Accessible Learning design, implementation and...

Accessible Learning design, implementation and accreditation

WP3:Developmentofthetraining,assessmentandaccreditation

R3.2ALdiatrainingprogramme:

Descriptionofmethodologiesandtools

Developedby

FondoFormacionEuskadiwww.ffeuskadi.net

ALdia-AccessibleLearningDesignimplementationandAccreditation(562155-EPP-1-2015-1-ES-EPPKA3-PI-FORWARD)

Projectinformation

Projectacronym: ALdia

Projecttitle: Accessible Learning Design implementation and

Accreditation

Agreementnumber: 2015-3425/001-001

ProjectReferenceNumber: 562155-EPP-1-2015-1-ES-EPPKA3-PI-FORWARD

Sub-programmeorKA: Key Action 3: Support for policy reform - Initiatives for

policyinnovation

Projectwebsite: www.aldia-project.eu

Authoringpartner: FondoFormacionEuskadi

Reportversion: 2.0

Dateofpreparation: 02.12.2016

Documenthistory:Date Version Author(s) Description10.10.2016 1.0 MartaPalacio Draftversion02.12.2016 2.0 MartaPalacio Incorporatedfeedbackfrompartners

andconclusionsofthedesignmeetingsonv.1.0.

©ALdia–AccessibleLearningDesignimplementationandAccreditation2016WiththesupportoftheErasmus+ProgrammeoftheEuropeanUnion.Disclaimer:TheEuropeanCommissionsupportfortheproductionofthispublicationdoesnotconstituteendorsement of the contents which reflects the views only of the authors, and theCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinformationcontainedtherein.


Tableofcontents 1.Introduction..........................................................................................................................1

2.ObjectivesoftheALdiatrainingprogramme:descriptionofmethodologiesandtools.......3

3.ALdialearningapproachandmethodology..........................................................................5

3.1.ALdialearningapproach..................................................................................................5

3.2.ALdiaMethodology.........................................................................................................6

4.SharingthebackgroundknowledgeofALdiapartners.......................................................10

4.1.Methodologies..............................................................................................................10

4.2.Tools.............................................................................................................................14

5.Designmeetingsgeneraloverview.....................................................................................21

5.1.ItalianDesignGroup–Keyfindings..............................................................................21

5.2.SpanishDesignGroup–Keyfindings............................................................................23

5.3.GreekDesignGroup–Keyfindings..............................................................................25

6.References...........................................................................................................................27


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1.Introduction

ThisdocumenthasbeendevelopedwithintheframeworkoftheALdia-AccessibleLearning

Design implementation and Accreditation project. ALdia is a project co-funded by the

European programme Key Action 3: Support for policy reform - Initiatives for policy

innovation.

ThemainobjectiveoftheALdiaprojectistoreducedisparitiesinlearningoutcomesaffecting

learnersfromdisadvantagedbackgroundsandtomainstreamtheequalaccessprinciplesand

practicesintoalleducationsectorsandlevelsinEuropeandbeyond.TheALdiaprojectaims

to establish new knowledge and explore the feasibility of a new accreditation that will

prepare and deploy theHE and VET education professionalworkforce for equity, diversity

andinclusionthroughtheuseofnewandcreativepedagogiesandtools.ALdiaactivitiesare

expectedtosupportpeoplewithdisabilitiestoobtainhigherqualificationsandfacilitatetheir

transition to the labourmarket. To this direction, ALdia will design and develop aMOOC

(Massive Open Online collaborative Course) to prepare the education professionals for

equity,diversityandinclusioninlearningprocessandcertifythemwiththequalificationsof

inclusiveeducation.

TheALdia training programme:Description of methodologies and tools is a deliverable of

WP3“Developmentofthetraining,assessmentandaccreditation”,which isthecentralWP

totheprojectimplementationasitwilldeliverthemajorprojectresults:

• Eighttrainingmodules,

• Eightself-assessmenttests

• Thirty-twopeer-assessmentassignments

• Onefinalexam

The trainingmodulesarebasedon the findingsof thepreviousWP2todevelop innovative

and flexible techniques that respond to specific education needs and promote inclusive

learningandequality.


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The programmewill abide by the EuropeanQualifications Framework for lifelong learning

(EQF) and the European Credit System for Vocational Education and Training (ECVET)

standards.

The main objective of this WP is firstly to define the ALdia training, assessment and

accreditationframework,takingintoconsiderationtheoutputsofthepreviousWP2inorder

toturnthetargetgroups’specificneedsintospecificlearningoutcomes;secondlytodevelop

thetrainingmaterial,eightALdiatrainingmodulestoremoveorreduceinadvertentbarriers

whichpreventdisabledstudentsfromsuccessfullyparticipatingincoursesandprogrammes

of study; and finally, design the assessment and accreditation, in order to assess the

competencesacquiredbythetrainees.

To this purpose, the WP3 will deliver, apart from the training modules (R3.3) and the

assessment exams (R3.4), different documents that are directly linked between them and

withthenexttasks:

• ALdiatrainingprogramme:descriptionofmethodologyandtools(R3.2),

• ALdiatrainingprogramme–aguide(R3.5),

• ALdiaprogramme-trainers’guide(R3.6),

• ALdiaprogramme-trainee’sguide(R3.7).

DuringthisWPthefocusgroupsineachcountrywillbeaskedtomeetagaininordertogive

their opinions on the ALdia training methodology and tools. Their members will include

experiencededucationandaccreditationprofessionals,whocancontributetothedefinition

ofthemostappropriatetrainingandassessmentpedagogicalapproaches.


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2.ObjectivesoftheALdiatrainingprogramme:descriptionofmethodologiesandtools

The main goal of this document is to be a concrete and useful instrument providing a

commonbackgroundofmethodologyandtools tobeadoptedbypartners in thedesignof

theALdiaTrainingProgrammefortheeffectivetrainingofthetargetgroups.

Thedocumentisstructuredintotwomainsections:

• ThefirstoneaimsatdefiningtheALdia learningapproachandmethodologywithin

theALdiaConsortium.

• The second section consists in a common understanding of the meaning of

methodologyandacollectionofpracticalexamplesoftoolsprovidedbypartnersas

patrimonytobeusedamongtheentireConsortium.

Themain beneficiarieswithin the ALdia project are both theHigh Education professionals

andVocationalandEducationalTrainingproviderswhoarethetargetgroupofALdiatraining

programme.Nevertheless,thisdocumentcouldbeusedbyallthoseinvolvedindealingwith

amethodologicalapproachinthedevelopmentofthetrainingcourse.

