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H810 - Disability and access

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Edited by Jonathan Vernon, Wednesday, 19 Sep 2012, 21:29

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BBC WEB ACCESS

As I am studying H810: Accessibility for disabled students I have naturally become tuned into my environment in a more sensitive way - there is a good deal on the Radio (especially coming through the Paralympics).

I am engaged with disabled swimmers at various times during the week, both those who are able to train in the mainstream groups (physical disability, cerebral palsy, MS - some 'lesser' learning impairment) and swimmers who come along to specialist sessions, split between two major and minor categories, though it is immiediately apparent, were you to use say the Disability Categories used in the Olympics that the individual differences are often so great that one would ideally have as many sessions as there are swimmers - we try to have as many coaches and helpers poolside as can be found. Ratios are adjusted according to needs from at most 6:1 but often 2:1 or 1:1. There are always people, guardians, parents and helpers to increase the ratio to 1:2 or 1:3.

The facilities meet accessibility criteria in relation to changing facilities, toilets, hoists and so on. However, I wonder if the pool operator, or the staff on duty, realise how insensitive in how they responded to someone using the disabled lavatory (which has access poolside) when they pulled the emergency cord. A light flashed poolside visible to all swimmers and anyone on the balcony - and then an announcement went out on the tannoy to the entire leisure complex.

'Assistance required at the disabled toilet. Someone is stuck in'.

Do anyone of us want a dozen or more heads to turn as we are then 'rescued'.

I bring this up as an indication of the sensitivity required, for anyone. What I have learned so far and know from experience is that people with a disability want access to be in place and obvious so that they can join the mainstream without fuss or favour. The last thing they want is to have a spotlight put on them.

The second issue is with labels and categorises, how with sport and education, depending on the disability, a person is 'lumped in with all the other disabled swimmers'.

To create access takes time, consideration and the right people - with some training and experience. As a coach I find it is the disabled swimmer who arrives in good time and will listen to 'notes' after the swim. It should be considered normal that disabled swimmers take part in 'mainstream' training sessions.

THE ROLE PARENTS PLAY

The parents, for the most part (siblings too, both brother and sisters) form the larger part of qualified swimming teachers or helpers working with disabled swimmers - all CRB checked, members of the club, often Level 1 or Level 2 assistant or full swimming teachers who have attended an ASA workshop 'Swimming for disabled athletes'. I know too from family experience the extraordinary lengths a parent will go to in order to press for what they know is right - ensuring a child with aspergers did NOT get put into mainstream school.

A final observation here, because behaviours in public have to be taught, rather than 'picked up' I find the swimmers with learning difficulties extraordinarily polite - with introductions, introducing other swimmers, making conversation and thanking me after the swim. It's as if in 'mainstream' teachers have given up on such things as teaching good manners.

Working with swimmers with educational difficulties

Short Description

An introduction and overview of commonly seen barriers to learning when teaching children.  This presentation explains the conditions, syndromes and disorders and gives strategies for managing the behaviour in a swimming teaching environment. To help non-specialist swimming teachers work with a class containing one or two  children with special needs.  It is intended to assist teachers to recognise some  conditions they may encounter and offers some coping strategies which may enable  the teacher to meet the needs of all the children in the class.

Intergrating disabled swimmers into a mainstream coaching environment

Short Description

To give  coaches a better understanding of coaching disabled swimmers, whose disabilities fir disability swimming and highlight ways that coaching practices can be adapted to ensure that disabled swimmers get the best from training in mainstream clubs.

Integrating Swimmers with a Physical & Sensory Impairment into Mainstream Swimming Lessons

Short Description

To give L1 and L2 teachers an understanding of integrating disabled  swimmers into mainstream swimming lessons and highlight ways that  teaching practices can be adapted to ensure that disabled swimmers get  the best from the learn to swim or school swimming environment.

We all benefit from 1 to 1 coaching -is this what we get from a parent or grandparent?

Who taught you to read, to swim, to ride a bike or cut a branch off a tree? To make an omlette or a cake.

