Open Source Assisstive Technologies: A Sustainable Approach
Craig Mill & Sarah Price
Craig Mill is the e-learning advisor for Accessibility and Inclusion at the JISC Regional Support Centre, Scotland North & East.
Sarah Price is the Regional Support Centre Manager.
Address for correspondence:
JISC Regional Support Centre
Scotland North & East
350 West Granton Road
Edinburgh
EH5 9AD
Telephone: 0131 559 4112
Email: support@rsc-ne-scotland.ac.uk
Web: www.rsc-ne-scotland.ac.uk
Open Source Assistive Technologies: a Sustainable Approach.
Introduction
The aim of this brief paper is to explore how open source [1] and free assistive technologies can provide a range of solutions to support learners with additional support needs. A further aim is to highlight how these technologies, in particular open source and free portable technologies, can provide an alternative or supplementary option to those found on 'traditional' assistive technology procurement lists.
In recent years there has been an exponential growth in the number of students disclosing that they have an additional support need. This growth can be explained in large part by legislation and the support systems now in place in colleges and universities. As sector support agencies, we are proud to have been able to help level the playing field for such individuals through timely advice and identification of appropriate assistive technologies. But what if the number of students in need continues to grow? What if current economic realities encourage our government to re-think the cost of its admirable educational accessibility and inclusion policies? In the face of such realities, how can we safeguard - and even advance - the ground already gained, such that the learner in need does not lose out? It is in the context of trying to pre-empt such a focus that this paper cautiously suggests an alternative way of continuing to provide bespoke help to learners; an assistive technology approach we can be confident is sustainable in the long term.
This paper introduces AccessApps: a project developed by the JISC Regional Support Centre Scotland North & East, supported by JISC TechDis and the 12 other RSCs across the UK. AccessApps consists of a wide range of open source and freeware applications, all in portable form, running from a USB stick, providing a range of solutions to support writing, reading and planning as well as sensory, cognitive and physical difficulties. Being open source, all assistive applications are completely without cost. Free software need no longer be buggy and clunky; thanks to the efforts of Google and others, many people now understand that free can sometimes even be best. As reported in the Scotsman this week, open source software 'could save millions'. [2]
Bridging the Digital Divide
AccessApps sets out to reduce the digital divide between the 'haves' and the 'have-nots' of educational technology. Inequalities can come about through uneven access to and use of digital technologies (Abbot 2007). Social and economic inequalities are important inhibiting factors- as can physical, sensory, or other learning needs. Literacy has been 'integrally linked with ideology, culture, knowledge and power' (Rassool 1999: 25), highlighting the connection with socio, economic and cultural factors. AccessApps can help to overcome both digital and literacy divides by giving learners access to free and open source software which can run from a cheap, ubiquitously-available USB stick. We believe that access and choice must be available to all, 'enabling all individuals to make informed and empowered choices about the use of ICT while ensuring individuals have ready access to the resources required to enable them to act on these choices' (Selwyn & Facer 2007:23).
But there is nothing curriculum-specific about AccessApps. The applications provided are potentially invaluable to all individuals in colleges, universities, and even in schools. Some are generic tools, such as the word processing, spreadsheet and presentation alternatives to the Microsoft Office suite. Others cater for specific needs, such as the need to view larger font sizes or different screen colours, or to control a computer without using a mouse.
AccessApps also provides a range of portable software applications which can support reading and writing difficulties. It contains software to aid planning and organisation, reading and writing as well as a number of tools to present coursework in a multi-sensory format. The software is portable, allowing learners to use it at home and at college/university (or even at work) - wherever a Windows PC is available to them. Learners have access to the technology they need, whenever and wherever they need it, without having to ask, making AccessApps an invaluable tool for promoting inclusive learning and teaching. We would agree with Simon Ball (2009: 9) that 'many technologies can potentially aid the provision of an inclusive experience…in the case of free software that operates from memory sticks".
AccessApps is also beneficial to those learners who have an additional support need but are not eligible for Disabled Students Allowance (DSA) or have chosen not to disclose they have a difficulty.
AccessApps, is just one element of a three-strand service developed by the RSC, which we have named EduApps. One of these strands, LearnApps, as the name implies, is good for learners; TeachApps has many valuable free and open source items for those who teach; AccessApps is the original development strand and is especially targeted at those with additional needs. AccessApps and its sister collections are freely available from the RSC's website at www.eduapps.org. Training materials and step-by-step guides are provided at this site in a range of formats, e.g., large print, MP3, digital talking book (DTB). Furthermore, the RSC can provide comprehensive support, guidance and advice to users who have downloaded the software.