Themainchallengehighlightedbythisdocumentistofindtheappropriatemethodologyand

tools that respond to the target group's specific needs in terms of skills to prepare the

education professionals for equity, diversity and inclusion in learning process and certify

themwiththequalificationsofinclusiveeducation.

ThisreporttakesintoaccountthepreviousALdiareports1wherewehavedefinedtheneeds

of studentwith disabilities fromGreece, Spain and Italy in both higher education andVET

sectors, and the technical and contextual requirements for the ALdia virtual e-learning

platform (the general layout of the Platform, the Users and their involvement, Moodle’s

technical aspects regarding Accessibility Specifications and sets the learning design

specifications).

1R2.2SupportingstudentswithdisabilityinHEandVET:aneedsanalysis,developedbyFourElements,2016.R2.3ALdiaTrainingandCertificationStrategy,developedbyCESIE,2016.R2.4SpecificationsoftheALdiaVirtualLearningEnvironment,developedbyUPRC,2016.


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Apartfromthat,thisreporttakesunderconsiderationtheoutcomesofthedesignmeetings

organizedwithexperiencededucationandaccreditationprofessionalsinthethreecountries

(R3.1:Designmeetingsontrainingpedagogyandtools).

Anotherchallengeconsists ingivingthebasis tocreateanoverallhomogeneityofcontents

despite the diversity among all the consortium partners. Therefore, diversity should be

pointedoutasaresourceinfavourofthehomogeneity.


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3.ALdialearningapproachandmethodology

3.1.ALdialearningapproach

Basedonthisneedsanalysis,AldiaMassiveOpenOnlinecollaborativeCourse(MOOC)willbe

designedandimplementedforHEandVETeducationprofessionalsfromSpain,Greeceand

Italytodiscussandgainadeeperunderstandingofemergingtrendsinpromotingequityand

inclusion fordisabledstudents, includingmethodology,bestpracticesandpractical,hands-

onapplicationoftraditionalandblendedclassroomtechniques.

TheALdiaMOOCwillgiveeducationprofessionalsinthethreepartnercountriesandbeyond

theopportunitytolearn,practice,discussandsharehowtodesignandimplementaccessible

lectures and trainings. In this way, the ALdia project will promote the development of

learningenvironmentsthatfosterinclusionanddiversity.

Itssuccessfulcompletioncanlead–forthelearnersthatwishtodoso-toanALdiaoutcome-

orientedcertificate(basedontheEQF/ECVETframework)thatwillbeofferedatalowcost.

TheALdiacertificatewillgivetheopportunitytothetraineestobecomeALdiatrainers.

TheALdialearningapproachisbasedoninnovativeconstructivistandcollaborative

principles.

- Constructivistlearningenvironmentsaredesignedtofacilitatealearner’sconstruction

ofnewknowledge.

- Collaborativelearningtakesconstructivismfurtherbyplacinglearnersinthecentreof

theeducationprocess.

Thedevelopmentofcollaborativeteachingandlearningpedagogiesareusedintworespects:

a) theALdiatrainingmethodologyandpracticewillbeusingallthecollaborativelearning

techniques available for virtual learning systems. More specifically, Discussions

Forums, Chats,Wiki andWorkshopswill be available. Traineeswill have access to a

‘practice area’ in the ALdiaMOOCwhere theywill be able to share their accessible

learning designs. Assessment will be performed through weekly peer-assessment

(amongothers).


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b) TheaccessiblelearningdesignthatwillbetaughtbytheALdiatrainingwillincorporate,

where appropriate, collaborative teaching techniques. Collaborative learning can be

particularlybeneficialinadiversifiedteachingenvironmentandcanpromotetolerance

and combat discrimination. The aim of the ALdia training material, taught in eight

modulesistoremoveorreduceinadvertentbarriers,whichpreventdisabledstudents

fromsuccessfullyparticipatingincoursesandprogrammesofstudy.

3.2.ALdiaMethodology

Learning thus becomes an active process, which can be furthered by the use of new

technologiesandtheinternet.ParticipantscanattendtheALdiaMOOCastheywishandthey

can create their own schedule according to their specific needs. The reason to use this

approachanswerstomanyreasons:

- thereisasignificantamountofcontenttobedeliveredtoalargenumberoflearners;

- learnerscomefromgeographicallydispersedlocations;

- learnershavelimitedmobility;

- learnershavelimiteddailytimetodevotetolearning;

- learnersdonothaveeffectivelisteningandreadingskills;

- learnershaveatleastbasiccomputerandInternetskills;

- learnersarerequiredtodevelophomogeneousbackgroundknowledgeonthetopic;

- learnersarehighlymotivatedtolearnandappreciateproceedingattheirownpace;

- contentmustbereusedfordifferentlearners’groupsinthefuture;

- trainingaimstobuildcognitiveskillsratherthanpsychomotorskills;

- thecourseaddresseslong-termratherthanshort-termtrainingneeds;

- thereisaneedtocollectandtrackdata.

TheALdiaMOOCwillbeavirtuallearningenvironmentapplyinganassortmentoftoolsthat

can be used for constructivist and collaborative learning, including discussion forums,wiki


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andworkshops.ALdia trainingmaterialwill useunconventional learning resources (games,

videos,software,etc.),althoughspecificcarewillbegivenforthembeingaccessible. Itwill

alsoallowfortheflexibleaccessanduseof informationandresourcesatatime,placeand

pacethatissuitableandconvenienttoindividuallearners.

Thecoursewillbeoffered through theALdiaVirtual LearningPlatform (VLP).Theplatform

will be built on the latest version of the popular LearningManagement SystemMoodle2.

(See report R2.4 “Specifications of the ALdia Virtual Learning Environment” for further

specifications).

Moodle is a free open source software used for e-learning projects and distant education

withthespecificitytocreateonlinecoursestoachievespecificlearningobjectives.Itallowsa

virtual learning environment encouraging the learners to contribute to the educational

experienceandbeingactivepartof a learningvirtual community. It allows toorganise the

learningprogramintosectionsandmodulesguaranteeingasequentialityofactivities.Thee-

learningthroughtheMoodlePlatformcanbeintegratedwithmanyusefulonlinetools,finda

listofthesetoolsbelow:

• BSCW (https://public.bscw.de/pub) is a collaborative platform in which you can

store, share andmanage files (documents, pictures etc.). Youwill be able to grant

password-protected access to friends and colleagues; create arbitrary numbers of

teams; invitenewmemberssimplybyemail;manageappointments,contacts,tasks

andnotes;useversioningandchangereportstomonitordistributedprocesses;stay

aware of your teammates' activities; create and publish blogs; use polls to sample

your teammates' opinions; send automatic reminders of events to remember and

thingstodo.

