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Distance Learning Strategies for Parents and Teachers of ADHD Children

Distance Learning Strategies for Parents and Teachers of ADHD Children | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Distance learning is difficult, unpopular, and returning for many students with ADHD this Fall. Here, caregivers and educators share their most effective strategies for teaching and keeping students organized and focused while learning remotely. Download this guide to lay the groundwork for a successful school year.

Via American Institute Health Care Professionals, Patricia Cruz
American Institute Health Care Professionals's curator insight, August 7, 2020 12:38 PM

Distance Learning Strategies for Parents and Teachers of ADHD Children

 

With distance learning, parents face a difficult issue making sure their kids perform their school tasks during Covid.  This article looks at some strategies

Please also review our ADHD Consulting Program

 

Patricia Cruz's curator insight, September 16, 2023 7:47 PM
Distance learning can be challenging for anyone including children with ADHD. This fall we might see more distance learning as we have seen the COVID numbers rise again. We need to take into consideration how the child’s energy is for the day. So that the learner can adapt we need to create special work spaces at home. I have seen that children with ADHD like to have visual schedules to follow along with. Consider giving these learners hands on projects so that they can feel involved and busy.
ED262 mylineONLINE:  Exceptionalities and Accessibilities
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Supports in Online Learning for Individuals with Disabilities

Supports in Online Learning for Individuals with Disabilities | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
The Inclusive Educators' Toolbox: Supports in Online Learning for Individuals with Disabilities

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Rescooped by Dennis Swender from Metaglossia: The Translation World
January 9, 2025 12:16 PM
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How Apple TV’s CODA remakes a French movie about the hearing daughter of Deaf parents.

How Apple TV’s CODA remakes a French movie about the hearing daughter of Deaf parents. | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
The Sundance winner about a Deaf family with a hearing daughter does more than just improve the casting.
BY CHARLOTTE LITTLE
AUG 19, 20215:35 PM
Emilia Jones as Ruby in CODA and Louane Emera as Paula in La Famille Belier. Photo illustration by Slate. Photos by Apple TV+ and France 2/Mars Distribution.
TWEETSHARECOMMENT
 

Anticipation for Sian Heder’s CODA has been building over the past seven months since its acclaimed premiere at Sundance Film Festival. CODA broke festival records when Apple paid $25 million for the tender coming-of-age story about a hearing teenager, her Deaf family, and her dilemma of whether to pursue music school or stay behind to support her family’s business. What audiences may not realize is that the drama is an English-language remake of Éric Lartigau’s La Famille Bélier, which gathered six nominations at the 40th César Awards. Although there are many similarities between the two films, Heder’s version makes several striking changes to the story, which we’ve rounded up below.

 
The Setting

Where La Famille Bélier follows a family of dairy farmers in rural France, CODA transports the action to Massachusetts and centers around a fishing business. The different cultures and lines of work alter the specifics, but both films involve working-class families dealing with lack of resources and deaf access.

 
The Plot

La Famille Bélier opens with 16-year-old Paula (Louane Emera) in a barn, tending to a cow giving birth in the dark of night. Paula works on her family’s dairy farm in rural France, and her brother and parents culturally Deaf, French Sign Language (LSF) users. Paula interprets for her family on a daily basis, assisting with orders and selling cheese at the market. Paula’s best friend is Mathilde (Roxane Duran), who ends up dating Paula’s brother, Quentin (Luca Gelberg); the two share a rather unfortunate sexual encounter that results in anaphylactic shock due to a latex allergy.

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Early on in the film, Paula develops a crush on Gabriel (Ilian Bergala) and signs up for the same choir group as him. Mr. Thomasson (Éric Elmosnino), her music teacher, soon discovers her gift for singing, encouraging her to audition for a prestigious music college in Paris. Paula’s father decides to run for mayor, relying on Paula to interpret for him at meetings and interviews.

CODA begins on open waters, the sound of Ruby’s voice gliding over the waves as she works away on her family’s fishing boat. Ruby is the only hearing member of the Rossi family, and her parents and older brother are Deaf, American Sign Language (ASL) users. Like Paula, Ruby interprets for her family and assists with her family’s business while joining the school choir to spend time with her love interest. After hearing her singing voice, Mr V (Eugenio Derbez) persuades Ruby to audition for music college, similarly offering private tutoring lessons like those of Mr. Thomasson in La Famille Bélier.

Ruby’s family struggles with the declining fishing climate, exacerbated by restrictive fees. In a moment of anger, Ruby’s father, Frank (Troy Kotsur), announces the creation of his own company to sell their fish. Ruby is relied upon to spread the word and interpret interviews and conversations, much like Paula does for her father’s campaign.

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[Read: There’s More to the ASL Performances in CODA Than Nonsigners Realize]

 
The Brother

The most noticeable character change between the two movies is the protagonist’s brother. In CODA, Leo (Daniel Durant) is older than Ruby and works as a fisherman, voicing his independence and protectiveness around his family’s livelihood throughout the film. He grows frustrated with his parents’ focus on Ruby, which finally leads to a confrontation with her. Quentin, the brother in La Famille Bélier, is younger than his sister and plays a more minor role.

 
The Concert Scene

A noteworthy scene in CODA involves Ruby performing in a school concert, where a brief change in soundscape brings the audience into the perspective of Ruby’s family by going silent while she sings onstage. The same thing happens in La Famille Bélier, and Paula and Ruby’s respective parents look around and witness the audience’s positive reception to their daughter’s singing.

 
Authenticity

The most significant difference between the two films involves the cast. The parents in La Famille Bélier are played by hearing actors, and to those in the know, it is apparent through their often exaggerated or inconsistent signing that they are not deaf nor fluent LSF users. The filmmaker admits he never considered casting deaf actors instead: “I didn’t want to make a documentary about the deaf. I wanted to tell the story of an adolescent girl whose experience was out of the ordinary, because she was living with deaf parents and a deaf younger brother.” Quentin is played by a deaf actor.

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In CODA, there are three leading Deaf actors who are all sign language users. Marlee Matlin, Troy Kotsur, and Daniel Durant are fluent in ASL, and their performances breathe life into a recycled drama. Deaf and disabled actors have often had the auditioning door shut to them, while non-disabled actors go on to critical and commercial acclaim for playing disabled characters—Matlin nearly walked away from the project at the prospect of Kotsur’s role going to a hearing actor. CODA’s championing of Deaf talent is integral to its success.

 
Access

CODA is being shown with open captions—meaning captions will be shown onscreen—for its theatrical release, ensuring that the film is accessible to those who need captions to enjoy films without depending on cinemas to schedule captioned showings themselves. It’s also available on AppleTV Plus with closed captions to those who have a subscription.