Case studies
There are a number of case studies which provide evidence of how AccessApps has benefited student learning, for example, the City of Newport Campus, Coleg Gwent http://tinyurl.com/nfrezg , the RSC West Midlands http://tinyurl.com/narqg3 (see Summary of Project Reports) and RSC Scotland South and West http://tinyurl.com/p2asek. In a summary report by RSC West Midlands, one college member of staff stated that, "the simple, effective access solutions have proved useful in many ways, providing multiple resolutions to any particular access challenge." (RSC West Midlands, 2009).
In a collaborative project between Edinburgh College of Art (ECA) and the RSC, ECA provided customised AccessApps USB sticks to 500 learners. Jay Kirkland, who works for the College, anticipates that a key element of the project is the impact it will have on ECA students. "AccessApps will impact on ECA students who are aware of and make use of assistive technology to enable them to become more independent learners…thereby normalising the use of assistive technology". (Kirkland 2009: 9). In another collaborative project, Dundee College, supported by the RSC, is piloting open source software on its network whilst providing AccessApps USB sticks to students. This allows students to have free access to similar and familiar support software at college and at home.
Evaluation of the Pilot of the Toolkit of Quality Indicators for Needs Assessment
The Evaluation of the Pilot of the Toolkit of Quality Indicators for Needs Assessment (2009) highlights the increasing demand for Disabled Students Allowance (DSA) between 2001and 2004, with the number of DSA recipients funded by the Student Awards Agency for Scotland (SAAS) almost doubling, from 1225 to 2410) (Vit Novotny, 2009).
Figure 1[3]: Students in receipt of DSA from SAAS
Furthermore, figures available from the Scottish Funding Council's Infact [4] database reveal that that the number of FE students with a disability has increased considerably between 2000 and 2006. For example, the incidence of dyslexia has risen
from 0.57% in 2000-01 to 1.87% in 2005-06 (an increase of approximately 300%). In 2000-01 the percentage of blind/partially sighted students attending college was 0.28% of the total cohort. This figure increased to 0.4% in 2005-06, an approximate increase of 33%.
Figure 2: Disabled full-time students attending FE from 00/01 to 05/06
Against a background of a recession, economic difficulties and government "efficiency savings" [5] coupled with increasing numbers of students seeking appropriate support, open source and free assistive technology can help to reduce DSA expenditure while expanding the number of learners with access to the software they require.
AccessApps can provide a level playing field for learners who are unable to afford sophisticated and expensive products. The value of this is recognised in a FutureLab paper (Abbot 2007: 18) which calls for generally available tools in ways which make them accessible 'to all users'.
It is not the intention to this paper to advocate the replacement of commercial products with open source or free software where the commercial product has a clear irreplaceable advantage. In a recent discussion on the Becta Special Education Needs Information Technology (SENIT) forum David Banes, Director of Development at AbilityNet, highlights the importance of considering both commercial products and open source/free and built-in software when considering equipment recommendations.
"That's why I now often find myself talking about starting with Windows Voice Recognition, Windows 7 Magnifier and NVDA as access solutions for use by students. This doesn't mean I don't also reference and discuss commercial AT products but if one of the above is fit for purpose we should be making use of it. That gives us sustainability, legacy and the proof of concept that may unlock extended funding." (SENIT October 2009).
Cost-Saving
Some popular commercial products, particularly literacy support programs, offer a range of tools such as text-to-speech, screen masking, dictionaries, highlighting, voice recognition etc. However, in some cases learners require only a few of the features on offer. Although such products can be customised to reduce the number of features, such reductions do not typically reduce the overall cost.
A major advantage of AccessApps, whose cost cannot be reduced because it is free, is that the menu interface can also be easily customised to provide the learner with a bespoke toolkit to meet their specific needs. Learners can use programs in isolation or combined with others. For example, in a collaborative project between Carnegie College, Fife, and the RSC, students were invited to use AccessApps to support their learning. All students who participated in the project used AccessApps to provide a combination of font/background colour masking, screen rulers and text-to-speech.
At the RSC, we recognise and champion quality open source and free assistive software, wherever it can be found. An excellent, though non-open source, example of easily available software is Windows Voice Recognition [6] which is built-in to Windows 7 and Vista. This offers many features equal to commercial speech recognition programs. For those students who are in receipt of a new laptop with the latest Microsoft (and Apple) operating systems, it would make financial sense to use existing voice recognition rather adding expenditure on a commercial product.