• TWIDDLA(http://www.twiddla.com)isafree,web-basedmeetingplayground

• Padlet(http://padlet.com)toolforavirtualcollaborationwall

• Googlegroups(https://groups.google.com/forum/#!overview)

2AcronymforModularobject-orienteddynamiclearningenvironment(source:thefreeencyclopediaWikipedia)


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Collaborativecreationofdocuments:

• Google Drive is a file storage and synchronization service provided by Google

consisting of collaborative text-editing, spreadsheet and presentation tools.

(http://www.google.com/intl/es/drive/about.html)

• Wikis are collaborative websites which allow users to add, modify or delete the

contentviaawebbrowser.ThemostcommonexampleofawikiisWikipedia,alsoan

unmatchedexampleofcollaboration.Someexamplesofwikitoolsare:

• Pbworks(http://pbworks.com)

• Mediawiki(http://www.mediawiki.org/wiki/MediaWiki)

Collaborativemindmapsarealsoagoodwaytoshareideas,brainstormordevelopanidea

collaboratively.Someexamplesofcollaborativemindmappingtoolsare:

• Mind42:Collaborativeweb-basedtool,withunlimitedsimultaneoususers,tocreate

mindmaps.(http://mind42.com)

• Mindmeister(http://www.mindmeister.com)

• Cmaptools(http://ftp.ihmc.us)

• Bubbl.us(www.bubbl.us)

• Videconferencescanbeusedforonlinemeetingsatadistanceatacertaintimefora

selectedgroupofpeople.Someofthevideoconferencingtoolsyoumayfindusefulin

yourclassroomare:

• Flashmeeting(http://fm.ea-tel.eu/fm)

• OpenMeetings(http://code.google.com/p/openmeetings)

• BigBlueButton(http://bigbluebutton.org)

• Skype(http://www.skype.com/intl/pl/home)

• WiZiQ(http://www.wiziq.com)

• GoogleHangouts(http://www.google.com/+/learnmore/hangouts)

• AdobeConnect(http://www.adobe.com/products/adobeconnect.html)

Blogs are often sites for individual online publishing, but they have potential for

collaborationandgroupworkthankstothepossibilitytohavemorethanoneauthorand

tocommentonwhatwaspublished.Popularblogging toolsyoumayconsiderusingwith

yourstudentsare:

• Blogger(www.blogger.com)


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• Wordpress(http://wordpress.com)

Socialnetworkingsites:Nowadayssocialnetworksareoneofthemostusedonlinetoolsin

everyday life as well as work. They allow users to stay in touch with the others, share

information easily and make contacts with people - these characteristics can be used for

online collaboration of a group of classmates on a task, sharing of the results of their

practical work with the community asking for feedback or ideas for solutions, as well as

contacting remote students and teachers studying the same vocational subject, with a

different perspective and from a different context. All this provides opportunity for

collaborative learningandgroupworkandcanenrich the learningprocess. It ispossible to

joinasocialnetwork thatalreadyexists (e.g.Facebook, inwhichyoucancreateyourwork

group)orcreateyourownnetwork(withSocialgo,Elggetc.).

• Facebook(www.facebook.com)

• SocialGO(http://www.socialgo.com)

• Elgg(http://elgg.org)

Othertools,suchasvirtualdesks(e.g.www.dropbox.com)orsocialmediasites,aredesigned

forresourcesharing,whichcanbeveryusefulwhenworkingonalearningactivityinagroup.

Socialmediasitesareusedtosharemediaobjects(video,images,audio,slidesetc.),butas

the name implies, they include intensive social interaction between the users. Once a

resource is published online it can be collaboratively analyzed, commented on and ideas

further developed. Examples of tools belonging to that group and bearing potential for

classroomuseare:

• Video:YouTube(www.youtube.com)

• Slides:Slideshare(www.slideshare.com)

• Pictures:Flickr(http://www.flickr.com)

• Webpages:Diigo(https://www.diigo.com)


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4.SharingthebackgroundknowledgeofALdiapartners

4.1.MethodologiesAfteran investigationamongallpartners, FondoFormacionEuskadiextrapolated themain

idearelatedtomethodologies(intheALdiavirtuallearningenvironmentcontext)thatwants

to be addressedwithin the ALdia project. Themethodologies here shownaims at being a

systemofprinciples,astructuredapproachforalearningobjectivethatconsistsinpreparing

theeducationprofessionalsforequity,diversityandinclusioninlearningprocessandcertify

themwiththequalificationsofinclusiveeducation.

Takingintoaccountthedifferentdefinitionsofmethodologiesprovidedbythepartners,we

adoptthefollowingdefinitionofmethodology,withintheALdiaprojectframework:

The theoretical analysis of themethods thatwill be used, in order to describe the specific

proceduresortechniques,appliedtothefieldofthestudy.Italsoincludestheprinciplesthat

willworkasabasementforthestudy.Therefore,itresponsestohowtoteach.

Hereare shown theMethodologies thatpartnersbelieve couldbepartof thepedagogical

backgroundoftheALdiaTrainingCourse:

Methodology’sname e-learningBackground Importantauthorss:ToniBatesyAlbertSangrà,JulioCaberoDescription onlinelearningFieldsofimplementation TrainingingeneralLinkstoALdiaproject ItisscheduledaMOOCintheprojectandthisconceptisunderstoodasa

typeofe-learningReferences http://www.uoc.edu/portal/es/elearncenter/

http://www.uoc.edu/rusc/3/1/dt/esp/cabero.pdf

Methodology’sname LearningObjectsBackground WileyDescription ReusableonlinecontentasabasisforteachingFieldsofimplementation TrainingingeneralLinkstoALdiaproject ThecontentsoftheALdiaMOOCcouldbelearningobjectsReferences http://www.reusability.org/read/


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Methodology’sname SignificantlearningBackground Constructionism

CollandZabalzaDescription TheMOOClearningmustbeinterestingforusers,byprovidingsomequality

totheirtraining.Fieldsofimplementation TrainingingeneralLinkstoALdiaproject ThetheoreticalbasisofthetrainingintheMOOCcouldbetheAS.References http://www.saladeprofes.cl/se-dice/831-constructivismo-y-el-aprendizaje-

significativo.html

Methodology’sname CognitivelyGuidedInstruction(CGI)Background Constructivism,Piaget,VygotskyDescription

Alearningapproachinwhichtheeducatorusesstrategicallyplacedprompts,cues,questions,directexplanations,andmodelingtoguidestudentthinkingandfacilitateanincreasedresponsibilityforthecompletionofatask

Fieldsofimplementation InadultlearningLinkstoALdiaproject Inadultlearning,thismethodologyactivatesthemechanismforcooperative

learningclimate,sequentialactivitiesforachievingtheobjectives,formulationoflearningobjectivesbasedonthediagnosedneedsandinterests.