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I viewed La Famille Bélier on UK Amazon Prime, and although the film had English subtitles for the French dialogue and LSF, it didn’t have SDH (Subtitles for the Deaf and Hard of Hearing). SDH elements are crucial for deaf audience members as they convey non-dialogue sounds such as music and contextual noises, such as a phone ringing and a door slamming. The subtitles that were available were of poor quality, and it was difficult to follow the dialogue, especially with two languages being used simultaneously in most scenes: Paula speaks as she signs, and often there were only subtitles for her dialogue, and not her family’s signing, which meant audiences have to decipher what her parents and brother are saying based on her responses. Subtitles for LSF were only present when Paula isn’t around or when her family’s dialogue is considered important for context. This lack of access is exclusionary, and it ultimately points to the conclusion that deaf audiences weren’t thought of in the release of this film.


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Marketing Scoops: Using Text To Speech Technology To Assist Dyslexic Students

Marketing Scoops: Using Text To Speech Technology To Assist Dyslexic Students | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Davis Graham wanted to participate. His teachers could not understand why he was so resistant to learning. He almost completely gave up on his education. Mr. Graham, a life-long dyslexia advocate, has dyslexia and he was not alone. Eighty percent of children who have a learning disability are also impacted by dyslexia.

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"Accessibility of University Course Syllabi" by Steven M. Baule and Sara A. Fister

"Accessibility of University Course Syllabi" by Steven M. Baule and Sara A. Fister | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Over the last twenty years, governments and a range of disability rights organizations have advocated for increased accessibility to educational materials and school documents for people with disabilities. Recently, several studies have shown that accessibility is still lagging among educational institutions and other government agencies. The purpose of this study was to analyze extant higher education syllabi to determine the level of compliance with the current Web Content Accessibility Guidelines (WCAG 2.0). The study reviewed the current accessibility requirements for schools under WCAG 2.0 and Section 508 of the Rehabilitation Act as amended in 2018. It then provides a review of 62 higher education course syllabi to determine the accessibility of each for individuals with disabilities. The study found that only 6% of syllabi fully meet accessibility criteria. Recommendations for improving accessibility are included.
Keywords:
Accessibility, ADA, Disabilities, Section 508, WAI, WCAG, Course materials
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Non-conformity communication

Non-conformity communication | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it

At Ohio University and in the state of Ohio, American Sign Language, or ASL, users and interpreters show their passion for the language’s culture, perseverance and history.

ASL’s importance transcends barriers fighting against it, the Deaf community

By McKenna Christy | Culture Staff Writer

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American Sign Language, or ASL, has an important and rich history. ASL is the primary language of North Americans who are deaf or hard of hearing. It is also used by some hearing people, according to the National Institute on Deafness and Other Communication Disorders.

The institute describes ASL as a language with similar linguistic properties as spoken languages expressed by hand and face movements.

Molly Taylor, a sophomore studying communication sciences and disorders, said people view ASL as English with translated hand signals. There are many incorrect perceptions about ASL. Taylor said that after taking classes, she realized how much she didn't understand ASL culture. In Taylor's first ASL class, her professor taught students the language's history.

"One of the biggest things that struck me was just how much history and recent history there is concerning ASL that we just don't know about or don't hear about as hearing people," Taylor said.

Taylor learned of the injustices committed against the Deaf community in the U.S. during the era after the Civil War. Gallaudet University, the only university where higher education is designed for deaf and hard of hearing students, wrote about this problematic time in a research article. Education reformers during the late 1800s, the university said, asked schools for deaf children in order to remodel their curriculum. Reformers wanted teachers to switch from "manualism," the use of sign language, to "oralism," the use of speech and lipreading. They believed sign language isolated deaf people from society.

"Children in schools, they weren't allowed to sign," Taylor said. "And I had never heard of it. I don't even think sign language was acknowledged as a language with its own grammatical structure in the (1870s) and '80s. And, you know, it is its own language."

Discrimination against the Deaf community isn't just history. In March, the Deaf Services Center, or DSC, fired their deaf executive director and CEO, John Moore, who held the position for over 20 years, according to the Daily Moth, a publication that delivers news in ASL.

Alex Abenchuchan is a deaf host who covers trending stories and deaf topics for the outlet. Abenchuchan said the DSC replaced Moore with Greg Kellison, who has served as director of advancement and community engagement since 2018. Kellison is hearing and doesn't sign.

The DSC is a nonprofit that emerged after Ohio established the Community Centers for the Deaf, or CCD, in 1980, according to the organization's website. In 1991, the DSC was created in Columbus to expand services provided by the CCD. Their mission: "To empower the deaf, hard of hearing and deaf-blind and to promote access to communication, services and events in the community."

The DSC announced that Kellison would be the interim executive director in a Facebook post, said Abenchucan. A comment from an account with the profile name Greg Kellison said that Moore was terminated for "failure to exercise fiduciary responsibility." The DSC board also voted unanimously to remove Moore from the position. Deaf Ohioans and others frustrated over the decision protested outside the DSC for weeks after and continue to do so.

McKenna Christy

 

John Lestina is the owner and president of Heritage Interpreting, a company that connects people with ASL interpreters for events and conversations in Ohio. He said the DSC removed Moore without warning or communication to the Deaf community.

"What they've done is gotten rid of all of the deaf people and put people in place who make decisions who are not part of the community and don't have any idea about the realities of living in the community," Lestina said. "(They're) making decisions without communicating with the community. And it's like a slap in the face."

Lestina is a child of deaf adults, or CODA, and ASL is his native language.

"The Deaf community often considers themselves to be a sociolinguistic minority as opposed to a disability group," Lestina said. "And I've always identified with that as well. I come from that perspective. It's a culture, it's a sociolinguistic minority."

After college, Lestina moved to Washington D.C. to be an ASL interpreter. Lestina then moved to Boston and observed the high standards the interpreting field is held to in these cities.

Interpreters can get a National Interpreter Certification, or NIC, to prove their qualifications. Lestina said that in places such as Washington and Boston, you can't find work as an interpreter without the certification. When Lestina moved to Columbus to be closer to family, he was shocked about the standards held to interpreters in Ohio.

ASL interpreters take on a complex role. The National Deaf Center said: "Interpreting requires a high level of fluency in two or more languages, keen ability to focus on what is being said, broad-based world knowledge and professional, ethical conduct. Interpreters cannot interpret what they do not understand." ASL interpreters are present to serve all parties in a conversation.

