the signal will be weaker than it was adjusted. Alternatively, if it’s too close that you accidentally breath into the mic or it brushes your face, this will significantly spoil the sound quality and cause poor recognition. So, you will usually get better results with a higher quality microphone than the one that is supplied in the box. Sometimes it may make the difference between success and failure. We would recommend a USB microphone which is direct and easy to adjust.

Microphone adjustment:

It is absolutely critical to have the microphone (“mic”) properly adjusted and we suspect that this is the single most likely cause of frustration and failure in dictation. Unfortunately, the setup programs for you and attempts to tell you whether your microphone is properly adjusted and it may still tell you that your microphone is adjusted properly when it is far from in the optimal position. For the new user this is a “Catch 22” situation. Until you have had the system running with a properly adjusted microphone, you do not know how well it should work. If it is not properly adjusted, the training process can be very frustrating and ultimately pointless.

Support

It helps a lot to have somebody who knows speech recognition to guide you through the early stages. You can save a lot of wasted and frustrating time with a quiet word in your ear, “Slow down a little”, “Don’t shout”, “Move the microphone a little”, “Speak like a newsreader”, “This is the best way to make that correction.”

Ideally, if you can afford it a professional one-to-one trainer will save you time and give you the best start.

Training

Training can be very valuable, as you can learn how to use the system and to be able to recognise when it’s working properly and when it’s not.

For somebody new to dictation there are a lot of things to get right: diction style, microphone adjustment and positioning, making corrections, punctuation and the voice commands. Dictation is a bit like riding a bike and it can be very useful to have the help of someone who knows the ropes and can guide you.

Being trained by a professional will make the small modifications to speech style (pace, clarity, particularly of unstressed words, evenness of volume) make a big difference. If they know how well a system should work it also overcomes the problem of not being able to tell whether the microphone is properly adjusted, which means less time is spent training with a non-performing system.

Training the software

Traditionally, you had to spend some time training the software to recognise your voice. Now, you read a prepared script from the screen and the software will then adjust itself to better recognise your voice. In addition to this, the program learns from what it gets right and from your corrections, so its accuracy will improve as time goes on.

You can skip the training (which normally takes about 15 minutes) with the latest NaturallySpeaking and just pitch straight in to dictating. This can be useful with people who have reading problems, as the training can be difficult. We would also recommend another strategy, which is for a support person to whisper phrase by phrase into the user’s ear.

Working with children

There is still a lot to discover about using dictation systems with children, however the points made above all apply.

On the whole, children are not producing masses of written work, so are less likely to have the motivation to persevere with speech recognition but where spelling, handwriting and composing are major problems, then speech recognition can be hugely liberating and allow children to express their ideas on paper fluently for the first time in their lives.

Dictation systems can encourage children to speak clearly. It is important to make sure that you are familiar with the program and that it is recognising you well before you try it with a child, particularly if that child already has too much experience of failure. It is often a good idea to make corrections for the child to start off with as this lessens the cognitive load of dealing with the new system and allows them to see what they have achieved without the extra learning and possible frustrations of correcting errors.

Studies have shown that students with learning difficulties who use speech recognition:

• Use longer and richer words
• Write more creatively
• Organise work better
• Complete more work

and counter intuitively, but it makes sense if you think about it:

• Improve reading
• Improve spelling
• Produce better hand-written work

What is dyslexia?

Posted on 8th August 201713th September 2017 by Jay Cochran

08 Aug

Just what is dyslexia? Here we give a brief overview of dyslexia as well as more academic definitions.

Dyslexia is a neurological education condition which affects an estimated 10% of the UK population. It is likely to be present at birth and to be life-long in its effects. Dyslexia is not affected or caused by intelligence and there is no cure but individuals can overcome it. Individuals with dyslexia will be affected differently but tend to have difficulties in some of the following areas:

Reading
Writing
Spelling
Sequencing

Rapid naming
Working memory
Expressing thoughts
Differentiating left from right

Orientation
Short term memory
Time management
Organisation

It is important to remember that many children and adults with dyslexia have strengths and talents that can be used to compensate for these difficulties. The British Dyslexia Association lists possible strengths as including:

Innovative thinkers
Excellent trouble shooters

Intuitive problem solving
Creative in many ways

Lateral thinkers.