References http://www.sciencedirect.com/science/article/pii/S0883035505800059http://www.ascd.org/publications/books/111017/chapters/[email protected]

Methodology’sname Case-basedlearningBackground

PioneeredinthemedicalschoolprogramatMcMasterUniversityinHamilton,Ontario,Canadainthelate1960sbyHowardBarrows.Itcanbeconsideredasaconstructivistapproachtoinstruction.

Description Withcase-basedteaching,studentsdevelopskillsinanalyticalthinkingandreflectivejudgmentbyreadinganddiscussingcomplex,real-lifescenarios.

LinkstoALdiaproject Themethodaddressestheneedsofboththeteachersandtheadministratives,becausetheywillbecriticallyengagedwithspecificcircumstancesofaccessibility.Thestudyofcaseswillhelpthemtoidentifyproblemsastheyperceivethemandthusformulatestrategiesandgeneratepossiblesolutionsforauthenticscenarios.

References http://edutechwiki.unige.ch/en/Case-based_learninghttp://www.gla.ac.uk/schools/medicine/mus/coursecontributingopportunities/casebasedlearning/http://www.nea.org/assets/img/PubThoughtAndAction/TAA_01Sum_05.pdf

Methodology’sname Self-assessmentBackground

SocialLearningTheory–Bandura,1978Schunk&Zimmerman,1994–Self-regulatedlearning

Description Studentself-assessmentinvolvesstudentsinevaluatingtheirownworkandlearningprogress.

LinkstoALdiaproject

Throughself-assessment,theparticipantsintheALdiatrainingwillbeableto:

• identifytheirownskillgaps,• seewheretofocustheirattentioninlearning,• setrealisticgoals,


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• revisetheirwork,(leectures/administrativeservices)• tracktheirownprogress• decidewhentomovetothenextlevelofthecourse.

Duetoitsgreatimpactonstudentperformance—inbothclassroomassessmentsandlarge-scaleaccountabilityassessments—themethodwillempowerstudentstoguidetheirownlearningandinternalizethecriteriaforjudgingsuccess.

References

http://www.edutopia.org/blog/self-assessment-inspires-learning-lori-desautelshttp://www.assessmentforlearning.edu.au/professional_learning/student_self-assessment/student_strategies_enhance.htmlhttp://files.eric.ed.gov/fulltext/EJ815370.pdfhttps://www.reading.ac.uk/engageinassessment/peer-and-self-assessment/self-assessment/eia-self-assessment.aspxhttp://www.itari.in/categories/ability_to_learn/self_efficacy_an_essential_motive_to_learn.pdf

Methodology’sname OpendiscussionDescription Qualitydiscussioninvolvespurposefulquestionspreparedinadvance,

assessment,andstartingpointsforfurtherconversationswithinthetraineesandopportunitiesforreflection.Afterlecturethisisthemostfrequentlyusedteachingstrategywithmanybenefits,becauseithelpsthestudentstounderstand,reflectonandapplywhattheyhavelearnt.

LinkstoALdiaproject Traineeswillsharetheirexperienceandreflectonmanyaccessibilityissues.Onlinediscussionisalessthreateningenvironmentfortraineestoparticipate.

References https://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/discussions-seminars/facilitatinghttp://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/discussions.htmlhttp://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finleyhttp://www.cdtl.nus.edu.sg/brief/v7n2/sec3.htm

Methodology’sname ActionlearningBackground

Therootsofactionlearningcanbetracedto actionresearch,aconceptandtermoriginatedbyKurtLewininthe1940s(Weisbord,1987).ReginaldW.Revanspioneeredtheconceptsofactionlearningmorethan50yearsagothroughtheuseofin-depthresearchandworkincoalmines,hospitals,andotherindustries.HewasinvitedtotryouthistheoriesinBelgiumthatledtoanupturnintheBelgianeconomy.

Description Actionlearningiscontinuousprocessoflearningandreflectionwiththeintentionofgettingsomethingdone.Itdoesnotuseprojectwork,jobrotation,oranyformofasimulationsuchascasestudiesorbusinessgames.Learningiscenteredaroundtheneedtofindasolutiontoarealproblem.Mostactionlearningprocessestakefromfourtoninemonthstocomplete.

Fieldsofimplementation AllLinkstoALdiaproject Teamsoflearnerswithdiversebackgroundsconductfieldprojectson

problemsrequiringuseofskillslearnedinformaltrainingsessions(whattheyhavelearntintheelearninglearningpreviously)

References http://www.nwlink.com/~donclark/hrd/media/action_learning.html


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Methodology’sname Self-DirectedLearningBackground thenotionofSDLadvocatedherereflectsMalcolmKnowlesdefinitionof

SDL:“Initsbroadestmeaning,’self-directedlearning’describesaprocessbywhichindividualstaketheinitiative,withourwithouttheassistanceofothers,indiagnosingtheirlearningneeds,formulatinglearninggoals,identifyhumanandmaterialresourcesforlearning,choosingandimplementappropriatelearningstrategies,andevaluatinglearningoutcomes.”(Knowles,1975,p.18)

Description OfprimaryconcerninthisdefinitionofSDListhefactthelearnertakes1)theinitiativetopursuealearningexperience,and2)theresponsibilityforcompletingtheirlearning.Oncetheinitiativeistaken,thelearnerassumescompleteresponsibilityandaccountabilityfordefiningthelearningexperienceandfollowingitthroughtoitsconclusion.Thisdoesnotprecludeinputfromothers,butthefinaldecisionisthelearner’s.Self-directiondoesnotmeanthelearnerlearnsaloneorinisolation.

Fieldsofimplementation AllLinkstoALdiaproject Intermsofe-learning,thefactthatlearnerscandeterminewhichmodulesor

scenariostoreviewisalsofrequentlytoutedasself-directedlearning.Thefactthatthelearnerhasachoiceandmakesadecisiontoselectthisorthatmoduledependingonher/hisinterests.

References http://www.selfdirectedlearning.org/what-is-self-directed-learning

Methodology’sname ReciprocalMaieuticApproach(RMA)Background TheRMAisapopulardialecticmethodologyofresearchandself-analysis

developedbyDaniloDolcifromtheconceptofSocrates’maieutic.Itderivesfromtheancientgreek“μαιευτικός”thatliterallystandsforthemidwifeart:eacheducationalactislikegivingbirthtoalltheinsidepotentialsoftheindividualwhowantstolearn.