Learning a musical instrument gets the ratios down, so does private tuition. At times I wonder if e-learning instead of aspiring to mimic this one to one relationship is nothing better than an interactive leaflet. Somehow the learner needs to be profiled before they start and the learning tailored, with student analytics an outcome. The e-learning needs to be smart and integrated.

 

 

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Design Museum

Dragon breath and the slow demise of text

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Edited by Jonathan Vernon, Wednesday, 2 Feb 2011, 05:04

I first used Dragon Speaking Naturally, the voice recognition software, when it first came out in 1997. The CEO of Unipart Group of Companies John Neil was trialing it. This and the Internet were his passions (indeed all new technologies he insisted on exploiting for their potential).

Between 1994 and 1998 I spent between one and three weeks a month working here as an outside supplier to the communications team directing regular video news and training 'films' that were distributed internally, to suppliers and to shareholders i.e. all their 'stakeholders.'

Today I find I am still drawing upon the insights I gained on Learning & Training Development at that time. Unipart, lead by John Neil, were the advance guard, pushing employee development further than any other business I was aware of.

Back to Speach Recognition

At the time my only use for it was to read back scripts. Am I talking about the same thing? There was something on my Apple too that by writing phonetically you could have it speaking in a Geordie accent. I recall spending some time trying to 'teach' voice recognition software to understand me. My spoken voice is, despite being brought up on Tyneside, recognisably RP ... even dare I say Public School / Oxbridge (so no doubt meeting the requirements of my highly aspirational middle class parents). I think it was still 'tuned in' to an American intonation.

Why I gave up?

I find the delay (there is some) between the thought and my fingers on the keyboard works, whereas voice recognition was taking it raw from my mind. Stream of consciousness at this Proustian 'volume' would then require editing and interpretation, which rather defeated its purpose. My late father on the other hand, a solicitor by training, would dictate letters word perfect, first time. (His mentality and training).

Play time

A decade on I am taking it seriously.

I record notes into a digital recorder that could be podcast content for my swim coach blog, by using Dragon Speaking Naturally this can be quickly converted into text and images added.

Its called reader choice

The idea is that poolside a coach needs to have their eyes on the swimmers (rather like a driver having their eyes on the road). If I have offered some simple spoken guidelines on a set, key points and tips, these can be reviewed in situ. Notes on specific swimmers too.

We'll see

I was woken by the dog, otherwise even I wouldn't be up this early. I ought to be reading a book rather than doing this ... there are ways to ease yourself back to sleep. I tell you, my mind is going like the clappers. I should be mining my dreams right now. Much of the time I am tussling with the content of this blog, the 1200 pieces I've 'dumped' in my OU eportfolio MyStuff and a desk strewn in white papers, reports, catalogues, directories, hand outs and leaflets from Learning Technologies 2011.

Earlier (see LT2.1) I wondered about a walk around Learning Technologies in the company of a camera on a steadicam. Easier still would have been an informed walk around with audio, as a podcast, with the Floor Plan and pictures.

Next time

When am I going to offer this as a podcast? Is there something to be gained in this? Something lost?

On Verra

Meanwhile I click through 34 voice recordings labelling and deleting.

There is a period here where I deliberately record all, or most of , a swim coaching session, both notes to myself in situ, and my instructions to the swimmers. I've done this as an exercise to understand what value can be gained from 'recording everything.' That very fact that I am listening to this three weeks after the event indicates one problem. The next is 'chunking' the content into manageable pieces, something I did in part while recording (to protect the identities of people I am working with). In practice I can see that such 'chunking' should be done at the time ... rather like stop starting a dictaphone.

So I learnt something. Whether I record, verbatim, other chunks of my life is quite another matter.

You record 8 hours of material in a day, how many days is this going to take to process.

It reminds me of a story of a diarist who appeared to spend his day writing about writing his diary.

Remind you of anyone?

P.S. Renewing my relationship with Unipart a decade on by clicking through their website I decided to apply directly to their Human Resources department to see about joining them as a consultant.


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