Christine Nightingale and Sue Stevens ISBN: 978 1 86201 318 6
March 2007
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e-guidelines for £7.00, $14.50,
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In the face of increasing provision of multimedia learning materials, it is
important that we ensure that all learners – including deaf learners – have
opportunities to participate fully in learning programmes.
This e-guideline will look at the ways that e-learning can be used to improve
the learning experiences of deaf learners. It includes practical approaches to
simple but effective PC adaptations and accessing valuable teaching resources.
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Contents
Chapter 1
Introduction
Chapter 2.
Context
Social model of disability
Disability discrimination legislation
Reasonable adjustments
Making reasonable adjustments - Supporting deaf teachers resource
Chapter 3
Hearing impairments and aids to hearing
Hearing impairment
Aids to hearing
Chapter 4
Communication modes
Spoken English
Sign languages
Lip reading
Improving the learning environment
Data projector
Interactive whiteboards, interactive whiteboard emulators and
wireless technologies
Adapting existing technology
Health and safety in the teaching and learning environment
Pace
Chapter 5
Preparing accessible teaching materials
Structuring learning
Writing style
Readability
Digital still cameras
Photo Story for Windows
PowerPoint storyboards
Big Book Maker
Clicker
Digital video
Webcams
Video conferencing
Digital microscopes
Scanning images and objects
Finding images on the web
Linking to websites
Flash
Buying images
Symbols
Mind mapping/concept mapping
Using the Internet
Creating interactive materials
Supporting the deaf writer
Learning platforms
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The NIACE "e-guidelines" series
The NIACE e-guidelines series provides guidance and support, accessible
advice and useful examples of good practice for adult learning
practitioners wishing to use digital technology in all its forms to
attract and support adult learners.
The series is prepared primarily for tutors and managers of Adult and
Community Learning who are engaged in adoption of e-learning within their
programmes. Material is also likely to be of value to practitioners in FE,
widening participation projects in HE and may also be of value to people
working in the school sector.
Buy the Entire Series:
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