Description RMAisaprocessofcollectiveexplorationofpossibleproblemsolutionandalternativepathsthatdepartsfromtheexperienceandtheintuitionofindividuals.Thisapproachpromotesasenseofresponsibilityinthecommunitiesandindividualsandcanbedefinedasa“collectiveexplorationprocessthatconsidersindividuals’experienceandintuitionasareferencepoint”.DaniloDolci’sRMA,asaresult,isbasedonthesharingprocessofanswering,exploringandcreating.Asthenameitselfrecalls,theRMAisa“reciprocal”processbetweenatleasttwopeopleanditnormallydevelopswithinagroup,withapersonwhostartsaskingsomequestionsandotherpeoplewhosearchfortheanswerstogetherandmakeothercloseexaminations.Inanintensedialoguethatstandsforanewwayofeducationbasedonincreasingindividuals’andgroup’screativity,themaieuticalprocessconcentratesonthecapacityofpeoplepotentialtodiscovertheirvitalinterestsandfreelyexpresstheirownreflectionsbasedbothontheirexperiencesandtheirpersonaldiscoversandonthechoralverificationoftheproposals.

Fieldsofimplementation OneofthemainadvantagesofRMAistheabilitytoapplyitindifferentareas,justbecauseitisamethodologythatservesmainlytobringthestudent’sknowledgetolightusingthedialogueasadialecticaltool.TherearenolimitstotheapplicationofthismethodandtheDaniloDolci


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philosophy,clarifythatpeople'sknowledgecanarisefromexperienceanditssharing,andthenrequiresmainlyreciprocityincommunication.

LinkstoALdiaproject ThecentralaimoftheAldiaprojectistomainstreamtheequalaccessprinciplesandpracticesintoalleducationsectorsandlevels.InthissensetheRMAisaddressablewiththeprojectbecauseitallowsthetrainertoestablishacloserrelationwithlearnersactivatingimportantcompetencesandvaluesas:learningtounderstand,groupprocesses,respectfortheother,learntobeactiveandinvolvedinsociety,developmoreself-esteemandawarenesstobecreative.Theuseofthisapproachprovidesadeepsharingbetweenthepeopleinvolved,andthisachievementisonlypossibleifpermitanequalaccesstoallkindoflearners.

References ManualinEnglish,RECIPROCALMAIEUTICAPPROACHInadulteducation,EditedbyAmicoDolciandFaustoAmico.http://cesie.org/media/EDDILI_manual_EN.pdf

4.2.Tools

This section is dedicated to present practical examples of specific toolsmatchingwith the

mainprinciplesandaspectsoftheALdiamethodologylistedabove:supportingastepbystep

learning process and promoting a participatory approach. All examples were provided by

partnersaccordingeachone'sexperienceandtheycanbeaddressedtothemainobjectiveof

ALdiatrainingprogramme.Therefore,itisveryimportanttoremindthattheywillhavetobe

adoptedaccordingtheeachspecifictrainingcontext,consideringaspectssuchasthecultural

peculiaritiesofeachcountrywherethetrainingtakesplace,thepersonalitiesofthetrainer

andthegroupoftrainees.

Hereisdescribedthedifferentdefinitionsoftoolsprovidedbythepartners:

TOOLDEFINITIONSAtoolisaresourcethathelpstoimplementamethodology.Inabroadsenseandinthefieldof the integration the ICT in the classroom,a toolmay refer toboth the softwareand thehardware.Toolmust be used to refer to something unitary and specific, such as a named test, or adevicetodoresearchwith.An educational tool is a program used to carry out a specific activity in an effective way.These tools supplement the learning materials, promoting creativity, collaboration andproblemsolving.AToolisasystembywhichitispossibletoachievespecificprojectobjectivesorfacilitatethe

implementationofsomeactivities.Thesetoolscanbespecificallydesignedtoolsor regular

productivitytoolsthatcanbeadoptedforprojectmanagementwork.Theexactdefinitionof

a pedagogical tool varies by age and education level, but virtually anything can be a


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pedagogicaltoolintherightcircumstances.It isnormalfortheamountoftrainingrequired

tousedifferenttoolstovary,butnolimitsexistonwhatmightbeapedagogicaltool;itisup

totheeducatororstudenttomakeconnectionsbetweenthetoolandconceptsorfactstobe

learned.For instanceCapacitybuildingisoneofCESIE’smilestonesas itworksasatoolfor

the development of knowledge, skills and capabilities of individuals and organisations

through training, acquisition of new resources, strategies, conceptual frameworks and

organisational attitudes. Also Critical thinking is a system that entails many kinds of

pedagogicaltools,includingdevelopingwell-reasoned,persuasiveargumentsandexamining

conceptsor situations frommultipleperspectives, includingdifferent cultural perspectives.

Thedefinitionofatoolinvolvesacarefulevaluationofthetargetgroup,andforthisyoucan

choosepracticalortheoreticalelementsincaseyouneedamoredirectormorestructured

approach. Technology has played a major role in this advancement and the use of some

instruments such as online platforms can facilitate the meeting and sharing of useful

elements to all users and increase the chances of reaching the prefixed targets. As

mentioned before, the RMA is a “reciprocal” process between at least two people and it

normallydevelopswithinagroup,withapersonwhostartsaskingsomequestionsandother

people try to find the answers together andmakeother close examinations. Themaieutic

workshopneedseverybodytoquestionanduncoverthemselves infrontoftheothers,and

with the others to start a common research path of analysis, testing and creative co-

education. For this typeof activity, themain tools aredictatedby thearrangementof the

classroombythetimeeveryonehastousetoexpresstheirthoughtsandmediationprovided

by the facilitator. A major concern with pedagogical tools is that not all individuals have

accesstothesameitems.Thisusuallyisduetoeconomicrestrictions.Forthisreasoninthe

samewaypedagogicaltoolsvarybysubject,theyalsovarybyeducationallevel.