Our website, dyslexic.com features a wide range of technological solutions that use these strengths to help overcome the difficulties associated with dyslexia. We offer a range of articles to help you find out more about the software and hardware tools that are available from introductory overviews to in-depth product reviews and comparisons.

Defining Dyslexia

In 2009 Sir Jim Rose’s Report on ‘Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties’ gave the following description of dyslexia.

The description of dyslexia adopted in the report is as follows:

‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

Dyslexia occurs across the range of intellectual abilities.

It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.’

The British Dyslexia Association (B.D.A.) adds to the Rose Reports definition

In addition to these characteristics, the B.D.A. acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

Understanding the definition

The definition states that dyslexia is not due to the individual’s ability to learn and develop these skills. It is to do with the way people process information and how that affects their ability to learn. This processing difficulty can be due to a number of reasons, but it is this which causes problems with acquiring literacy skills. Most dyslexic students have been identified to have one or more of the following deficiencies in the sub-skills that are required to acquire and use adequate literacy skills:

A marked inefficiency in the working or short-term memory system

This means that a dyslexic student may have problems with the amount of information that can be held and processed in the real-time, conscious memory.

Inadequate phonological processing abilities causing problems with connecting the letter patterns with the associated sounds

This is usually due to problems with the speed with which auditory information can be processed and with accessing the memory of audio sounds to relate them to the letter pattern.

Difficulties with automaticity

This can cause problems with getting things in the right order or sequencing and may also show itself as clumsiness caused by the brain sending the wrong signals to parts of the body in the wrong order.

A range of problems connected with visual processing to do with the speed with which visual information can be processed and with accessing the memory of visual patterns

Some people use the term “visual dyslexia” to mean what we call Visual Stress.

So, dyslexia can be summarised as having problems with processing visual or auditory information; withholding that information in working memory and with kinaesthetic awareness, co-ordination and automaticity. These can affect academic progress across a variety of subjects. Their impact can be mitigated by correct teaching, strategy development and the use of information technology.

Because of these difficulties with specifically defining dyslexia, the term Specific Learning Difficulties (SpLD) is frequently used in the education community. SpLD refers to a difficulty that is specific to a particular area, or that affects a particular process (as distinct from a general learning difficulty, which affects the learning of many different skills). SpLD includes other learning related disabilities such as:

Dysphasia, speech and language delay and/or deficit. Dyspraxia, motor and co-ordination difficulties. Dyscalculia, difficulty with mathematical concepts, calculations and interpreting mathematical symbols. Attention Deficit Disorder with or without Hyperactivity (ADD/ADHD), Autism, Asperger’s Syndrome and Tourette’s Syndrome.

Within the UK the term SpLD is also defined under the term SEND which doesn’t just encompass dyslexia this looks at all Special Educational Needs and Disability (SEND) within the education system.

Assessment and Screening

Diagnosis of dyslexia can be very difficult due to the complex nature of the condition and the co-occurring impacts of other conditions within dyslexia. We can look at different steps to identify through either screening or assessment to determine the condition. Screening or checklists are used as early identifiers of dyslexia. These cannot be used as a definitive identification but can be used to identify specific traits within the condition to help understand the ability of the individual and give indications of weakness. A full diagnostic assessment can only be carried out by a specialist dyslexia teacher which holds an AMBDA qualification (Associate Member of the British Dyslexia Association) and/or an APC (Assessment Practising Certificate) or an Educational Psychologist with HCPC registration who can use a battery of assessments to ascertain and diagnose dyslexia.

Win With Dyslexia Webinar

Posted on 5th May 20175th May 2017 by Jay Cochran

05 May

Introducing

Win With Dyslexia

Join us for a Free Live Webinar hosted by iansyst

Wednesday 17th May 2017 11:00 – 12:00

A New e-learning Platform
Video based training and skills development specifically designed for those with Dyslexia
Full suite of complimentary resources

Demonstration and Q&A with Ms. Nicola James, Chartered Occ. Psych. and CEO of Lexxic Ltd.

Reserve your FREE Space Now!

#WinWithDyslexia E-Learning Courses Launch

Posted on 6th April 201712th April 2017 by Jay Cochran

06 Apr

We’re pleased to announce a new suite of e-learning courses, designed for dyslexics and available on dyslexic.com.

