Virtual learning environments: improving accessibility using profiling

S. Schofield; N. Hine; J. Arnott; S. Joel; A. Judson; R. Rentoul

doi:10.1007/978-0-85729-372-5_5

Virtual learning environments: improving accessibility using profiling

S. Schofield, N. Hine, J. Arnott, S. Joel, A. Judson, R. Rentoul

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

There is growing interest in and use of virtual learning environments in the delivery of course material, given their claimed advantages of temporal and spatial independence. The UK Special Educational Needs and Disability Act (UK Government, 2001) both strengthens the right for students with special educational needs to be educated in mainstream schools (integration) and ensures that these students are able to receive equivalent pedagogical experiences (inclusion). The impact on the teaching profession is a serious issue - the main concern expressed by English head-teachers regarding inclusion of special education needs students in primary schools was that of resource allocation (Archeret al 2002).

Original language	English
Title of host publication	Designing a More Inclusive World
Editors	Simeon Keates, John Clarkson, Patrick Langdon, Peter Robinson
Place of Publication	London
Publisher	Springer
Pages	41-47
Number of pages	7
ISBN (Electronic)	9780857293725
ISBN (Print)	9781447110460
DOIs	https://doi.org/10.1007/978-0-85729-372-5_5
Publication status	Published - 2004
Event	2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04) - Cambridge Duration: 22 Mar 2004 → 24 Mar 2004

Workshop

Workshop	2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04)
City	Cambridge
Period	22/03/04 → 24/03/04

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-0-85729-372-5_5

http://copac.ac.uk/search?&isn=1852338199&sort-order=ti%2C-date

1 Paper

Virtual learning environments: improving accessibility using profiling
Schofield, S., Hine, N., Arnott, J., Joel, S., Judson, A. & Rentoul, R., 2004.
Research output: Contribution to conference › Paper

6 Participation in workshop, seminar, course

2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04)
Hine, N. (Participant)
22 Mar 2004 → 24 Mar 2004
Activity: Participating in or organising an event types › Participation in workshop, seminar, course
2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04)
Joel, S. (Participant)
22 Mar 2004 → 24 Mar 2004
Activity: Participating in or organising an event types › Participation in workshop, seminar, course
2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04)
Rentoul, R. (Participant)
22 Mar 2004 → 24 Mar 2004
Activity: Participating in or organising an event types › Participation in workshop, seminar, course

Cite this

@inproceedings{2b9723a6e70c437d877698299000379e,

title = "Virtual learning environments: improving accessibility using profiling",

abstract = "There is growing interest in and use of virtual learning environments in the delivery of course material, given their claimed advantages of temporal and spatial independence. The UK Special Educational Needs and Disability Act (UK Government, 2001) both strengthens the right for students with special educational needs to be educated in mainstream schools (integration) and ensures that these students are able to receive equivalent pedagogical experiences (inclusion). The impact on the teaching profession is a serious issue - the main concern expressed by English head-teachers regarding inclusion of special education needs students in primary schools was that of resource allocation (Archeret al 2002).",

author = "S. Schofield and N. Hine and J. Arnott and S. Joel and A. Judson and R. Rentoul",

year = "2004",

doi = "10.1007/978-0-85729-372-5_5",

language = "English",

isbn = "9781447110460",

pages = "41--47",

editor = "Simeon Keates and John Clarkson and Patrick Langdon and Peter Robinson",

booktitle = "Designing a More Inclusive World",

publisher = "Springer ",

note = "2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04) ; Conference date: 22-03-2004 Through 24-03-2004",

}

Schofield, S, Hine, N, Arnott, J, Joel, S, Judson, A & Rentoul, R 2004, Virtual learning environments: improving accessibility using profiling. in S Keates, J Clarkson, P Langdon & P Robinson (eds), Designing a More Inclusive World. Springer , London, pp. 41-47, 2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04), Cambridge, 22/03/04. https://doi.org/10.1007/978-0-85729-372-5_5

TY - GEN

T1 - Virtual learning environments

T2 - 2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04)

AU - Schofield, S.

AU - Hine, N.

AU - Arnott, J.

AU - Joel, S.

AU - Judson, A.

AU - Rentoul, R.

PY - 2004

Y1 - 2004

N2 - There is growing interest in and use of virtual learning environments in the delivery of course material, given their claimed advantages of temporal and spatial independence. The UK Special Educational Needs and Disability Act (UK Government, 2001) both strengthens the right for students with special educational needs to be educated in mainstream schools (integration) and ensures that these students are able to receive equivalent pedagogical experiences (inclusion). The impact on the teaching profession is a serious issue - the main concern expressed by English head-teachers regarding inclusion of special education needs students in primary schools was that of resource allocation (Archeret al 2002).

AB - There is growing interest in and use of virtual learning environments in the delivery of course material, given their claimed advantages of temporal and spatial independence. The UK Special Educational Needs and Disability Act (UK Government, 2001) both strengthens the right for students with special educational needs to be educated in mainstream schools (integration) and ensures that these students are able to receive equivalent pedagogical experiences (inclusion). The impact on the teaching profession is a serious issue - the main concern expressed by English head-teachers regarding inclusion of special education needs students in primary schools was that of resource allocation (Archeret al 2002).

U2 - 10.1007/978-0-85729-372-5_5

DO - 10.1007/978-0-85729-372-5_5

M3 - Conference contribution

SN - 9781447110460

SP - 41

EP - 47

BT - Designing a More Inclusive World

A2 - Keates, Simeon

A2 - Clarkson, John

A2 - Langdon, Patrick

A2 - Robinson, Peter

PB - Springer

CY - London

Y2 - 22 March 2004 through 24 March 2004

ER -

Virtual learning environments: improving accessibility using profiling

Abstract

Workshop

UN SDGs

Access to Document

Fingerprint

Research output

Virtual learning environments: improving accessibility using profiling

Activities

2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04)

2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04)

2nd Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT 04)

Cite this