If you’re on Twitter you may have heard the sad news of Larry Tesler passing away recently. I, like many others I’m sure, hadn’t heard of Mr Tesler until his death. You will be familiar with his work however. Larry Tesler was the inventor of Cut, Copy and Paste. Copy and Paste is an action we do every day on a computer (some more than others perhaps.. guilty). Editing documents, moving text around, quoting people, downright plagrasium.. it’s a quick and useful way of repurposing text. If you are slow at typing, find spelling difficult or maybe experience short term memory problems it’s a godsend. On Windows you can just use the mouse, select the text, right click and choose your weapon of choice (Cut, Copy or Paste). Mac users don’t have a right mouse button but I suspect they use this feature just as much. Taking it to the next level, let’s call them the serious amateurs, we have keyboard shortcuts. Shift + Delete for Cut (can’t say I use this much), Ctrl + C for Copy and Ctrl + V for Paste. Keyboard shortcuts are great, more productive and help prevent repetitive strain injury (RSI).
As much as I like this tool (technique?) the standard Copy/Paste has a major limitation which you will have certainly have come across if you use it frequently. It only remembers the last item copied. Let’s say you want to copy a few phrases from a document. This means you need to switch between documents: copy, switch, paste, switch, copy… or you could use my preferred method which is to open a Notepad doc, split the screen and paste into that. I do this to remove any style associated with the text but it’s still increasing the workload and thereby defeating the purpose!
There have long been third party tools called Clipboard Managers which allow you take Copy and Paste to the next level. A clipboard manager will allow you: copy. copy, copy > Paste, Paste, Paste. Very handy. What most people don’t know, and the reason for this post, is that Windows 10 has a Clipboard Manager built in, you just need to enable it. Copy as normal (Ctrl + C) but instead of using Ctrl + V to paste, Use Windows Key + V. Windows Key is on the bottom row, left of spacebar between Ctrl and Alt and is the Windows Logo. Once enabled (doing it the first time will prompt you to enable the feature) you will be offered a window with your clipboard history (screenshot below, it works for screenshots too).
Since the year 2000 Enable Ireland’s Assistive Technology (AT) training service have run a Foundations in AT (5 ECTS) course certified by the Technological University Dublin (TUD). Those of you reading this post will most likely be familiar with AT and what a broad and rapidly evolving area it is. While overall the direction AT has taken over the last decade is positive and exciting, it has also become a more challenging area to work in. As a result, the importance and value of the Foundations in AT course has also increased and this is both reflected in, and as a direct result of the calibre of course participant we’ve had in recent years. The wealth of experience brought by participants each year helps the course evolve and develop, filling in gaps and offering new directions for technology to support people in areas beyond primary needs such as communication, access and daily living. Last month we began what is a new effort on our part to share with a wider audience some of the excellent work produced by Foundations in AT course participants with Shaun Neary’s post Accessible Photography – Photo Editing with Adobe Lightroom & the Grid 3. This month we will look at another area of creativity, music.
Alex Lucas enrolled in the 2018 Foundations in AT course. As soon as we learned about his background and experience, we knew that his involvement in the course was an opportunity for us to learn more about accessible music technology and practice. Alex is an academic (PhD research student in Queen’s University Belfast), a maker, a musician, a developer and a product designer. Before returning to studies, he had gained 10 years’ experience working in mainstream music technology with big name companies like Focusrite and Novation. In Queens he is currently researching “Supporting the Sustained Use of Bespoke Assistive Music Technology” and is part of the Research Group: Performance Without Barriers. He also works with Drake Music Northern Ireland.
We could be accused of having underutilised Alex, but our suggestion for his project was to produce a resource that would act as an introduction to people new to the area of accessible music technology. Alex chose to focus on the mainstream Digital Audio Workstation (DAW) application Ableton Live and Switch input. As well as the project document (download link below) he released 5 really excellent tutorial videos on YouTube, the first of which is embedded here.
