Creating an accessible learning environment: Anticipating and resolving practical barriers

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Chapter 16 of the book Transitions in Undergraduate Mathematics Education considers the question of Creating an accessible learning environment: Anticipating and resolving practical barriers.

A screen reader accessible version of this chapter is available on request from Emma Cliffe.


This development was produced by Emma Cliffe. Information is correct as of 2015. The information is suitable for Higher Education. The information is suitable for Lecturer. Further information can be found at:


Context

This development is relevant to:

The particular STEM challenges considered are:

Outcomes

Overview of content

Section headings:

  • Abstract
  • Background
    • Revisiting the legal framework
    • Disabled students in higher education mathematics
  • Accessing mathematical studies: Practical issues and concerns
    • Students with print-disabilities
    • Students with hearing impairment
    • Students who cannot effectively use pen and paper
    • Summary of practical barriers
  • Resolving practical barriers and anticipatory approaches in mathematics
    • The primary practical barrier: Failure to anticipate and plan
    • Resolving practical barriers: Approaches and required infrastructure
      • Accessible mathematical documents
      • Creating mathematical output using assistive technology
      • Working with support workers
      • Required infrastructure
    • Anticipating practical barriers: Collaborative approaches
  • A checklist for departments: An idealised approach
  • Conclusion

About this page

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Facts about "Creating an accessible learning environment: Anticipating and resolving practical barriers"RDF feed
Authored/produced byEmma Cliffe +
Belongs to categoryCategory:Development +
Can address challengeAccessing resources +, Doing mathematics +, Notetaking in mathematics +, Reading mathematics + and Writing mathematics +
Can promote skillLaTeXer + and Microsoft equation editor +
Has challengeAccessing resources +, Doing mathematics +, Notetaking in mathematics +, Reading mathematics + and Writing mathematics +
Has difficultyAuditory difficulties +, Information processing difficulties +, Language/Comprehension difficulties +, Memory/Recall difficulties +, Motor/Manual Dexterity difficulties +, Stamina difficulties + and Visual difficulties +
Has processCreating LaTeX (Transformable subset) +, Creating Word (Structured) documents +, Creating Word (Structured; MathType) documents + and Provision of full notes prior to lectures +
Is relevant to disabilityADHD/ADD +, Autism Spectrum Disorders +, Dyslexia +, Dyspraxia +, Hearing Impairments +, Medical Conditions +, Mental Health Difficulties +, Physical Disabilities + and Visual Impairments +
Is relevant to subjectMathematics, Statistics and Operational Research +
Is suitable for levelHigher Education +
Is suitable for roleLecturer +
More information athttp://www.birmingham.ac.uk/university/colleges/eps/STEM/Publications/Transitions-in-UG-Maths-Education.aspx +
DateThis property is a special property in this wiki.2015 +