Conclusion
It is now just over a year since AccessApps was released. It has won both wide acceptance in the sector and a number of prestigious awards including the Scottish Software Award 2008, the Impact Learning Awards at IMS Global, and Guardian GC Awards in 2009. Over 1000 copies a month are downloaded to locations around the globe. With continually upgraded programs and features AccessApps is indeed an inclusive tool that can benefit many learners, providing a model of how quality assistive support can continue to be offered efficiently and affordably.
References
Abbot, C. (2007) E-Inclusion: Learning Difficulties and Digital Technologies [online], Bristol, FutureLab. Available from: http://www.futurelab.org.uk/resources/documents/lit_reviews/Learning_Difficulties_Review.pdf (accessed 29th October 2009).
Ball, S. (2009) Technology Change for Inclusion. [Online], JISC TechDis. Available from: http://www.techdis.ac.uk/resources/files/TCI12stepstoInclusivePracticewithTechnologyFULL.doc (accessed 12th October 2009).
Kirkland, J. (2009) Independent Learning at Edinburgh College of Art. E-Quality newsletter, Issue 6 Autumn/Winter 2009
Rassool, N. (1999) Literacy in search of a paradigm, in N. Rasool, (ed. Literacy for Sustainable Development in the Age of Information (pp.25-53). Clevendon: Multilingual Matters, in, Soler, J. (2002), Contextualising Difficulties in Literacy Development, Oxon, RoutledgeFalmer.
RSC West Midlands (2009) Access Apps Case Studies. Available from http://rscstaffdev.blogspot.com/2009/09/access-apps-case-studies.html (accessed 2nd October 2009).
Seale, J. Draffan, E.A and Wald, M. (2008) Exploring disabled learners' experiences of e-learning: LEXDIS Project Report. Southampton, UK, University of Southampton, 161pp. Available from http://eprints.soton.ac.uk/64850/ (accessed 2nd October 2009).
Seale, J. Draffan, E.A and Wald, M. (2009) Assistive Technologies beyond the Gatekeepers. A JISC LexDis funded project (awaiting publication).
Selwyn, N. and Facer, K. (2007) Beyond the digital divide, [online], Bristol, FutureLab,. Available from: http://www.futurelab.org.uk/resources/publications-reports-articles/opening-education-reports/Opening-Education-Report548 (accessed 19th October 2009).
Becta, SENIT (2009) Video Conferencing, http://lists.becta.org.uk/pipermail/senit/2009-October/subject.html (accessed 29th October 2009).
Smythe, I., Draffan, E. A., Blenkhorn, P., Siegel, L., Gyarmathy, L., Ghitsulete, G. and Andersson, B. (2005) Provision and Use of Information Technology with Dyslexic Students in University in Europe, Welsh Dyslexia Project (Minerva EU funding). [Online], available from:http://www.welshdyslexia.info/minerva/book.pdf (accessed 20th October 2009).
The Scottish Funding Council's Infact database. [Online], available from: http://www.sfc.ac.uk/infact/ (accessed at various dates between 2008/2009).
Novotny, V. (2009) Evaluation of the Pilot of the Toolkit of Quality Indicators for Needs Assessment. [Online], available from: http://www.scotland.gov.uk/Topics/Education/Funding-Support-Grants/FFL/Evaluation (accessed October 21st 2009).
[1] The JISC Open Source Software Advisory Service (OSS Watch), defines open source software as "software that has been released under an Open Source Initiative (OSI) certified licence": http://www.oss-watch.ac.uk/resources/opensourcesoftware.xml
[2]http://thescotsman.scotsman.com/business/Open-source-software-could-save.5785051.jp
[3] Source: SAAS management information, as cited in Scottish Executive, Student Awards in Scotland 2005-06) (Statistics Publication Notice, Lifelong Learning Series), December 2006; and Scottish Government, Education Student Support in Scotland 2007-08, November 2007 in Evaluation of the Pilot of the Toolkit of Quality Indicators for Needs Assessment.
[4] The Scottish Funding Council's Infact database: http://www.sfc.ac.uk/infact/
[5] ePolitix.com (2009) Whitehall efficiency savings pledged, http://www.epolitix.com/latestnews/article-detail/newsarticle/15bn-government-efficiency-savings/
[6] See the e-learning and accessibility blog for more details: http://www.scottish-rscs.org.uk/access/?p=1080