Alex kindly agreed to contribute to this post so we asked him why he chose to focus on Ableton, to tell us a bit more about his work in inclusive music and a little about the research he is currently undertaking at Queens. Over to you Alex..
There are many software applications available for computer-based music production. Ableton Live is arguably one of the most popular DAWs. When first released in 2001, Ableton Live set itself apart from other DAWs through a unique feature called Session View.
Session View is a mode of operation which can be thought of as a musical sketchbook providing composers with an intuitive way to create loop-based music; a feature which is particularly useful when creating electronic music. When combined with Ableton Live’s built-in virtual musical instruments and devices for creating and modifying musical ideas, we find ourselves with a rich toolset for composing music in inclusive settings.
How this works with groups?
Music connects people; we see this often when conducting group-based inclusive music workshops, making work of this kind essential to Drake Music NI. There could be up to twelve participants of mixed abilities in a typical Drake workshop. As Access Music Tutors, we approach group workshops by first speaking to each participant in turn to identify their creative goals. One individual may have an interest in playing distorted synthesiser bass sounds, while another may prefer the softer sound of a real instrument such as a piano. Knowledge of an individual’s creative goals and their access requirements is used to select an appropriate device for the participant to use to control a virtual instrument within Ableton Live.
In addition to the Access Switches described in the video’s mentioned above, Drake Music also uses commercially available assistive music technologies such as Soundbeam and Skoog, and mainstream MIDI controllers such as the Novation Launchpad. It’s possible to connect several of these devices to a single computer running Live.
Together, the group make core musical decisions; i.e. genre, tempo, musical key. The workshop will proceed in one of two ways, either we jam together, or record each participant in turn, building up a composition gradually using overdubbing techniques.
OMHI – One-Handed Musical Instrument Trust
There are a handful of other organisations within the UK, working towards providing inclusion in music. One notable organisation is the One-Handed Musical Instrument Trust (https://www.ohmi.org.uk/). Many traditional musical instruments are designed in such a way that they place a fundamental requirement on the musician; they must have two fully functional hands. This assumption results in the exclusion of some individuals from learning a traditional musical instrument. Furthermore, in some cases, accomplished musicians are not able to return to their instrument after losing the function of a hand due to illness or an accident. OHMI aims to address this shortcoming by running an annual competition which invites instrument designers to adapt traditional musical instruments to be played by one hand only. Many fantastic designs are submitted to OHMI each year. I’m particularly impressed by David Nabb’s Toggle-Key Saxophone (https://www.unk.edu/academics/music/_files/toggle-key-system.pdf) which retains all of the functionality of a standard saxophone while being playable by one hand.
Whilst OHMI primarily focuses on the adaptation of traditional acoustic instruments for inclusion and accessibility; my research centres on the challenges faced by disabled musicians in the long-term use of custom-made digital musical instruments.
In partnership with a disabled musician named Eoin at Drake Music NI, together we’ve been designing a digital musical instrument tailored towards Eoin’s unique abilities. Eoin has a strong desire to play electric guitar but as Eoin cannot hold a guitar, due to its physical characteristics, he has been unable to up until this point.
Using a motion sensor and an access switch, coupled with a Raspberry Pi embedded computer, Eoin is now able to play rudimentary guitar sounds using the movements of his right arm. We’ve tested several prototypes and are now in the process of assembling the instrument for Eoin to use both during Drake music workshops and at home.
As a musician, Eoin is the primary user of the device; however we’ve also been considering Eoin’s primary carer, his father Peter, as a secondary user. We’ve designed a high-level interface for Peter to use, hopefully allowing him to easily set-up the device for Eoin to use at home. We’re particularly interested in the longevity of the device, whether or not it’s viable for Eoin and Peter to use independently. Obsolescence can be a problem for assistive technology in general. Our current assumption is that obsolescence may be an issue with custom-made accessible digital musical instruments but hope, through this research to discover useful mitigation strategies.