The following tables contain the information about the tools/methods suggested by the

ALdiapartners,whichcouldbeusedduringthedevelopmentandtheimplementationofthe

ALdiatrainingprogramme.Thetoolsproposedbypartnerscanbeusedacrossthedifferent

modules:


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SIMULATIONEXERCISESANDROLEGAMESVIRTUALCLASSROOMSWEBCASTINGCREATIONTOOLSSLIDESHARETOOLSSHAREFILESTOOLSQUIZE-BOOKCREATIONTOOLSGLOSSARYONLINEQUIZZESINTERACTIVEACTIVITIESFEEDBACKQUESTIONNAIRES(TOBEEMBEDDEDONMOODLE)COLLABORATIVETOOLS(WIKIS)COMMUNITYFEATURES(DISCUSSIONFORUMS)TUTORIALS

Eachtableshowsmaininformationsuchas:

• Thenameofthetool

• Abriefdescription

• Numberofpeople,materialsandtimeneeded

• LinkstoALdiaproject

• Websites of reference and the provider partners to search for more detailed

information

Tool’sname SIMULATIONEXERCISESANDROLEGAMESDescription

Simulationexercisesandrole-playgameshelpyouaccuratelyassesshowindividualsperformintheareascentraltoeverydaybusinesslife.Theseexercisessimulatework-relatedtasksinabusinessenvironment,enablingyoutoassessaparticipant'scompetenciesinarealisticsettingbutthroughasafeenvironmentwherefailureisjustamatteroflearningandthere'sspaceforitandforfeedbackandimprovement.

Numberofpeopleinvolved

Dependingontheactivityandaimsofthelearningprocess,butitcaninvolvefeworalotofpeople.

Materialsneeded ComputerPaper,pensandbackgroundmusic.

Timeneeded Flexible,DependingontheexerciseReferences https://en.wikipedia.org/wiki/Trainingsimulation

http://www.dol.gov/odep/documents/TeachingSoftSkills.pdfhttps://www.coe.int/t/dg4/youth/Source/Resources/Publications/2009Manualforfacilitatorsen.pdf


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Tool’sname VIRTUALCLASSROOMSDescription

Applicationsorsoftwarethatallowtocollaborationinavirtualclassroom.Theseprovideusersavarietyofdifferenttoolsincludingaudio,whiteboard,chatandscreensharing.ThemostpopularapplicationsincludeAdobeConnect(www.adobe.com/products/adobeconnect.html),ClickMeeting(www.clickmeeting.com)andSpreed(www.spreed.com).GoogleHangouts,partoftheGoogle+socialnetworkingserviceprovidesaspaceforliveonlinemeetingsbetweentrainersandlearners.Interactionandannotationtoolsallowtrainerstosharewhiteboards,presentations,documentsandmultimediafilesandtocommunicateinbothoralandwrittenmedia.


Allstudents

Materialsneeded ComputerandsoftwareAvirtualclassroommimicsatraditionalinstructor-ledclassroombyintegratingdifferenttypesofsynchronoustools,suchaswhiteboard,chat,audioconferenceorapplicationsharing.

Timeneeded FlexibleLinkstoALdiaprojects HighlyinteractiveAllowtopracticehighcognitiveperformancelevel(apply,

analyse)References http://www.adam-

europe.eu/prj/7398/prd/3/2/Collaborative%20Blended%20Learning%20Methodology%20ver.%201.pdf

Tool’sname WEBCASTINGCREATIONTOOLSDescription Thesearetoolsusedtoachieveamediapresentationdistributedoverthe

Internetusingstreamingmediatechnologytodistributeasinglecontentsourcetomanysimultaneouslisteners/viewers.Awebcastmayeitherbedistributedliveorondemand.Itoffersdatastreamsoftext-basedmessages,voiceandvideochattobesharedsimultaneously,acrossgeographicallydispersedlocations.Applicationsforwebconferencingincludemeetings,trainingevents,lectures,orpresentationsfromaweb-connectedcomputertootherweb-connectedcomputers.


Unlimited

Materialsneeded FastnetworkconnectionandacameraLinkstoALdiaproject AllthetraineesparticipatingintheALdiatraining,willbeengagedwiththe

useoflivevideo.Theywillbereachedatthesametimeandconductonlineseminar/communication.

References https://www.allbusiness.com/basic-tools-for-live-webcasting-14910319-1.html

Tool’sname SLIDESHARETOOLSDescription Hostingservicesthatallowsuserstouploadfiles(PowerPoint,PDF,

Keynote,orOpenDocumentpresentations),privatelyorinpublic.TheserviceallowsyoutouploadPowerPointandPDFslidedecksandthenconvertsthemtoaplayerthatcanbetaggedandmadepublic.


Unlimited

Materialsneeded NetworkconnectionLinkstoALdiaproject Traineeswillhavetheopportunitiestocommentandsharetheuploaded

content.


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Tool’sname SHAREFILESTOOLSDescription Cloud-basedtools,withmanyincludingstoragefacilitiestotrackall

transfers.Thesetoolsalsosaveyoufromthesetup,costandmaintenanceofrunningyourownhomeserver(VPN),andmakeiteasytouploadfilestosharewithfriendsorcolleagues,accessremotely(onanydevice),orstoreforlater.


Unlimited

Materialsneeded NetworkconnectionLinkstoALdiaproject Havingallfilesstoredonlinemakesiteasytostore,organize,andshare

them,soyoucanworkondocumentswithteammates,sharereportswithbusinesspartners,orconnectwithcustomers.Thefilesarealwaysuptodate,soeveryonehasaccesstothelatestversion.Thesetoolswillenhancecollaborationbetweenthetraineesanditwillkeeptheparticipantsuptodate.

References https://products.office.com/en/business/office-365-file-sharing-online-collaboration-toolshttp://mashable.com/2014/03/06/file-sharing-tools/#b1Cr3.XHEkqQ

Tool’sname QUIZDescription Itisanengaging,easyandfunwaytoprovideassessment.Itcantake

severalforms,suchastextquestions,multiplechoicequestions,imagequestions,multiplecorrectanswers,etc.


Unlimited

LinkstoALdiaproject Traineescanmaintainself-assessmentandcomebacktoimprovetheirscores.

References https://www.quiz-maker.com/http://www.educatorstechnology.com/2014/02/10-useful-web-tools-for-creating-online.html

Tool’sname E-BOOKCREATIONTOOLSDescription Onlinebooks,presentingcontentinamoreinteractiveway.Numberofpeopleinvolved

Unlimited

LinkstoALdiaproject Traineesareexpectedtobecomemoreengaged.References http://rockthedeadline.com/blog/content-marketing/tips-for-creating-an-

ebook-in-microsoft-word/http://www.thebookdesigner.com/2015/06/five-free-tech-tools-for-ebook-authors/

Tool’sname GLOSSARYDescription Abriefdictionaryforaspecificsubject.Traditionally,aglossaryappearsat

theendofabookandincludestermswithinthatbookthatareeithernewlyintroduced,uncommon,orspecialized.


Unlimited

LinkstoALdiaproject Creationofaccessibilityglossary.References https://en.wikipedia.org/wiki/Glossary

http://ieeexplore.ieee.org/document/4629722/?arnumber=4629722


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Tool’sname ONLINEQUIZDescription WithintheonlineplatformtheuseofQuizwillconsistinthepresentation

ofsomequestionnairesinordertocollectinformationabouttheneedsandtheperceptionoftheparticipants.