"Here in Columbus, most interpreters do not have their NIC and they are not incentivized to go get it," Lestina said. "Why would I spend all this money to earn a certification? And that's the perspective that's very commonly held here. It was a rude awakening. The state of Ohio is one of the very few states left that doesn't have any licensure requirements."

Lestina founded Heritage Interpreting to hold the Ohio interpreting field to higher standards and ethical interpreting requirements.

"I think we're the best and the community has kind of shown that that's what they want," Lestina said. "They want people who are holding themselves to these national standards of interpreting and to be the folks doing it."

People who need an ASL interpreter can contact Heritage Interpreting, preferably a week or more before their event or conversation.

"Whenever anyone needs an interpreter, they can just call, email or go to the website and we're gonna take care of them," Lestina said.

Heritage Interpreting can be called at (800)-921-0457.

Heritage Interpreting got its name, Lestina said, because ASL and interpreting is part of his family heritage and more research is becoming available about heritage language users.

Lestina said heritage language users are people who grew up in homes where one language is predominantly spoken and is different from the one the community around them speaks. For heritage language users, access to interpreters is important. Ohio University works closely with Heritage Interpreting for their own interpreting needs.

Becky Brooks is an interpreter and OU's ASL coordinator. However, since taking on the coordinator role, she doesn't interpret as often. Brooks created the ASL curriculum for OU's Lancaster campus while working toward her Ph.D. in cultural studies with a focus on deafness. Still, Brooks's journey with ASL and interpreting began long before she joined OU's faculty.

"I was born in 1970 and in 1976 Sesame Street hired a deaf actress," Brooks said. "And I just fell in love. I was six years old. I would've been plopped down in front of the television. At that time we had three channels, so there wasn't a lot for my mother to pick from. And I fell in love with sign language, but I didn't really know anything."

Brooks said she had always wanted to be a teacher for deaf children because of her love for ASL. Even as Brooks got older, her passion for ASL didn't fade. But in terms of college, Brooks had an art scholarship to go to the Columbus College of Art and Design.

"And at the last minute, like right before the semester was going to start, I talked to somebody and I found out that Columbus State had an interpreting program," Brooks said.

Brooks got into the program and the rest is history. Along with her passion for ASL, Brooks also believes access to ASL and interpreters is important. She said that ASL can be applied in many circumstances.

"…Access to communication is everything," Brooks said. "And you can't form bonds with your peers if you can't access your peers. Communication is foundational to relationships. And those interpreters provide the bridge to individuals who can't sign or just sign basic."

John McCarthy, the interim dean of the College of Health Sciences and Professions, is working alongside Brooks to create ways for faculty within the college to learn ASL.

"I think in working with our deaf faculty, we have some great faculty who are deaf in CSD," McCarthy said. "And I have always been excited to get to know them. But they're people who, if I have an interpreter and a meeting, I can certainly talk effectively with them. But other times if I see them in the hallway, it's sort of what I can remember from my ASL class, which is getting kind of old these days."

McCarthy said he reached out to Brooks about the idea of finding a way for faculty to learn ASL and Brooks was excited about the opportunity. Brooks, McCarthy said, thought of creating or using an application similar to Duolingo. Another idea is putting ASL lessons on Blackboard for interested faculty to complete at their own pace.

"I knew that language and using language with other people is really important," McCarthy said. "So we said, well, could we also find some ways to get together too?"

There are many blossoming ideas McCarthy and Brooks have to assist faculty in learning ASL. They are starting with a survey to gauge how many people are interested in learning.

McCarthy believes individuals can make language, such as ASL, the most meaningful it can be; they just need to try.

"I think that language is best when we sit down and negotiate our meaning and ideas together," McCarthy said. When you communicate with someone, you do it because you both share a goal to understand something or to share something or to help someone else out or to just participate in a general social ritual. As a college and as faculty and people who are working together, we just have that philosophy."

While McCarthy and Brooks develop ASL lessons for faculty, OU has an ASL club where students interested in learning and practicing the language can come together throughout the school year. Jake Wendling, the former president of the club and OU alumnus, said that the club provides students with learning opportunities and experiences.

"We always do an activity or a game that teaches ASL or practices ASL that they already know,"Wendling said. "We introduce new concepts that they may not see until a higher level ASL course so we try to expose them to that kind of thing earlier. We hold fundraising events and stuff within the community to bring out the deaf and hearing communities together to get that intermingling going on."

Beyond OU, Ohio is home to the fifth school founded for the deaf in the U.S., Lestina said. Lestina is on the board for the Ohio School for the Deaf Foundation and said it's time for ASL and interpreting services to be exceptional here. The Ohio School for the Deaf is a state agency and cannot fundraise, according to Lestina. The Ohio School for the Deaf Foundation fundraises for the school and donates all proceeds.

ASL and the Deaf community have important histories globally and in Ohio. As Taylor continues to learn ASL, Lestina improves the interpreting industry, Brooks and McCarthy make ASL more accessible at OU and they all mutually understand how language shapes our lives, relationships and cultures.

"All of the people we work with on the leadership team either have deaf family members or are deaf themselves or are very close to the Deaf community," Lestina said.

"We all very much share this feeling that not only is it a community we serve, but it's a community that we're a part of, it's a community that we come from, it's our roots."John Lestina, owner and president of Heritage Interpreting
AUTHOR: McKenna Christy
 
EDITOR: Hannah Campbell
 
COPY EDITOR: Aya Cathey
 
ILLUSTRATION: McKenna Christy
 
WEB DEVELOPMENT: Molly Wilson

Via Charles Tiayon
Charles Tiayon's curator insight, June 30, 2022 9:24 PM

"At Ohio University and in the state of Ohio, American Sign Language, or ASL, users and interpreters show their passion for the language’s culture, perseverance and history."

#metaglossia mundus

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Ableism And Disability Discrimination In New Surveillance Technologies: How new surveillance technologies in education, policing, health care, and the workplace disproportionately harm disabled peo...

Ableism And Disability Discrimination In New Surveillance Technologies: How new surveillance technologies in education, policing, health care, and the workplace disproportionately harm disabled peo... | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it

Full report – PDF 

Plain language version – PDF

By Lydia X. Z. Brown, Ridhi Shetty, Matt Scherer, and Andrew Crawford

"Algorithmic technologies are everywhere. At this very moment, you can be sure students around the world are complaining about homework, sharing gossip, and talking about politics — all while computer programs observe every web search they make and every social media post they create, sending information about their activities to school officials who might punish them for what they look at. Other things happening right now likely include:

Delivery workers are trawling up and down streets near you while computer programs monitor their location and speed to optimize schedules, routes, and evaluate their performance; People working from home are looking at their computers while their computers are staring back at them, timing their bathroom breaks, recording their computer screens, and potentially listening to them through their microphones; Your neighbors – in your community or the next one over – are being tracked and designated by algorithms targeting police attention and resources to some neighborhoods but not others; Your own phone may be tracking data about your heart rate, blood oxygen level, steps walked, menstrual cycle, and diet, and that information might be going to for-profit companies or your employer. Your social media content might even be mined and used to diagnose a mental health disability.