Microsoft Ireland hosted a half-day workshop for second level students using
technology for additional support within education. This workshop came about
thanks to Tara O’Shea, Community Affairs Manager at Microsoft and Stephen
Howell, Academic Program Manager. Tara has been a huge supporter of Enable
Ireland Assistive Technology Service over the last decade and been the driving
force behind many of the successful projects we have collaborated on. Stephen
would be a very familiar face to anyone involved in that space where technology
and education meet, not just in Ireland but internationally.
The goal of
the workshop was to introduce some of the collaboration tools available to
students using Office365,
additional supports available to students with maths or language difficulties
and to provide alternative ways to produce and present content. Obviously as
Microsoft was hosting there was an emphases on their tools nevertheless Stephen
was quite open about how similar features are available on other platforms. We
(Enable Ireland AT) pride ourselves on providing independent recommendations;
the best solution for the user is the solution they use best. The practice of
schools forcing students down any particular route: Microsoft, Google or Apple,
is restrictive and cause difficulties if there are specific access or support
needs. Microsoft and Google though offer more browser-based tools that mean
users are free to use any device. I should also acknowledged that Microsoft
have really upped their game in the areas of Education and Accessibility over
the last few years.
Fostering collaboration is a cornerstone of modern education and promotes a vital real world skill (teamwork) that will serve students throughout their lives. The screenshot below from Facebook (Stephanie McKellop) and illustrates a way that tools we may have considered more for remote collaboration, can be used within a classroom or lecture hall.
When it comes to collaboration, Microsoft Teams is at the centre. Teams is a unified communications platform, basically it’s like WhatsApp or Facebook Messenger but with tonnes of additional features. Through Teams you can not only instant message, video/audio call or share desktops but you can also work on shared documents, whiteboards or mind maps. There are also plugins for many third party apps and services, so if you are already collaboration app or service there is probably an integration available. Stephen demonstrated how a tool like Teams could be used in a classroom session by setting up a class team and getting everyone to work on a short Sway presentation (we mentioned Sway in a previous post a couple of years ago, don’t understand why everyone isn’t using it by now). Once everyone had completed their presentation they posted a link to the class message stream and Stephen showed it on the large screen. Okay, this exercise could have been done without Teams but using the service made it so much easier and more importantly everything was recorded for students to revisit in their own time.
looked at Microsoft Learning Tools numerous times on this blog over the last
few years (read
this post is you want to know more about Learning Tools).
Thankfully, since its introduction as a plugin for OneNote in 2016 it has gone
from strength to strength. Features like Immersive
Reader are now standalone apps and have also found their way into
many other Office365 apps like Word and Outlook. Some other apps Stephen introduced
are listed below with a brief description. They are all free so we encourage
you to download and try them yourselves.
Microsoft Math: If you are familiar with the language-learning app Duolingo, this app takes a similar approach to teaching Mathematics. Short challenges with rewards and feedback. Gamifying Maths
Lets you quickly and easily capture content from the web (pictures, text etc),
draw and annotate it and share with other apps.
Provides a blank canvas where you can collaborate with others and share with
Microsoft Translator: Useful for translations or
transcriptions. Stephen also showed how it can be a great way to practice pronunciation
when learning to speak a foreign language.
This weeks post was contributed by Wyn McCormack, co-author of the Factsheets on Dyslexia at Second Level . Wyn has been involved with the Dyslexia Association of Ireland for over 20 years and has designed and presented courses on dyslexia for parents, teachers and students. She has written extensively on the topic including Lost for Words, a Practical Guide to Dyslexia at Second Level, (3rd Ed. 2006), and Dyslexia, An Irish Perspective (3nd Ed. 2011) as well as being the co-author of the Factsheets on Dyslexia at Second Level in 2013 (updated 2014, 2015, 2016). She has been a presenter for SESS, the Special Education Support Service. She is a former Guidance Counsellor and Special Educational Needs teacher. Her three sons have dyslexia.
* * * *
In 2014 the Dyslexia Association of Ireland asked myself and Mary Ball, an educational psychologist to write the Factsheets on Dyslexia at Second Level to celebrate their 40th anniversary. The key objective of the Factsheets was to give teachers clear and concise information on dyslexia, how it affects students and how schools and teachers can help. With dyslexia affecting approximately one in ten people, there are many thousands of students with dyslexia in schools.
