Livros: "Accessibility of learning"

1

Flexer, Carol Ann, e Joseph J. Smaldino. Handbook of acoustic accessibility: Best practices for listening, learning, and literacy in the classroom. New York: Thieme, 2012.

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2

United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Learning from the states: Individual state experiences with the healthcare reform coverage initiatives in the context of national reform (roundtable discussion) : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, first session, on examining individual state experiences with the health care reform coverage initiatives in the context of national reform, April 28, 2009. Washington: U.S. G.P.O., 2011.

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3

Mobile Learning for All: Supporting Accessibility With the iPad. Corwin, 2013.

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4

Perez, Luis F. Mobile Learning for All: Supporting Accessibility with the IPad. Corwin Press, 2013.

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5

Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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6

Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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7

Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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8

Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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9

Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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10

E-learning and Disability in Higher Education: Accessibility Research and Practice. Routledge, 2013.

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11

Seale, Jane K. E-Learning and Disability in Higher Education: Accessibility Research and Practice. Taylor & Francis Group, 2013.

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12

Seale, Jane. E-Learning and Disability in Higher Education: Accessibility Research and Practice. Taylor & Francis Group, 2006.

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13

Seale, Jane K. E-Learning and Disability in Higher Education: Accessibility Research and Practice. Taylor & Francis Group, 2013.

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14

E-Learning and Disability in Higher Education: Accessibility Research and Practice. Taylor & Francis Group, 2013.

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15

E-Learning and Disability in Higher Education: Accessibility Research and Practice. Routledge, 2013.

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16

E-learning and disability in higher education: Accessibility research and practice. Abingdon, Oxon: Routledge, 2006.

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17

Kearney, Darla Benton. Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA). Editado por Darla Benton Kearney. eCampusOntario Open Authoring Platform, 2022.

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18

Virtual learning in DOL: Universal accessibility through your web browser : SkillSoft University, Learn2University. [Washington, D.C.?: U.S. Dept. of Labor, 2001.

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19

Cawthon, Stephanie W., e Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.

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20

PhD, Joseph J. Smaldino, e PhD Flexer Carol. Handbook of Acoustic Accessibility: Best Practices for Listening, Learning, and Literacy in the Classroom. Thieme, 2012.

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21

mojishola, Oyeniyi, e pelumi Solomon. Awareness, Accessibility and Usability of Internet Technology in Promoting Effective Teaching and Learning: Internet Technology in Promoting Effective Teaching and Learning. Independently Published, 2018.

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22

J, Smaldino, e Flexer C. Handbook of Acoustic Accessibility. Best Practices for Listening, Learning, and Literacy in the Classroom.1st Edition. Georg Thieme Verlag, 2012. http://dx.doi.org/10.1055/b-006-160994.

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23

Dean, Stacy Pellechia. Lesson Plan Book for the Diverse Classroom: Planning for Accessibility Through Universal Design for Learning, Udl. Dude Publishing/ National Professional Resources, 2007.

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24

Miller, Susi. Designing Accessible Learning Content: A Practical Guide to Applying Best-Practice Accessibility Standards to l&d Resources. Kogan Page, Limited, 2021.

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25

Miller, Susi. Designing Accessible Learning Content: A Practical Guide to Applying Best-Practice Accessibility Standards to l&d Resources. Kogan Page, Limited, 2021.

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26

Miller, Susi. Designing Accessible Learning Content: A Practical Guide to Applying Best-Practice Accessibility Standards to l&d Resources. Kogan Page, Limited, 2021.

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27

Shumaker, Wade. ACT@PSU Quick Start Guide. Penn State Pressbooks, 2020.

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28

Abdul Majid, Abdul Halim, e Nor Bizura Seth. Lifelong Learning in Developing Knowledge Workers. UUM Press, 2012. http://dx.doi.org/10.32890/9789670474083.

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This monograph discusses the importance of lifelong learning in developing knowledge workers and human capital. Facets of lifelong learning, knowledge workers and human capital are highlighted to provide basic understanding to all readers. The facets of lifelong learning include accessibility to learning, investment for learning, methods and contents of learning, values of learning, direction and guidance in learning and learning opportunities closer to home. Meanwhile, the facets of knowledge worker are problem solving, using intellectual skills, requiring a high level of autonomy, emphasizing on quality of judgment, using unique processes, possessing un-codified knowledge, sourcing between his ears and using knowledge and information to add to deeper knowledge and information. There are several individuals whom we would like to thank for their contributions to this monograph. This monograph has benefited greatly from the inputs, comments and expertise as well as working experience of all contributors. We also would like to thank the School of Business Management, the College of Business, Universiti Utara Malaysia, the Research Innovation and Management Center (RIMC) of Universiti Utara Malaysia and the top leaders of the University for their encouragement and support. Those who have contributed directly or indirectly toward the publication of this monograph also deserve our appreciation.

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29

Islam, Johirul. Machine Learning Model Serving Patterns and Best Practices: A Definitive Guide to Deploying, Monitoring, and Providing Accessibility to ML Models in Production. Packt Publishing, Limited, 2022.