This ubiquity of algorithmic technologies has pervaded every aspect of modern life, and the algorithms are improving. But while algorithmic technologies may become better at predicting which restaurants someone might like or which music a person might enjoy listening to, not all of their possible applications are benign, helpful, or just.

Scholars and advocates have demonstrated myriad harms that can arise from the types of encoded prejudices and self-perpetuating cycles of discrimination, bias, and oppression that may result from automated decision-makers. These potentially harmful technologies are routinely deployed by government entities, private enterprises, and individuals to make assessments and recommendations about everything from rental applications to hiring, allocation of medical resources, and whom to target with specific ads. They have been deployed in a variety of settings including education and the workplace, often with the goal of surveilling activities, habits, and efficiency.

Disabled people comprise one such community that experiences discrimination, bias, and oppression resulting from automated decision-making technology. Disabled people continually experience marginalization in society, especially those who belong to other marginalized communities such as disabled women of color. Yet, not enough scholars or researchers have addressed the specific harms and disproportionate negative impacts that surveillance and algorithmic tools can have on disabled people. This is in part because algorithmic technologies that are trained on data that already embeds ableist (or relatedly racist or sexist) outcomes will entrench and replicate the same ableist (and racial or gendered) bias in the computer system. For example, a tenant screening tool that considers rental applicants’ credit scores, past evictions, and criminal history may prevent poor people, survivors of domestic violence, and people of color from getting an apartment because they are disproportionately likely to have lower credit scores, past evictions, and criminal records due to biases in the credit and housing systems and in policing disparities.

This report examines four areas where algorithmic and/or surveillance technologies are used to surveil, control, discipline, and punish people, with particularly harmful impacts on disabled people. They include: (1) education; (2) the criminal legal system; (3) health care; and (4) the workplace. In each section, we describe several examples of technologies that can violate people’s privacy, contribute to or accelerate existing harm and discrimination, and undermine broader public policy objectives (such as public safety or academic integrity).

Full report – PDF 

Plain language version – PDF


https://cdt.org/insights/ableism-and-disability-discrimination-in-new-surveillance-technologies-how-new-surveillance-technologies-in-education-policing-health-care-and-the-workplace-disproportionately-harm-disabled-people/ ;

 

 


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February 25, 2024 1:04 PM
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Dyscalculia: A Day in the Life of a Teen - math learning disability via Understood

What’s it like to have dyscalculia? Get a glimpse at how dyscalculia, or a math learning disability, can affect a kid’s everyday life.

Via Dr. Tom D'Amico (@TDOttawa) , Gail Christina Van Schalkwyk
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Distance Learning Strategies for Parents and Teachers of ADHD Children

Distance Learning Strategies for Parents and Teachers of ADHD Children | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Distance learning is difficult, unpopular, and returning for many students with ADHD this Fall. Here, caregivers and educators share their most effective strategies for teaching and keeping students organized and focused while learning remotely. Download this guide to lay the groundwork for a successful school year.

Via American Institute Health Care Professionals, Patricia Cruz
American Institute Health Care Professionals's curator insight, August 7, 2020 12:38 PM

Distance Learning Strategies for Parents and Teachers of ADHD Children

 

With distance learning, parents face a difficult issue making sure their kids perform their school tasks during Covid.  This article looks at some strategies

Please also review our ADHD Consulting Program

 

Patricia Cruz's curator insight, September 16, 2023 7:47 PM
Distance learning can be challenging for anyone including children with ADHD. This fall we might see more distance learning as we have seen the COVID numbers rise again. We need to take into consideration how the child’s energy is for the day. So that the learner can adapt we need to create special work spaces at home. I have seen that children with ADHD like to have visual schedules to follow along with. Consider giving these learners hands on projects so that they can feel involved and busy.
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The Challenges of Being Deaf in a Hearing World | cityscape | Torontoist

The Challenges of Being Deaf in a Hearing World | cityscape | Torontoist | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
I grew up in small-town southern Ontario. I hated it—I wanted to experience something bigger, but I didn’t know what or how. My life was slightly different from others. I was a deaf kid living in a hearing world.

Growing up as a deaf kid was really challenging. There were limited options, especially in a tiny community. Unlike hearing kids who went to their local schools, I had to get up earlier than other kids so I wouldn’t miss the short school bus.

Our deaf and hard-of-hearing program was at a mainstream school with other hearing kids. The deaf kids would have their own homeroom, taught by a “teacher of the deaf.”


Students in our program would occasionally be placed in “normal” classrooms with other hearing students, communicating through the use of an interpreter. Unfortunately, none of the teachers in the program were actually deaf, so no examples of healthy deaf adult role models were present in my childhood.

The only other option was to attend a provincial school for the Deaf. The problem? I couldn’t stand being away from my mother, and attending the school meant that I’d have to live in residence. So I didn’t have much exposure to the Deaf community growing up, except for a few events here and there.

I remember attending Mayfest, an annual Deaf expo hosted by the Ontario Association of the Deaf (OAD) at St. Lawrence Market in Toronto. The number of deaf and signing participants often overwhelmed me—they signed so differently, not like the way I did.

There were literally hundreds of them from various backgrounds, of different races, and of all types of disabilities. This event was something that I looked forward to every year—a favourite part of my childhood, being in a space where we could celebrate being ourselves.

It was not until I became a teenager that I understood that my school taught us Signed Exact English (SEE) and not American Sign Language (ASL). So that was why others signed differently.

The signing system I had learned was intended to accommodate hearing people and “improve” our English literacy skills. This, I felt, had taken away my Deaf community and Deaf culture. I was being assimilated, and, due to that, I had no sense of identity.

Even though I knew that I was deaf and used sign language, parts of my identity were still fragmented. Nearly everyone around me was straight and I didn’t fit the mold. I knew that, despite being deaf, I was further marginalized by my own Deaf community. What did you expect? Growing up in a small community meant limited options, limited resources, limited identities, and limited access.

This meant that the Deaf community that I grew up in was not accessible for me as a deaf person with emerging identities yet to be discovered.

In Grade 12, something happened that paved the way to my discovery as a culturally deaf person. There was an interpreter shortage, and I couldn’t attend all of the classes that I registered for. I remember showing up for a class and the interpreter was not in her typical assigned seat, and the teacher continued to speak while I looked around, feeling lost, like a fool.