The new courses focus on teaching strategies for dyslexics and on developing skillsets with the aim of helping users to achieve goals in work, education and at home. Developed by Lexxic experts, these courses offer a training resource with a new level of support and expanded topics.

The courses follow a new approach, introducing the stories of dyslexic people in everyday situations as they take you on a journey of skillset development.

Read more about our e-learning courses here: www.dyslexic.com/product-category/training/

Win with Dyslexia Competition #WinWithDyslexia

In celebration of the launch of these fantastic e-learning courses, we’re running a #WinWithDyslexia competition with some amazing prizes up for grabs!

The winner with the best story will receive a swanky iPad as well as access to the new e-learning courses. We will also be choosing 3 too-close-to-call runners-up stories and they’ll also get access to the iLexxic courses.

We’re asking dyslexics to share with us their inspirational stories of overcoming challenges. Nicola James, Founder of Lexxic, shared her personal story with us as an example:

“My name is Nicola James. My story and the story of Lexxic begins a few years ago with me struggling to deal with the challenges of my own dyslexia. My dyslexia was picked up quite late. I was already at college and I was questioning very much my abilities, doubting myself and feeling uncertain about the future.

My diagnosis was a turning point. It meant I could understand better the difficulties I’d been experiencing and it meant I could get the support I really needed. I didn’t realise at the time but it set my life on a different course. The support I received was so helpful to me in my work and studies. I decided to dedicate my career to helping other people like myself so that they could also overcome their difficulties and have successful careers and more fulfilling lives.

I gained my qualifications in psychology and I set up my own company for this purpose. We began by doing assessments and offering support for people with conditions like dyslexia. And now, a few years on we’re growing and thriving and we’re launching iLexxic, an exciting new online training resource.”

If you’ve got a motivational story that you’d like to share with others, let us know in the form on our competition page. We’re not looking for an essay, simply 200 words outlining your story. We recommend thinking about your journey and letting us know:

• The challenges
• How you faced difficulties or doubts
• Your successes and new possibilities

Enter online here:

www.dyslexic.com/competition

The All Party Parliamentary Group for Assistive Technology (APPGAT) launch

Posted on 14th March 2017 by Jay Cochran

14 Mar

Assistive Technology Policy Group

This week, we were invited to enjoy the sublime Speaker’s House in the Palace of Westminster for the celebration of The All Party Parliamentary Group for Assistive Technology (APPGAT) launch.

The All-Party Parliamentary Group for Assistive Technology has been set up to disseminate knowledge, generate debate and facilitate engagement on assistive technology amongst Members of both Houses of Parliament.

Guests were welcomed by the current Speaker of the House of Commons, John Bercow MP at this important event. Bercow discussed his major review of services for children and young people with speech, language and communication needs (SLCN) and his report (The Bercow Report), published in 2008. The newest review (Bercow: Ten Years On) is being researched by I CAN and the Royal College of Speech & Language Therapists (RCSLT).

Speeches

Seema Malhotra MP, the nominated Chair for the APPGAT continued the welcome and highlighted the opportunities to the UK economy as a result of new disability employment, discussing the need to close the employment gap and create greater access in society as well as in the workplace.

There was an aspirational video, showcasing the benefits of assistive technology and a speech by Hannah Rose, a young assistive technology user, who highlighted the life changing importance of assistive technologies.

Lord Holmes of Richmond MBE, Britain’s celebrated Paralympic swimmer, followed on to discuss the empowering nature of assistive technologies in his journey through life. There are millions of similar examples of how assistive tech is transformational, he continued, not as a solution but as an enabler alongside everything else.

Leonard Cheshire spoke next and reflected on the extraordinary attitudinal changes to disability over the last 25 years and highlighted that there still remains a significant and unnecessary employment gap between disabled and non-disabled people.

The APPG AT will occupy an important space in the dialogue about employment and disability policy, more so now given the rapid pace of technological change. The first workstream for the APPG AT will be focused around addressing the disability employment gap. This is not only good for individuals but for the workforce as a whole.

Finally Becky Foreman, the UK Corporate Affairs Director for Microsoft (event sponsors) concluded the talks with a short speech on Microsoft’s mission to empower every human being and every organisation on the planet to achieve more.

What next?

Find out what happens at The All Party Parliamentary Group for Assistive Technology via its website and on Twitter (@AT_APPG) – follow the hash tag #AT_APPG.

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