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30

Islam, Johirul. Machine Learning Model Serving Patterns and Best Practices: A Definitive Guide to Deploying, Monitoring, and Providing Accessibility to ML Models in Production. de Gruyter GmbH, Walter, 2022.

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31

Mormando, Samuel. How to Effectively Design & Deliver Your Instruction in Any Learning Format: The Secrets to Building Student Interactions, Designing Learning Experiences, Presenting Content, and Providing Accessibility in Your Post Pandemic Classroom. Edvative Learning, 2022.

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32

Learning from the states: Individual state experiences with the healthcare reform coverage initiatives in the context of national reform (roundtable discussion) : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, first session ... April 28, 2009. Washington: U.S. G.P.O., 2011.

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33

Pletsch, Márcia Denise. Scientific Technical Report: Universal Design for Learning Project: Implementation and evaluation of the accessible digital textbook protocol. Encontrografia Editora, 2022. http://dx.doi.org/10.52695/978-65-88977-67-5.

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This project emerged in 2016, after conducting a series of workshops in several countries on the accessibility of digital textbooks sponsored by the United Nations Children’s Fund (UNICEF) in 2015. The international initia¬tive called Inclusive, equitable, and quality education for all brought together experts from several countries in Latin America and the Caribbean to devel¬op guidelines for the production of accessible textbooks from the perspec¬tive of the universal design for learning. In Brazil, the responsible body for organizing the thematic workshop was the Down Movement. The guidelines of this international initiative, published in the country by the Down Move¬ment, served as guiding principles of the work developed throughout this project with regard to Universal Design for Learning – UDL (MOVIMENTO DOWN, 2015). The aim of the project was precisely to apply and evaluate the indications already existing in the UNICEF protocol for textbooks from the perspective of the UDL. This report summarizes the main aspects and results of this project.

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34

Sahakyan, Lili, e Nathaniel L. Foster. The Need for Metaforgetting. Editado por John Dunlosky e Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.26.

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Theories of metamemory are primarily concerned with mechanisms that improve memory; they do not account for processes that reduce accessibility of unwanted information, as in intentional forgetting. The chapter proposes that introducing separate terms like metaremembering and metaforgetting highlights the distinction between remembering and forgetting as different dimensions of memory. It reviews empirical evidence from directed forgetting studies. List-method directed forgetting depends on engaging active forgetting strategies, indicating the importance of control in successful intentional forgetting. The decision to engage in forgetting strategies, in turn, is affected by memory monitoring as evidenced through preexisting confidence about one’s own memory ability, as well as judgments of learning solicited during the task. In item-method directed forgetting, participants control rehearsal by selectively retrieving earlier items believed to be more memorable, even when such beliefs are illusory. The chapter discusses the role of metacognitive monitoring and control in these active forms of forgetting.

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35

Shapiro, Aaron. ‘Levelling the Sublime’. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198754824.003.0004.

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The eighteenth century saw the curious tradition of translating Milton’s Paradise Lost into normative English prose and verse. The status of these translations as literary curiosities belies their serious ambition: to secure a universal readership of this English classic, an ambition also articulated in contemporary works of criticism and commentaries. Rather than treating this cluster of works as adaptations, this chapter conceives of them as intralingual translations, thus positioning them in the terms with which their authors describe them and within the earlier tradition of translation-as-commentary. Milton’s English translators aim at making his epic accessible to women, ‘foreigners’, ‘young people’, and ‘those of a capacity and knowledge below the first class of learning’, even if that accessibility requires some rewriting. Borrowing methods from the teaching of Latin, these authors established a practice that persists to this day in student-friendly translations of English poetry.

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36

Mulolani, Isaac. Tools for Creating OER. Open Textbooks Program, 2022.

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37

Copeland, Clayton A., ed. Disabilities and the Library. ABC-CLIO, LLC, 2022. http://dx.doi.org/10.5040/9798216184997.

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Librarians need to understand the needs and abilities of differently abled patrons, and anyone responsible for hiring and managing librarians must know how to provide an equitable environment. This book serves as an educational resource for both groups. Understanding the needs and abilities of patrons who are differently abled increases librarians' ability to serve them from childhood through adulthood. While some librarians are fortunate to have had coursework to help them understand the needs and abilities of the differently abled, many have had little experience working with this diverse group. In addition, many persons who are differently abled are—or would like to become—librarians. Disabilities and the Library helps readers understand the challenges faced by people who are differently abled, both as patrons and as information professionals. Readers will learn to assess their library's physical facilities, programming, staff, and continuing education to ensure that their libraries are prepared to include people of all abilities. Inclusive programming and collection development suggestions will help librarians to meet the needs of patrons and colleagues with mobility and dexterity problems, learning differences, hearing and vision limitations, sensory and cognitive challenges, autism, and more. Additional information is included about assistive and adaptive technologies and web accessibility. Librarians will value this accessible and important book as they strive for equity and inclusivity.

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38

Alman, Susan W., e Jennifer Jumba, eds. MOOCs Now. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798400687334.

