Seite - 110 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

116 J.Cullen recognition programmewhich enables voice-activated typing); Inspiration (soft- ware to convert a visual idea into an essay template); Texthelp (text-to-speech technology);Zoomtext (enlargesall that is seenon the screen) • Thinking about Dyslexia—a UK HEI web-based service on dyslexia which includes video interviews linked to resources on inclusive teaching methods; mind-mapping, podcasting, webCT and students tape-recording lectures and meetings • ActiveLearninginComputing(ALiC)—aUKinitiativeonimprovingteachersen- sitivity to specific impairments in e-learning delivery. This includes simulations of visual, motor, hearing and cognitive impairments, which illustrate the impli- cations for disabled students of taughtmaterial, and of howe-assessmentmight causeproblems. • WISE (Wiring Individualized Special Education)—an Italian initiative aimed at supporting homebound students. Centred on a dedicated portal,WISE supports a community of practice to disseminate resources, good practices and expertise to support the integration of home-bound studentswithin amore active student community. • University of Macerata (Italy) provides support to students with disabilities through theworkof theUniversityCentreofOrientation (CAO),whichprovides specialistservicesforstudentswithdisabilities,includinga‘frontoffice’tosupport ‘drop-in’ services; physical support; specialised tutoring; counselling; organisa- tional support; assistive technology; use of the LearningManagement System; personalisedexams; tuitionexemption; speciallyequipped rooms • WarsawUniversity,Office forPersonswithDisabilities (OPD)—is thecentraliz- ingagencysetup to implement theprovisionsof theActonHigherEducation. It provides:on-goingassistanceforstudentsanduniversityapplicantswhohavedis- abilities or chronic illnesses; support for university staffwho teach studentswith disabilities;mobilityadaptationofUniversitypremises; transportationprovision; ICTsolutions—includingadaptedkeyboards:trackballdevices,MagicWandKey- board, ‘HeadMouse’, text magnification software, portable transmitter–receiver sets; digital library. As these examples show, turning legislation andpolicy into practice has proved problematic, and support for disabled students varies significantly across the EU. This isbecauseinmostcountries,unlike in theschoolsector,provisionofsupport in theHigherEducation sector is not obligatory, and is largely left to individual insti- tutions tomake theirowninterpretationsonwhat isadequateprovision.Mostof the efforttosupporttheneedsofdisabledstudentshasbeenfocusedonprovidingsupport forstudentswithdisabilitieswhilst theyarestudying.Thissupporthasbeenconcen- tratedinthreemainareas:Financialsupport—forexample,blockgrants toHEIsand ‘tailored’supportforindividualstudents;Accessandmobility—forexample,provid- ing ramps;wheelchair access and transport; andTechnical/Pedagogic support—for example,providingphotocopies; tape recordings; transcriptions;brailledocuments; e-exams;note-takers; signing facilities. Less effort has been devoted to other key areas of need for students who are studyinginHEI’s,inparticular:raisingawarenessamongststudentpeersandteaching