Title: ACCESSIDYS
Type of the resource: Resource
Funded by: FIPHFP(Fund for the Inclusion of Persons with Disabilitiesin the Public Service) and CNED
Authors:
Type of disability: Dyslexia
Target education level: Primary education
Secondary education
Language(s): French
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
For a dyslexic learner writing requires a lot of concentration to read, understand and learn.
Access to written documents is facilitated by the use of adapted texts such as colored syllables, highlighted lines, spaced words, important leading, enlarged font size, etc.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
This program enables users to read written documents with several practices.
Sources and means of verification: (What are the sources of information for these indicators?)
The application makes it possible to configure a personalized and evolving profile according to the adaptation rules that the student or the adult needs to facilitate reading. The configuration of the profile is collaborative, especially with the health professionals who accompany the student. From the same document present in the application, several students can access the adapted reading of this document with their respective personalized profiles.
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
For students who are dyslexic and dyspraxic, but also for anyone who encounters serious obstacles to accessing the written word and therefore to education, culture and participation in society because of inappropriate formatting. dishes with disabilities.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Within the class group, the teacher can study the same contents with all the pupils because each dyslexic child will have his adapted version of the document. Students can work in class or at home (even without an internet connection) on adapted texts or web pages that they can share and exchange. In the same way, adults can access adapted writings as part of their professional activity, personal research or administrative procedures.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Users should create their own account before using it. Application can be download from online platform for free.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The application created to help dyslexic and dyspraxic children to concentrate while they are reading through the images and other visual materials.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
The academies of Versailles, Bordeaux, Rennes, Ajaccio and Guyana have expressed interest in installing this application in their computer centers to make it available to students in institutions
Sources and means of verification: (What are the available sources of information for these indicators?)
ACCESSDYS online platform and appication
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Basic IT and internet knowledge.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
To help dyslexic and dyspraxic children in ordinary and special education.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://accessidys.org/#/
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