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Learn from experts who have created and presented Massive Open Online Courses (MOOCs) that can reach a vast audience, and discover how to develop and present this new online form of continuing education. MOOCs (Massive Open Online Courses) have become popular with eager learners as well as some educators wanting to test the boundaries of learning. Understandably, many educators approach MOOCs with trepidation and a number of questions. Are MOOCs simply a fad? Does this new venue threaten traditional higher education models? How are teachers to be remunerated for their efforts? And what can be done about student retention in an anonymous venue of a MOOC? This book answers these questions and many more, offering a practical and realistic guide to MOOCs—one that will help anyone involved in higher education to better understand MOOCs and enable them to make decisions about whether and how to offer MOOCs. The authors address topics such as the various costs of offering a MOOC (teachers, developers, licensing, and software), explain accessibility options, examine the challenges of copyright and the administration required, and explore what the librarian's role should be. This insightful guide also explains your options for the presentation of text, video, and audio content; whether to give assignments or tests; and how to decide whether you should offer your MOOC for free or require a fee and offer a certificate upon course completion.

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39

Rimmerman, Arie. Social Inclusion of People with Disabilities Revisited. Oxford University PressNew York, NY, 2024. http://dx.doi.org/10.1093/9780197758939.001.0001.

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Abstract Persons with disabilities have been disproportionally affected by the COVID-19 virus, experiencing difficulties in accessing health and social services during the pandemic. Lockdowns enforced public health restrictions to prevent spreading of the pandemic, a step needed to protect life. However, these restrictions have had devastating impacts with regard to social inclusion of people with disabilities. During the pandemic, most communication transitioned from offline to online, raising the following questions: How do people with disabilities cope with this change? and Can digital inclusion compensate persons with disabilities for their social exclusion in virtual reality? This book discusses whether the pandemic changes the nature and climate of social inclusion. One view is positive: Remote learning, working from home, access to health information, and interpersonal relations can enhance social inclusion. The opposite view is quite pessimistic: People who have accessibility difficulties online may have the same difficulties offline, mainly because nothing has changed with respect to their social capital. The book explores the roots of social inclusion and exclusion and current use of the terms with respect to people with disabilities, the impact of the COVID-19 pandemic on social inclusion of people with disabilities, and countries’ responses (particularly the United Kingdom and the United States) during the pandemic and afterward. These issues are discussed with respect to persons with various disabilities living in developed and low- and medium-income countries and children with disabilities.

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40

Guss-West, Clare. Attention and Focus in Dance. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718212718.

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The Western approach to dance is largely focused on control and mastery of technique, both of which are certainly necessary skills for improving performance. But mindful attention, despite its critical role in high performance, has gotten short shrift—until now. Attention and Focus in Dance, a how-to book rooted in the 20 years of attentional focus findings of researcher Gabriele Wulf, will help dancers unlock their power and stamina reserves, enabling efficient movement, heightening their sensory perception and releasing their dance potential. Author Clare Guss-West—a professional dancer, choreographer, teacher and holistic practitioner—presents a systematic, science-based approach to the mental work of dance. Her approach helps dancers hone the skills of attention, focus and self-cueing to replenish energy and enhance their physical and artistic performance. A Unique, Research-Based Approach Here is what Attention and Focus in Dance offers readers: • A unique approach, connecting the foundations of Eastern movement with Western movement forms • Research-based teaching practices in diverse contexts, including professional dance companies, private studios, and programmes for dancers with special needs or movement challenges • Testimonies and tips from international professional dancers and dance educators who use the book's approach in their training and teaching • A dance-centric focus that can be easily integrated into existing training and teaching practice, in rehearsal, or in rehabilitation contexts to provide immediate and long-term benefits Guss-West explores attentional focus techniques for dancers, teachers and dance health care practitioners, making practical connections between research, movement theory and day-to-day dance practice. “Many dancers are using excessive energy deployment and significant counterproductive effort, and that can lead to a global movement dysfunction, lack of stamina and an increased risk of injury,” says Guss-West. “Attentional focus training is the most relevant study that sport science and Eastern-movement practice can bring to dance.” Book Organisation The text is organised into two parts. Part I guides dancers in looking at the attentional challenges and information overload that many professional dancers suffer from. It outlines the need for a systematic attention and focus strategy, and it explains how scientific research on attentional focus relates to dance practice. This part also examines the ways in which Eastern-movement principles intersect with and complement scientific findings, and it examines how the Eastern and scientific concepts can breathe new life into basic dance elements such as posture, turnout and port de bras. Attention and focus techniques are included for replenishing energy and protecting against energy depletion and exhaustion. Part II presents attention and focus strategies for teaching, self-coaching and cueing. It addresses attentional focus cues for beginners and for more advanced dancers and professionals, and it places attentional focus in the broader context of holistic teaching strategies. Maximising Dance Potential “Whether cueing others or yourself, cueing for high performance is an art,” Guss-West says. “Readers will discover how to format cues and feedback to facilitate effective neuromuscular response and enhance dancer recall of information and accessibility while dancing.” Attention and Focus in Dance offers an abundance of research-backed concepts and inspirational ideas that can help dancers in their learning and performance. This book aids readers in filtering information and directing their focus for optimal physical effect. Ultimately, it guides dancers and teachers in being the best version of themselves and maximising their potential in dance.

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