There are 18 Factsheets. The majority were intended for teachers and schools and cover topics such as teaching literacy, numeracy, foreign languages, Maths and Assistive Technology. Factsheet 16 is for parents on how they can help and Factsheet 17 is for students on study strategies.
I update the Factsheets annually in August and they are available for free download at www.dyslexiacourses.ie. After putting the work into writing them, I really wanted to get them widely used. In 2014 I had taken early retirement as a Guidance Counsellor and Special Education Teacher. So I set up Dyslexia Courses Ireland to offer schools, parents and students courses on dyslexia friendly strategies and AT resources. I was then joined by Deirdre McElroy, a school colleague who had worked as a NEPS educational psychologist. The courses have been really well received. Since 2014 we have had just under 3000 teachers, 540 parents and 480 students attend our courses. We run courses at central venues for teachers and also give presentations to the teaching staff within schools. At this stage we have been to schools in every county (outside of N. Ireland). In 2018 in the last week of August which is the first week of the school year, we presented courses in 14 schools.
The course for students is a study skills workshop. Students with dyslexia may experience difficulties with organisation, reading, memory and learning, note-taking, writing and spelling. They may find it hard to show what they know in exams due to misreading questions and poorly structured answers. The workshop covers strategies that help the student to achieve and which also target their specific difficulties.
A key element of the teacher courses is that while we share ideas with the teachers, we ask them to recommend websites, Apps, and strategies that they are using in the classroom. As a result we have an extensive list of recommended websites. The teachers generously have allowed us to share these. We do this by twice a year sending out a newsletter to all schools as well as to those who attended our courses. The recommendations have grown so much that while we did have one handout called Useful websites/APPS on Keynotes, subject specific resources, study skills, exam preparation, assistive technology and on-line tutorials, we have had to split it into one for teachers and one for students. Both are available under downloads on the website.
While my favourite websites vary over time, some really helpful ones are as follows;
alison.com for on-line tutorials in Project Maths at Junior and Leaving Cert.
sparknotes.com and, in particular, their short videos of Shakespearian plays and the No Fear guides where the Shakespearian words are on side of the page with a modern English translation on the other.
studystack.com with flashcards and games when key facts have to be learnt.
The reason I am so involved is that my three sons are dyslexic and I realised much more needed to be done at second level. As I have travelled with them on their journey through education, I also realised there was a reason why I could never tell left from right and that I also shared some of dyslexic traits. These experiences have helped me appreciate the difficulties which many students with dyslexia face in school.
I hope the factsheets contribute to greater awareness of dyslexia at second level and all the ways that teachers and schools can support the these students.
A few weeks ago, we attended a demonstration of the C-Pen Reader, a tool designed with students with dyslexia in mind. This device, with its pen shape and an OLED screen with text to speech output, assists those with literacy difficulties to read.
It is a simple to use device, whereby the reader runs the tip of the pen over the word or words that they wish to hear spoken aloud. Using realistic speech synthesiser software, the student can hear the text read aloud by the inbuilt speaker or by using ear phones.
There is also the option, when a single word is scanned, to hear an Oxford English dictionary definition of the word, and to have the word magnified on screen, useful for those who may have visual impairments.
There is also the option to scan and save text to the internal storage in the pen and transfer to a PC or Mac computer for use later, a handy option for those who may not have access to a scanner.
While there is a separate version of the pen available, the ExamReader, with limited functionality (i.e. no internal storage or dictionary features) that will meet the criteria for State Exams, the standard pen can be turned into an ExamReader by choosing a locked mode.
The C-Pen also works in French and Spanish, while the ExamReader can read German and Italian in addition. There is also the ability to record voice notes on the C-Pen.