That was it. The lack of accessibility led to my ultimate decision to transfer to a school for the deaf.

Through socializing with Deaf peers, fragmented parts of my identity and soul were finally put back together and began to feel whole. This journey helped me unpack internalized audism, and change the “d” in deaf to a “D,” to represent my transition to a culturally Deaf person.

Approaching the end of high school, I thought, “What am I going to do?” I thought I’d attend a local post-secondary institution, become a teacher, and lead a very boring life, only because that’s what my family wanted for me. But what did I want? To be accepted, to be in a place where I could be myself.

That space was discovered at Gallaudet University, where I met more members of the queer and trans community. That led to me coming out, embracing different parts of my identity.

Every summer on break from university, I attended the Pride festivities in Toronto and discovered the Ontario Rainbow Alliance of the Deaf, where I met more folks like me.

But what was in my future after graduation? I wasn’t so sure yet.

Toronto was this place that I’d always dreamed of living in. This city was the place that I was going to move to after I graduated from Gallaudet University.

Being the capital city of Ontario, you’d think this city would be accessible for a person like me.

Toronto, you are exceptionally large, with a population of more than six million people in the city and its surrounding areas. Here, you can expect to find a few communities that you belong with. You’d expect more options, more resources, more identities, more accessibility, right?

The next article in this series will detail what accessibility in Toronto looks like.

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Experts create new sign language glossary of digital terms

Experts create new sign language glossary of digital terms | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
A new glossary of British Sign Language (BSL) signs specifically for skills and jobs in digital technology has been created.

Michael Behr

29 March 2022, 11.02am

Instead of having to spell out terms letter by letter, the new signs will make it faster and easier to communicate about tech-related subjects.

A new glossary of British Sign Language (BSL) signs specifically for skills and jobs in digital technology has been created.

Over 500 words and terms have been invented covering computer science, cybersecurity, data science and software development to help the deaf community access qualifications and careers in one of the fastest-growing sectors in the country.

The programme was created as part of a partnership between Skills Development Scotland (SDS), Data Education in Schools, the DDI Skills Gateway and the Scottish Sensory Centre (SSC).

A team of eight deaf people from across the UK, who are also tech experts, spent eight months with sign linguists developing and testing the new signs.

Ben Fletcher, Principal Engineer with the Financial Times, was one of the team member’s that was keen to create a common language for deaf people in tech.

He said: “Throughout my whole life, I have studied and worked in computing, but tech and BSL have often been a difficult combination. There’s a huge list of computing terms, very few of which have dedicated and widely recognised signs, and others I just had to make up. It was very frustrating.

“We now have a standard glossary that will really help deaf people in schools, colleges, universities and workplaces across the UK.”

Before this glossary was launched, deaf people often had to spell out each individual letter of the specialised terms used in the digital space. These new signs make it easier and more efficient to communicate about digital skills and jobs.

Popular tech words and phrases now covered include artificial intelligence, computer science, cybersecurity, ethical hacking, firewall, data breach, data science, machine learning and phishing.

Edinburgh school pupil Billy-Jack Gerrard is deaf and is wanting to pursue AI and computer science at university. He claims the new BSL signs will be life-changing for people like him.

“These signs will make a huge difference in terms of both studying for the right skills for a job in tech, and then also for actually working in the sector itself.

“Once embedded into the fabric of BSL, the consistent use of the terms will make life so much easier, and in turn far more inclusive, for deaf people like me wanting to pursue a digital career.”

Recommended Data Protection Summit 2022 | The current state of legislation Scottish unicorns help push UK tech industry to $1 trillion value Scottish e-Bike firm FreeFlow Technologies gets £1.65m funding

Head of Digital Technologies and Financial Service at SDS Phil Ford added: “This is a brilliant project that we supported without hesitation.

“It will help deaf people get jobs in tech while also enhancing diversity and inclusivity in the sector, all with the ultimate aim of plugging the skills gap of an industry which is vital for Scotland’s economy.”

The full list of signs can be found on the SSC website, but Kate Farrell of Data Education in Schools says she is keen to keep adding to the list.

She commented: “Like the technology itself, which is constantly changing, the accompanying language also has to be updated. So by its very nature, this BSL glossary will have to do the same.

“We therefore welcome the continued input from technologists, deaf or otherwise, to ensure that we stay up to date with the terminology around skills and jobs in tech.”


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Virtual schools can serve students with special needs—and do it well

Virtual schools can serve students with special needs—and do it well | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Understanding the difference between “therapy delivered over videoconferencing” versus a teletherapy platform is essential for success

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Assistive Technology Personalizes the Learning Environment

Assistive Technology Personalizes the Learning Environment | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
We talk a lot about personalized learning and how it can benefit learners by providing them with more detailed instruction catered to their needs. It helps them overcome learning challenges and achieve their educational goals. 

We’ve also discussed assistive technologies – technologies designed to aid students with learning difficulties and other disabilities, understand and retain knowledge to improve their learning outcomes. The two can go hand-in-hand, as assistive technology can help all students receive a more personalized learning experience. 

Let’s take a look at some of the ways that AT is used in the classroom and its personalized learning. 

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New Accessibility Features for Students and Teachers Using Chromebooks

New Accessibility Features for Students and Teachers Using Chromebooks | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education

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Tightening Title II: A blueprint for digital accessibility in higher ed

Tightening Title II: A blueprint for digital accessibility in higher ed | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Addressing digital accessibility requires time and effort, but the benefits of inclusive digital environments are profound.

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EDTECH@UTRGV's curator insight, March 13, 2025 1:03 PM

Public higher education institutions must urgently address the DOJ’s new ADA rule, which mandates WCAG 2.1 Level AA compliance by 2026 or 2027, ensuring digital accessibility and equity for all students.

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Equity in Gifted Education at International Schools | The International Educator (TIE Online)

Equity in Gifted Education at International Schools | The International Educator (TIE Online) | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Recent shifts in international education reveal that when it comes to meeting the needs of highly able and advanced learners, the real issue is ensuring equity…

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How AI Boosts Learning by Miguel Guhlin

How AI Boosts Learning by Miguel Guhlin | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
by Miguel Guhlin

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ALEJANDRO CABALLERO ARANDA's curator insight, December 15, 2024 10:50 AM
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ang.garza42@gmail.com's curator insight, May 27, 2025 11:16 PM
This article highlights five areas AI can assist in learning, which include smart learning paths, always-there AI tutors, breaking learning barriers, bridging language gaps, and fast feedback for growth.
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AI chatbots are rapidly gaining popularity, and this article outlines their key benefits.
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Employees learn sign language to talk with deaf co-worker

Employees learn sign language to talk with deaf co-worker | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
HILLIARD, Ohio >> Employers sometimes find that talking the talk is a lot different from walking the walk when the “best person for the job” happens to have a disability.

