Introduction
Between October 2001 and November 2005, the Portland Partnership developed prototype ICT-based software and hardware, and curriculum content which aimed to better meet the needs of adult learners with a range of physical and/or learning disabilities.
The Portland Partnership was funded as part of the European Social Fund ‘Equal’ initiative, which seeks to develop innovative ways of combating discrimination in the labour market. The project, led by Portland College, a national specialist college for learners with disabilities, involved partners from further and higher education, and the private sector. This website provides an overview of the project.
Exploiting The Potential Of Online Learning
Online learning environments now form a standard part of teaching and learning for further and higher education students and practitioners within the UK. They provide opportunities for communication between learners and tutors, peer learning and access to course materials and wider resources. However, they remain largely inaccessible to those whose physical disabilities prevent them from using standard computer equipment, or to those with low literacy levels.
Our online environment – ‘Portland Plus’ – meets the needs of those with low literacy levels via symbol-supported text and speech output. Using the environment and its contents enables users to become familiar with the standard navigation conventions associated with ICT-based materials. In addition, everything can be operated using one or two switches, rather than keyboard or mouse, making it accessible to learners with poor motor skills.
Having logged on to the environment via the accessible login screen, three options are available.
More information on this development can be found in the Virtual Learning Environment section of this website, located via the Outcomes and Achievements page.
Effective Learning By Design
Computer-based learning can be a highly motivational, flexible and enabling solution for many learners, not least those with disabilities. That said, little exists which is designed with the specific needs of adults with physical and/or learning disabilities in mind. To this end, we have developed a range of prototype learning materials which are both accessible by design and appropriate in terms of level and content.
The set of materials is differentiated to reflect the wide range of needs of the learners who have been involved in the project.
For those with the most severe disabilities, there are activities designed to develop an understanding of cause and effect and to enable tutors to assess learners’ reaction to stimuli.
A number of activities are designed to develop skills ranging from object recognition and sorting to basic time management. Included amongst these are a motivational, online game.
A versatile, multimedia authoring tool provides a range of useful functions. It enables tutors to help severely disabled learners have an active role in preparing albums which combine images, video and sound. Other learners can use the simple functionality to create multimedia coursework or CVs.
More information on these developments can be found in the Learning Materials section of this site, located via the Outcomes And Achievements page.
Innovative Hardware
Many learners with physical disabilities do not possess the motor skills to operate a computer using a standard keyboard or mouse. Consequently, a number of modified keyboards and mice, and devices such as joysticks and trackballs have been developed. For some people with severe disabilities, this still does not go far enough, so switches, which can emulate keyboard and mouse operations, have been produced. These devices can also be employed to drive electric wheelchairs, or operate adapted household appliances and environmental control units.
Portland Partnership has developed a new switch which incorporates a number of innovative features. In particular, it is wireless, which reduces set up time and increases the user’s independence.
More information on this development can be found in the Assistive Technology section of this site, located via the Outcomes And Achievements page.
A Coherent Approach To Moving On
Making the move from specialist education to mainstream education or training, independent living or employment, or successfully progressing to the next year of a study programme can all present obstacles. For the tutor too, this presents challenges in terms of supporting learners in the identification of realistic opportunities, addressing topics and issues outside of the regular curriculum, providing advice and signposting to specialist services.
The Portland Partnership has developed a coherent approach to helping students move on in the form of a Transition Framework. This document is broken down into relevant topics, such as preparing for work experience and researching training opportunities. It is organised into half termly modules, consisting of suggested, differentiated activities, identifies suggested resources to support delivery and is mapped to relevant accreditation. It is non-prescriptive and tutors are encouraged to develop new modules and resources as appropriate.
More information on this development can be found in the Transition section of this site, located via the Outcomes And Achievements page.