Dependsonthenumberoftrainers

Materialsneeded QuestionnairesTimeneeded 20minutesLinkstoALdiaproject TheuseofpracticalToolsismoreadvisableconcerningthenecessityto

implementtheactivitiesandshareitwithallthepartnersinvolved.Pedagogicalfocusisonbridgingthegapbetweenhistoricalstateofanactivityandthedevelopmentalstageofapersonwithrespecttothatactivity,inparticularthereshouldberealisationthatthedevelopmentofcontentalonedoesnotleadtomoreeffectivelearning,andthatthereisaneedtostructureandfosterlearningenvironmentstoenablecommunitiestodevelop.

References G.Conole,M.Dyke,M.Oliver,J.Seale;“Mappingpedagogyandtoolsforeffectivelearningdesign”;ResearchandGraduateSchoolofEducation,HighfieldCampus,UniversityofSouthampton,SouthamptonSO171BJ,UKhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.178.8474&rep=rep1&type=pdf

Tool’sname INTERACTIVEACTIVITIESDescription Theseactivitiescanincludeawiderangeoftoolsprovidedforwithinthe

Moodlesystem,suchascrosswords,submissionofessays,open-questionquestionnaires,trueorfalsequestionnairesetc.)


Unlimited

LinkstoALdiaproject Theseactivitieshelpinvolvethelearnersthroughtheirpracticalengagementinactivetaskswhilehelpingthecourseprovidertomeasurelearners’achievements.

References

Tool’sname FEEDBACKQUESTIONNAIRESDescription Questionnairesaskingforusers’feedback.Thiskindofquestionnaires

representevaluationtoolswhichcanbeusedtoidentifythestrengthsandweaknessesofthecourseandtoimproveitinversion2.


Unlimited

LinkstoALdiaproject Theseactivitieshelpinvolvethelearnersthroughtheirpracticalengagementinactivetaskswhilehelpingthecourseprovidertomeasurelearners’achievements.

References

Tool’sname COLLABORATIVETOOLS(WIKIS)Description WikisareaveryimportantfeatureinMOOCs.Theyarecollaborative

documentsallowinglearnerstoeditthesamedocument,adding/deletingpartsofit.


LinkstoALdiaproject Theseactivitieshelpinvolvethelearnersthroughtheirpracticalengagementinactivetasks.


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References https://docs.moodle.org/24/en/Wiki_module

Tool’sname COMMUNITYFEATURES(DISCUSSIONFORUMS)Description CommunityisacriticalfeatureinMOOCs,asitallowsthelearnerstojointly

discussofproblemsrelatedtothelearningpathsandtofindsolutionsinacollaborativeway.Thesefeaturescanincludeforums,blogs,chatsetc.



References

Tool’sname TUTORIALSDescription Addingvideo-tutorialsisanicewaytoexplainwhatacourseisaboutinan

attractiveway.ItisverysimpletocreatenicetutorialsusingfreetoolssuchasPowToon.



References


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5.Designmeetingsgeneraloverview

Three designmeetingswere held in all consortium countries: Spain, Italy andGreece. The

number of participants varies between 8 and 9 and the profile of the attendants are

composedofpersonsdesignatedbythepartnersandcarefullyselected.Thisvarietyallowsto

have represented our target group and so, to gather the opinions from the different

perspectives:

• DisabledStudents

• VET/HEprofessionalsworkingwithdisabledstudents

• Civilsocietyorganisationsworkingwithdisabledstudents

Themeetingshadanapproximateruntimefrom75to90minutesandwerecoordinatedby

one or more facilitators who were responsible for conducting the dialogue among the

participantsthroughvariousprojectrelatedquestions.

Thefindingsofthesemeetingsarepresentedbelowandtheirconclusionswillbeusedforthe

ALdiatrainingprogrammeandtrainingmodules.

5.1.ItalianDesignGroup–Keyfindings

To define a trainingmethodology focused on facilitating the access to learning paths by

disabledstudents,isneeded:

• Theoreticalknowledge:intermsofknowledgeaboutdisabilityandinhowtostructure

aninterventiontailoredtotheneedsthatarise.

• Knowledgeofthetoolsthatcanguaranteeequalaccesstoallcategoriesofstudents.

• Fundamentalpersonalattitudesareneeded:empathyandpatience.

• Tobe focusedon theneedof thestudentsand toproposeclearpatternsof learning

processes,thusdefiningtheobjectivestobeachieved.

• Totake intoaccounttheworkthatwillbe implementedbythetrainingproviderstaff

(tutors, teachers, etc.) with the families of the disabled person. The interventions

shouldalsoconsidertheneedsofthefamilies,tryingtofindadequatesolutionsforall

theactorsinvolved.


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Tochoosetherightpedagogicaltoolsfocusedonfacilitatingtheaccesstolearningpathsby

disabledstudentsisimportanttotakeintoaccountthefollowing:

• Itisgoodtousedifferenttools,itisuptotheeducatororstudenttomakeconnections

betweenthetoolandconceptsorfactstobelearned.

• Thedefinitionofatoolinvolvesacarefulevaluationofthetargetgroup.

• Online platforms (and in general structured IT for disabled people) and the practical

useofassistivetechnologiescanfacilitatethemeetingandsharingofusefulelements

toallusersand increasethechancesofreachingtheprefixedtargets.Attention!!We

should not overdo in using IT tools because they can also have a negative effect on

socialrelations.

Role playing is identified as a good practice of training methodology from the disabled

students´ point of view, encouraging group dynamics which can be very useful to achieve

effectiveresultsintermsoftraining.TheHE/VETprofessionalsconsiderthatsportisanother

methodology that allows peoplewith special needs to have equal access to the education

systemand canenhance their skills, social and communicatingabilities, aswell as improve

theiroverallhealthandwell-being.Alsomentoring,atutorwhoaccompaniesthestudentfor

theentireacademicperiod,isconsideredagoodpractice.

Some challenges are mentioned by disabled students in order to develop a training

programme for HE and VET professionals in special needs education based on the ECVET

principles,whichis:

• Tomatchstudentinterestswiththeneedsoffamiliesandtheuniversitystaff.Therole

ofthetutorasamediatorisfundamental.

• Thelackofgenuinenessandparticipants’resistancetoleavetheir“role”andtoexpose

themselvesinfrontofotherpeople.

The bureaucratic system within training providers was also recognised as challenging,

accordingtotheHE/VETprofessionals‘perception.