While there are many differing options, both hardware and app based, available for those with literacy difficulties or using English as a second language requiring text to speech functionality, the C-pen has its niche market in the education sector where the use of mobile phone apps or bulky hardware may make the use of text to speech difficult or impossible. The c-pen is a user-friendly option that is easily transportable and can be personalised.
More information can be found at www.readerpen.com, and schools and colleges can arrange for a free trial for their students. The C-pen costs €225 ex VAT.
It appeared in the Cosmo room as if out of nowhere. Looking like a section of the international space station (one of the newer parts), it immediately grabs the attention of anybody who enters the room. Enable Ireland Children’s Services have been trialling a Sensory Pod over the last few months and both staff and clients are enthusiastic about it. I had a quick chat with Robert Byrne, creator of the Sensory Pod, while he was making some minor modifications based on feedback from our therapists.
In a previous job Robert Byrne spent a lot of time visiting manufacturers in Asia, which is when he first came across the idea of a capsule hotel. Due to population density, space in some Asian cities is at a premium. A capsule hotel consists of rooms that are only the size of the bed they contain. You have enough head room to sit up in bed but not enough to stand. In this corner of the world with our open spaces and high ceilings the thoughts of a night in such accommodation might cause us to break into a claustrophobic sweat, Robert however only saw an opportunity. Through a family member, Robert had experience of Autism. A common symptom reported by people with this form of neurodiversity is oversensitivity to stimuli: light, noise, touch and smells. It is this aspect of Autism that can actually prevent some people from engaging in everyday activities such as work and education. Robert noticed how successful the capsule hotel room was at shielding its occupant from such outside stimuli and realised it could be a very cost effective way to provide a safe and comfortable space for schools and colleges.
He took the basic design of the capsule room and customised it to suit this new function. Along with his design team, he reinforced the plastic shell and mounted the pod in a steel frame, with an extra bed that can be pulled out alongside the Pod. This provides a comfortable area for a parent or caregiver to relax when the Pod is occupied. They added LED mood lighting, temperature control, audio and 22” learning screen. The design is modular, allowing customisation to best suit individual client’s needs, full details are on the Sensory Pod site.
It’s all very well having a good idea but it takes a particular type of person to be able to see it through to a marketable product. The Sensory Pod have built an extensive portfolio manufacturing and designing sleep systems and safe spaces for some of the Largest Corporate companies across Europe and further afield. They played a key role in Dublin City University’s successful Autism Friendly Campus initiative. Students can apply for a smart card and book a time slot. Using their card they can open the pod door and escape the hustle and bustle of campus life for an hour.
Do you use or could benefit from assistive technology?
You are invited to participate in a research study entitled ‘ENABLE: Educational eNgagement, Assistive technologies, well-being and quality of Life of students with disabilities in Higher Education.
The overall aim of this study is to examine the experience and effects of assistive technology use among students with disabilities in higher education. Assistive technology can be described as any device which enables individuals to complete or engage with tasks more easily. Participation will involve completing an online survey which will take approximately 30 minutes to complete. You are eligible to participate in this research if you are aged 18 years or older, have a disability, use or could potentially benefit from assistive technology and are a current student in a higher education institution in Ireland.
Don’t miss on this opportunity to contribute to valuable research into AT use by students in Higher Education. If you wish to take part or would like more information, you can access the plain language statement and the survey through the following link:
We all know what it’s like being in school when the sun is shining outside and all you can think about is being out there! Or when you’re trying to get your homework done and all you can think about is who’s posting what on Snapchat or Instagram? Or have you ever found yourself managing to get a study block done and then taking a well-deserved 5-minute break to take a peek at social media, only to emerge from your phone a half an hour later and way behind on your study schedule? Well, the following free apps are for you! In fact, they’re for anyone who wants to use their time on their computer or smartphone more productively, whether you’re a student or not.
Stay Focused is a free google chrome extension that helps you to stay focused on your work by stopping you from looking at time-wasting websites (e.g. Instagram, Snapchat, Facebook, Twitter). You set a certain amount of time in the day that you’re allowed to look at those distracting websites and then once your allotted time for the day has been used up, it blocks you out of them. End of distractions! You can also choose to have a complete block on the websites that are your major culprits for time-wasting.