But that wasn’t the case for Jason McGonigle and his staff at the AT&T warehouse in Hilliard.

McGonigle and his staff have learned American Sign Language to better understand their co-worker of nearly a year, Kamal Nasser.

The story begins with the promotion of one of McGonigle’s workers.



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“I was going through the normal process of screening replacement candidates when the HR director called,” he said during a break at the facility, which previously operated under the DirecTV brand until AT&T bought the company two years ago.

“The HR director said, ‘I have an odd one, but we had a great phone interview. He’s deaf, but I think he’ll be a great fit.’ So she scheduled an interview and had a sign-language interpreter come along.”

McGonigle paused for a moment as he remembered the day.

“I had never worked with a deaf person,” he said, “and I didn’t know what to expect.”

Nasser was born in Kuwait of a hearing mother and a deaf father. He has one deaf brother, and a hearing brother and a hearing sister. After getting married in 2010, he moved to Columbus in 2013 and worked in warehouses with FedEx and Abercrombie & Fitch before applying for the AT&T job.

Though Nasser brought along an interpreter to the AT&T job interview, he hardly needed one.

“We had chemistry from the beginning,” McGonigle said. “We were joking around in the interview.”

But it wasn’t just good chemistry that helped Nasser land the job.

“His history was a big part of why I hired him,” McGonigle said. “He had lived in Jordan and worked at a museum, handling 3,000-, 4,000-year-old artifacts. It was clear that not only was he qualified for the job, he may have been overqualified.”

“I did a lot of designing exhibits with antiquities and pottery,” Nasser said, through an interpreter. “You had to be really careful setting up displays.” He had hoped to land a job similar to the one he had held in Jordan, but said, “there aren’t that many museums in Columbus.”

In the beginning, he and his co-workers communicated via an erasable white board and hand gestures.

But McGonigle said he felt a need to communicate directly, and a few weeks after Nasser’s hiring, he sought out a sign-language class through the Columbus Speech & Hearing Center in Clintonville.

Several other workers also took the classes. AT&T posted a video this week on its national website about the efforts to assist Nasser as a way to highlight a good example of an inclusive workplace.

The law requires “reasonable accommodations” for workers with disabilities, but the effort that the AT&T staff made was “amazing,” said Lisa Kathumbi, an attorney at Bricker & Eckler who represents and counsels employers.

“For the hearing-impaired, employers are required to provide an effective means of communications, and that can range from interpreters to written communications or making sure that the employee can read lips.

“But the law generally would not require co-workers to become fluent in sign language,” she said. “It’s quite remarkable to see co-workers make that kind of effort.”

The effort by the AT&T workers also impressed Ann Walence, a work specialist at Columbus Speech & Hearing.

“This employer has gone way over the top,” said Walence, who has acted as Nasser’s interpreter in the past. “A lot of times people will learn some signs, but this company has done more than anyone has ever done.”

The effort has been well worth it, McGonigle said. “ I think the sky’s the limit for Kamal. Ultimately, I don’t want to see him in a warehouse forever. He has a lot of skills.”

Nasser, who lives on the North Side with his wife and 2-year-old son, said he is enjoying his job and his co-workers.

“It’s fun,” he said. “They just show me the work. If I can see it, I can do it.”

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Braille: embossed dots literacy

Braille offers another accessibility option for readers, but what are the latest news and innovations for the system?
6 Oct 2023
Thuy On

WRITING AND PUBLISHING

‘As well as books, you can have various other materials produced in Braille, such as business cards, menus, newsletters, brochures and certificates.’ Photo: Shutterstock.

How is Braille produced and how are these tiny dots distributed throughout the community? There seems to be renewed interest in this form of communication.

There will be a new series of children’s books, funded by Vision Australia, which will be the first children’s Braille books to be sold in Australian mainstream bookstores and taught in primary schools. The books will feature both Braille and text, and tell the stories of Australians who have low vision or blindness. There have been three published so far – Surfing in the Dark, about record-holding cycling Paralympian and world champion surfer, Matt Formston, Cooking up a Storm, which focuses on Craig Shanahan, who owns and operates a café, and Dressed for Success, which tells the tale of designer Nikki Hind, who has her own fashion label, Blind Grit.

As Vision Australia says, ‘Each book in the series features an Australian role model who champions resilience and encourages inclusion to inspire all children to live the life they choose.’

A little-known service that Vision Australia also provides is its work in the Feelix Library for preschoolers. ‘Braille is stuck over the pages of actual picture books, with a clear vinyl sticker. There’s a tactile version of the story, which is hand crafted and an audio version of the story, which has been recorded in our studios and placed onto a portable audio player that the children can use independently,’ says Victoria Rogers, the coordinator of Feelix, Children and Young Adults Library Services.

Workshop events at the State Library of Victoria: (In)visible Libraries are also scheduled for later this year, seeking to illuminate how language is created for those who are blind or visually impaired. Poetry books in print and Braille will be available and visitors will be able to hear from (In)visible Libraries poets in residence for a daily poetry reading

ArtsHub asks the 125-year-old, Brisbane-based organisation, Braille House, to take us through the process of providing this particular literacy option. It offers transcription services, a library and lessons in touch reading.

What exactly is Braille?

Braille is a tactile mode of communication, a system of raised dots named after Frenchman Louis Braille (4 January 1809 – 6 January 1852). It is not considered a language so much as a code. Though the system remains largely unchanged, Braille House notes that almost two centuries after its invention, there have been innovations including ‘refreshable Braille devices, Braille computer terminals, a RoboBraille email delivery service and Nemeth Braille, a comprehensive system for mathematical and scientific notation’.

As well as books, it’s possible to have various other materials produced in Braille, such as business cards, menus, newsletters, brochures and certificates.

How are books chosen to be transformed into Braille?

Management Coordinator Renee Cohen tells ArtsHub it’s a curated system; not all books suggested are transcribed. ‘We have a book panel that chooses the books. They go through a process and meet monthly to choose books that are of literary merit or have been put to the panel from staff, authors or anybody that would like to have a particular book transcribed. The book panel then discuss and decide.’

‘Generally, publishers or authors do not come to us. The odd self-published author does and they would need to provide the book and the above process would apply. Hopefully, they would also supply a file for transcription if their book is chosen to be transcribed. We sometimes also get grants to produce books that will be transcribed for our library. We have also had people donate books and then pay to have the books transcribed and the books then are gifted to the Braille House library.’