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5.2.SpanishDesignGroup–Keyfindings

Regarding the training methodology disabled students do not want the contents and

assessmentstobesimplifiedbutadapted,sothattheycanreachthemlikeotherpeers.From

HE/VETprofessionals‘perception:

• Institutionalplansthatspecifystrategiesandmethodologiestodesignconcreteactions

foraccessibilityareneeded.

• Thetrainingshouldbeassociatedwithanawarenessraisingplanandaneducationin

values,sinceattitudes,voluntarism,etc.influenceintheaccessibility.

• ThemethodologyintroducedbytheEducationLaw-LOGSE(GeneralOrganicLawofthe

Education Systemof 1990) based onmeaningful learning, analysis of previous ideas,

continuousassessmentandlearningtolearn,isstillevaluatedpositively.

Somepedagogicaltoolsareproposedbydisabledstudents:

• Textadaptedforcommunicationalternativesystems:Brailleorothers.

• ModulatedFrequencyfortheteacherandstudentwithhearingimpairment.

• Designofadaptedandflexibleactivities.

• AccessibleWebs.

• Preferredspacesintheclassroomsandmoreaccessibleclassrooms.

• Timeflexibilityforaccomplishmentanddeliveryoftasksandworks.

• Non-significantcurricularadaptationsintermsofmethodologyandevaluationtools.

On other hand, the HE/VET professionals propose the following to facilitate the access to

learningpathsbydisabledstudents:

• ICTasaworkingtoolandaccesstocommunication.

• Mentoringprotocolsandmethodologicalactions.

• ContinuosTraining.

• Expertsupportandadviceonthesubject.

• Moretimedevotedtothesestudents.

• Reductionofteacher-studentratio(smallergroups).


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Thefollowingbarriersorneedsarehighlighted:

• Lessonsandmaterialsarenotaccessible.

• Teachersneedmoretime,desire,attitude,etc.

• Teachingstafftraining.

• Participationofthedisabledstudentsinthetrainingprocess.

• Carriedoutcooperativelearning.

• Clarify:accessibilityisnottosimplifythecurriculum;accessibilityistoadaptit.

Thereareaspectsorchallengestokeepinmindwhendesigningatrainingproposal:

• InclusionofICT.

• Educationinvalues.

• Cooperativework.

• Peertutoring.

• Sharedleadership.

• Collaborationamongteachers.

• Greaterinvolvementofstudentsintheaccessibility.

• Aspectsoftheso-calleduniversaldesign.

• Includethevoiceofthoseinvolved:thestudents.

The students consider that a training programme for HE and VET professionals in special

needseducationbasedontheECVETprinciplesshouldcontainsnecessary:

• Descriptionoftheeducationalneedsofthedifferentdisabilities.

• Analysisofcommunicationsystemsanddidacticandtechnologicalresourcestousein

differentdisabilities.

• Approachesandtypeofevaluationadaptedtotheeducationalneedsofthedifferent

disabilities.

TheHEandVETprofessionalsproposethefollowing:

• Knowledgeandanalysisoftheeducationalneedsofthedifferentdisabilities.

• Knowledge and implementation of the communication systems and didactic and

technologicalresourcesthatarerequiredinthedifferentdisabilities.

• Knowledgeandapplicationofevaluationcriteriaandinstrumentsadaptedtodifferentdisabilities.


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5.3.GreekDesignGroup–Keyfindings

In Greece, apart from the design meeting, were carried out 2 separate interviews with

experts(Mrs.MariaEmmanouil,memberofAccessibilityUnit forStudentswithDisabilities,

National and Kapodistrian University of Athens, and the Professor Polatoglou, from

AristotelionUniversityofThessaloniki)duetotheycouldn´tattendthemeeting.

Fromthedisabledstudents‘pointofview,thetrainingmethodologyshouldbepersonalized

and customized on the specific characteristics and needs of each disability. Also the

pedagogicaltoolsshouldbesuitablydesigned.

TheHE/VETprofessionalsthinkthatitwillbeveryhelpfultoconsiderthefollowingelements

when develop a training programme for HE and VET professionals in special needs

education:

• thecasebasedexperiences,

• livespeechesofstudentswithdisabilities,

• videosmadebystudentswithdisabilities,whichexplaintheirneeds,

• experientialseminars,

• groupforum

Methodologicallyspeaking, inface-to-facelessons,professorsandtrainersshouldmakethe

lessonmoreinteractiveandadopttechniquesoflearningactivationinordertotransformthe

lessonintomoreparticipatoryforallstudents,includingthosewithdisability.

They propose the following tools in order to promote accessibility in the various types of

disability:

• BSCW,

• TWIDDLA,

• Padlet,

• Googlegroup,

• Skype,

• WiZiQ


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• Wordpress,

• Elgg

HEandVETprofessionalsconsiderthattheeducationalmaterial/contentdon´tneedgreat

changes;itcouldremainthesame,butadjustingittotheseveraltypesofdisability,inorder

to become accessible for students with disabilities. The interactive educational material

wouldaddresstheneedsofstudentswithdisabilities,aslongas,itisdesignedaccordingthe

UDLmodeltofacilitateaccessibility.

Regardingchallenges,thedisabledstudentsdeclarethattherearemanydifferentdisabilities

that have different and varied needs. Therefore a training programme for HE and VET

professionals in special needs education, should cover holistically all these different

categoriesandbridgeanygapsinthemeaningofaccessibleeducation.Inthesamesense,HE

andVETprofessionalsthinktheyshouldreceiveatrainingthatwillrangeinvariousformsof

disability,coveringallthedifferentdisciplinesandhavingpracticalapplication.Theybetfora

trainingpedagogybasedoncasebasedlearningwithlivespeechesandvideosfromstudents

withdisabilities.Participantscoulddevelopanalytic,collaborative,andcommunicationskills

andthewillseetheoryinpractice.

The group identifies some good practices in University and VET center and considers that

more good practices of special education from all universities and VET centers should be

collected, in order to encourage cooperation between them and exchange the expertise,

meanwhile the students with disability are supported in order to respond better in their

academicresponsibilities.Alsothedevelopmentofvolunteerismamongpeersandstudents,

should be encouraged from the HE and VET professors to facilitate accessibility to the

studentswithdisabilities.


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6.References

Bibliography

- R2.2SupportingstudentswithdisabilityinHEandVET:aneedsanalysis,developed

byFourElements,2016.

- R2.3ALdiaTrainingandCertificationStrategy,developedbyCESIE,2016.

- R2.4SpecificationsoftheALdiaVirtualLearningEnvironment,developedbyUPRC,

2016.

- R2.1Designmeetingsontrainingpedagogyandtools,developedbyCESIE,Four

Elements,UPRCandUA,2016.

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