It’s the only Braille library in Queensland that mails books out to the public and the only one in the country that provides monthly Braille editions of magazines like The Australian Women’s Weekly, Australian Reader’s Digest and Australian Geographic.

According to its website, Braille House currently has over 730,000 titles in 80 languages in a range of accessible formats, plus over 8000 music scores in Braille. There are picture books, junior, young adult and adult Braille books, as well as eBraille.

What’s the process for book transcription?

‘The transcription process is lengthy,’ says Cohen. ‘We either need to have the entire book typed or get a file from a publisher. If the entire book needs to be typed, the transcription process could be up to a year. Typed, formatted, SimBraille printed (SimBraille is Braille printed, not embossed, so a sighted person can see it) proofread, corrections completed, embossed, bound and then catalogued. If a file is provided, then the typed step would be removed. However, some files when converting from a PDF don’t come across altogether correctly and need more time to proofread back to the printed book.  

‘Children’s twin-vision books are typed, and Braille label embossed,’ adds Cohen. ‘The Braille label is cut, then is adhered into the book. The costs for an average twin-vision book can be up to $350 to complete. A Braille novel could run into the thousands of dollars. One of the Harry Potter titles is 12 volumes long.’

Advances in technology have also enabled the ability to emboss Braille onto both sides of a page.

Cohen explains that unless they are specifically created for someone else for a fee, all books that are transcribed at the organisation are kept in the Braille House library for borrowing by members. Library membership is free.

Desley has been a borrower at Braille House’s library for 13 years, even before they had a computer system. An avid reader who enjoys all different genres, from a murder mystery to a family drama to a biography, she tells ArtsHub how she loves that Australian writers are represented in her reading. Although she says it would be great if the library mailed out books more than once a week, Desley believes the system works very well.

Can print users learn to read braille?

Courses are offered at Braille House or via correspondence for those who want to learn Braille for themselves or to help those who are vision impaired. This is a particular good service for carers, education aides, and family and friends.

It should be noted, however, that not everyone can learn Braille. As the organisation points out, because it is read with fingers, ‘It requires a level of sensitivity … to distinguish the raised dots. Some illnesses (such as diabetes) or harsh use of hands/fingers in work or leisure pursuits (such as farming or rock climbing) can diminish sensitivity.’

Thuy On

Thuy On is Reviews Editor of ArtsHub and an arts journalist, critic and poet who’s written for a range of publications including The Guardian, The Saturday Paper, Sydney Review of Books, The Australian, The Age/SMH and Australian Book Review. She was the books editor of The Big issue for 8 years. Her first book, a collection of poetry called Turbulence, came out in 2020 and was published by University of Western Australia Press (UWAP). Her next collection, Decadence, was published in July 2022, also by UWAP. Twitter: @thuy_on


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Charles Tiayon's curator insight, October 5, 2023 10:37 PM
"Braille offers another accessibility option for readers, but what are the latest news and innovations for the system?
6 Oct 2023  Thuy On
...

What exactly is Braille?

Braille is a tactile mode of communication, a system of raised dots named after Frenchman Louis Braille (4 January 1809 – 6 January 1852). It is not considered a language so much as a code. Though the system remains largely unchanged, Braille House notes that almost two centuries after its invention, there have been innovations including ‘refreshable Braille devices, Braille computer terminals, a RoboBraille email delivery service and Nemeth Braille, a comprehensive system for mathematical and scientific notation’.

As well as books, it’s possible to have various other materials produced in Braille, such as business cards, menus, newsletters, brochures and certificates.

How are books chosen to be transformed into Braille?

Management Coordinator Renee Cohen tells ArtsHub it’s a curated system; not all books suggested are transcribed. ‘We have a book panel that chooses the books. They go through a process and meet monthly to choose books that are of literary merit or have been put to the panel from staff, authors or anybody that would like to have a particular book transcribed. The book panel then discuss and decide.’

‘Generally, publishers or authors do not come to us. The odd self-published author does and they would need to provide the book and the above process would apply. Hopefully, they would also supply a file for transcription if their book is chosen to be transcribed. We sometimes also get grants to produce books that will be transcribed for our library. We have also had people donate books and then pay to have the books transcribed and the books then are gifted to the Braille House library.’

It’s the only Braille library in Queensland that mails books out to the public and the only one in the country that provides monthly Braille editions of magazines like The Australian Women’s Weekly, Australian Reader’s Digest and Australian Geographic.

According to its website, Braille House currently has over 730,000 titles in 80 languages in a range of accessible formats, plus over 8000 music scores in Braille. There are picture books, junior, young adult and adult Braille books, as well as eBraille.

What’s the process for book transcription?

‘The transcription process is lengthy,’ says Cohen. ‘We either need to have the entire book typed or get a file from a publisher. If the entire book needs to be typed, the transcription process could be up to a year. Typed, formatted, SimBraille printed (SimBraille is Braille printed, not embossed, so a sighted person can see it) proofread, corrections completed, embossed, bound and then catalogued. If a file is provided, then the typed step would be removed. However, some files when converting from a PDF don’t come across altogether correctly and need more time to proofread back to the printed book.  

‘Children’s twin-vision books are typed, and Braille label embossed,’ adds Cohen. ‘The Braille label is cut, then is adhered into the book. The costs for an average twin-vision book can be up to $350 to complete. A Braille novel could run into the thousands of dollars. One of the Harry Potter titles is 12 volumes long.’

Advances in technology have also enabled the ability to emboss Braille onto both sides of a page.

Cohen explains that unless they are specifically created for someone else for a fee, all books that are transcribed at the organisation are kept in the Braille House library for borrowing by members. Library membership is free.

Desley has been a borrower at Braille House’s library for 13 years, even before they had a computer system. An avid reader who enjoys all different genres, from a murder mystery to a family drama to a biography, she tells ArtsHub how she loves that Australian writers are represented in her reading. Although she says it would be great if the library mailed out books more than once a week, Desley believes the system works very well.

Can print users learn to read braille?

Courses are offered at Braille House or via correspondence for those who want to learn Braille for themselves or to help those who are vision impaired. This is a particular good service for carers, education aides, and family and friends.

It should be noted, however, that not everyone can learn Braille. As the organisation points out, because it is read with fingers, ‘It requires a level of sensitivity … to distinguish the raised dots. Some illnesses (such as diabetes) or harsh use of hands/fingers in work or leisure pursuits (such as farming or rock climbing) can diminish sensitivity.’..."

#metaglossia_mundus

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AI for accessibility means AI for all—No magic needed

AI for accessibility means AI for all—No magic needed | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it

"Company communicators need accessible, relatable content to bring all along in the AI journey ..."


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Math Tutoring Orton Gillingham

Math Tutoring Orton Gillingham | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Math Tutoring Orton Gillingham is a website that offers online math tutoring for students who struggle with math due to dyslexia, dyscalculia, or other learning difficulties. The website uses the Orton Gillingham approach, which is a multisensory, structured, and sequential method of teaching math concepts and skills. The website claims that this approach can help students improve their math fluency, accuracy, and confidence. The website also provides free assessments, testimonials, and a blog with useful tips and resources for parents and teachers. Math Tutoring Orton Gillingham is a service that aims to make math fun and accessible for all learners.

For more information: 


 Call Now- 561-601-5883

 Address 5978 Wedgewood Village Cir, Lake Worth Beach, FL 33463 






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The Fort Worth Key School is training teachers across North Texas to help students with dyslexia. Here’s how

The Fort Worth Key School is training teachers across North Texas to help students with dyslexia. Here’s how | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
Teachers from across North Texas are part of a training program with the Key School to better serve students with dyslexia.
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4 ways to optimize accessibility in higher ed

4 ways to optimize accessibility in higher ed | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
To foster an inclusive learning environment, it's paramount that educators incorporate accessibility in their course design

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Supporting Students With Disabilities To Be Successful In An Online Learning Environment

Part of the 2021 Virtual Conference, a collaboration between NW/MET, NWeLearn, and eLCC. https://nwelearn.org/conference/2021-program

SPEAKER: Dana Gullo, York College of Pennsylvania
DESCRIPTION: This presentation will discuss the factors contributing to students with disabilities' positive and challenging experiences transitioning to remote learning in the spring 2020 semester due to the COVID-19 pandemic at a community college located in the midwestern United States.

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Digital Accessibility Claims Put Higher Ed Institutions at Risk

Digital Accessibility Claims Put Higher Ed Institutions at Risk | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
In the face of rising usage of digital learning tools as a permanent fixture in instruction and growing pressure for schools to make diversity, equity, and inclusion a higher priority, many institutions are failing the most basic requirements for digital accessibility.

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Baidu Launches AI Platform to Enable on-Device, Real-Time Translation

Baidu Launches AI Platform to Enable on-Device, Real-Time Translation | ED262 mylineONLINE:  Exceptionalities and Accessibilities | Scoop.it
By PRNewswire On Mar 4, 2022
 

Baidu AI Cloud, a leading AI cloud provider, launched an AI sign language platform able to generate digital avatars for sign language translation and live interpretation within minutes. Released as a new offering of Baidu AI Cloud’s digital avatar platform XiLing, this platform aims to help break down communication barriers for the deaf and hard-of-hearing (DHH) community by boosting the accessibility of automated sign language translation. An AI sign language interpreter developed using the platform will perform its duties during the upcoming Beijing 2022 Winter Paralympics Games.

Also released along with the platform are two all-in-one AI sign language translators, providing one-stop solutions with a streamlined set-up process and plug-and-use features. By enabling public service deployment in scale, the translators have been designed for a wide range of use scenarios such as hospitals, banks, airports, bus stations and other public areas.

With the technology enablement brought by AI, the production and operational costs of digital avatars have been reduced to a significant degree, making it possible for AI sign language to go scale and serve more deaf and hard-of-hearing individuals, said Tian Wu, Baidu Corporate Vice President.

Today, China is home to 27.8 million deaf and hard-of-hearing (DHH) individuals but is faced with a massive shortage of qualified professionals to serve their needs, with no more than 10,000 sign language translators, a gap especially felt in medical and legal settings.

The XiLing AI sign language platform and the all-in-one sign language translators are designed to fill this significant gap and address the communication difficulties facing the DHH community in both online and offline settings. For DHH individuals who want to study or socialize online without barriers, the platform can be quickly integrated into commonly used mobile applications, websites, and mini programs within a few hours, performing functions like sign language video synthesis and livestream synthesis, text-to-sign language translation, and audio-to-sign language translations.

The all-in-one translators are tailored for offline scenarios to improve the accessibility of public services. Baidu’s translators come with two models, a full offline version V3, and a cloud-connected version P3. Both are embedded with core functions of the AI sign-language platform, able to realize ASR speech recognition, speech translation, and portrait rendering. This full range of functions offers incredible potential for empowering the DHH. For instance, DHH individuals will be able to visit the hospital and manage the complicated process of registration, consultation, payment, and medicine collection without further assistance. Additional applications hold the potential to allow the DHH community to travel, dine, and even work independently.

Technical Deep Dive

Compared to translations between spoken languages, the sign language translation is more complicated mainly because it is not translated word by word from verbal speech. Instead, the language refinement and word order must be adjusted in order to show the actual meaning of the sentence. As a relatively rarely-used language, a very limited amount of data on sign language is available for machine learning. It also requires lip language and facial expressions to assist understanding. In real-world settings, solutions are often faced with complex environmental factors making them difficult to deploy. All these practical barriers have posed numerous challenges to the development of AI sign language.

Marketing Technology News: For better Or For Verse Focus 22: Web 3.0 and Metaverse

To make AI sign language comprehendible, Baidu scientists had to resolve three key challenges: the clarity of speech recognition, the accuracy of sign language translation, and the fluency of sign language movements.

To address speech recognition clarity, the XiLing AI sign language platform uses Baidu’s home-grown SMLTA speech recognition model to achieve end-to-end modeling speech recognition through integrating acoustics and language. Based on Baidu’s self-developed deep learning algorithm, targeted training can enable word accuracy in a wide range of fields such as tourism, medical care, and legal proceedings.

In terms of the accuracy and refinement of sign language translation, Baidu has built the first neural network-based sign language translation model with a controllable degree of refinement, which can automatically learn sign language translation knowledge from real data such as word order adjustment, word mapping and length control to generate natural sign language that conforms to the habits of hard-of-hearing people.

To ensure the accuracy of the sign language translation, Baidu has invited over 500 scholars and students with hearing loss in China to help enlarge and vet the sign language corpus, with many joining the project as volunteers. Tiantian Yuan, associate dean of Technical College for the Deaf, Tianjin University of Technology, said she and her students feel incredibly honored to have contributed their parts in collaborating with Baidu to fill in this gap for the community.

To ensure the fluency of sign language actions, the AI sign language platform has sorted nearly 11,000 actions based on the National Universal Sign Language Dictionary with its “action fusion algorithm”, so that all digital sign language gestures have the degree of coherency and expression as human sign language. In addition, with the help of 4D scanning technology, the accuracy of mouth shape generation has been optimized up to 98.5%.


Via Charles Tiayon
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