This one works in a similar way to Stay Focused but it’s for the Mozilla Firefox browser instead of Chrome. You can specify up to six sets of sites to block, with different times and days for each set (e.g. you could have Twitter blocked from 9am to 5pm and Facebook blocked for all but 10 minutes in every hour).
This is one of many apps that use the timing principle behind the Pomodoro Technique (i.e. you work for 25 minutes, then take a 5 minute break, then after four of these sessions you can take a longer break of 15-30mins). This Google Chrome extension helps you to concentrate on your work by blocking a list of websites for the amount of time you’ve set and once your working period is over, it’ll unblock those sites to give you a break from work before you hit those books again!
Offtime is an app for iOS and Android smartphones that not only lets you block calls, texts and notifications when you’re trying to work, but it can also track your phone and app usage so you can identify what distracts you most. You can set different profiles, like School, Family and Me Time and when you’re finished your work, it gives you an activity log with a list of everything that happened while you were working so you don’t have to worry about missing out on anything.
So, with these apps you’ll be able to maximise your study time and even better, you’ll be able to look at all your favourite websites and apps guilt-free on your breaks!
It’s that time of year again for students – heading back into schools and colleges, or perhaps you are a mature student, thinking of dipping your toe back into education and gaining qualifications or pursuing interests. You may be considering starting your study regime early, rather than leaving everything to the last minute, in the days and weeks leading up to exams! In that case, we may have some ideas below for helping to create study materials and finding resources online to assist with your plans! All of the resources mentioned below are free, but may have paid components to unlock further features.
First up is www.studynotes.ie . This is a collaborative website, aimed specifically at Junior and Leaving Certificate students. Revision notes can be downloaded on practically all subjects at both levels, and you can also share your own notes as well. The website includes the tools to create your own flashcards and quizzes, which you can also share. Blog posts and videos on relevant topics can also be viewed. In addition, there is a forum to post questions and reply to others seeking advice. Also included are a notebook section to compile your own notes and a study planner to help make the most of your time.
www.goconqr.com is a similar website to the above, in that it is a repository of resources, and once you sign in and create a profile, will give content specific to the Irish curriculum. As well as notes, you can create, share or download mind maps, flowcharts and slides on specific topics. Self-correcting flashcards and quizzes can also be created. It allows you to connect with friends and groups, providing a network to support your learning.
Khan academy, while not specifically aimed at Irish second or third level educational institutions, has a substantial repository on a range of topics. For example Maths, Arts and Humanities, Science and Engineering and Economics and Finance are covered. As you work your way through the content, progress is recoded and you can also take practice tests along the way to ensure your comprehension of materials.
Quizlet.com gives you the ability to search for resources as well as create and share your own. Mainly based on a flashcard type of structure, you have the ability to test yourself or play games using your own materials.
Some other resources that might be of use include:
TEDTalks (TEd.com) are a very useful and entertaining way of gaining information on a wide range of topics.
Scoil.net contains resources specific to the second level curriculum, while Schooldays.ie has information about exams, tips and advice.
OReillymaths.ie has videos on maths, explaining concepts and working out solutions.
Focal.ie is useful in translating Irish, while An Gramadoir (https://borel.slu.edu/gramadoir/form.html) will check grammar.
Hopefully these resources will help get your academic year off to a good start and assist in achieving your best!.
It’s that time of year again. The days are getting shorter and there is a definite nip in the evening air. After two or three months of care free holidays, children and young adults, all over the country, are getting ready for another academic year. Although more years than I care to mention since my school days, I share the sense of foreboding felt by some of these young people during the close of summer. It’s not the approach of double maths on a Monday morning or a state exam on the horizon that I dread. As an AT Technician working in Enable Ireland, it is the inevitable queries from parents and therapists about digital textbooks that is the cause of my anxiety. Can we get textbooks in digital format? How? Will they be compatible with the technology being recommended? If they are workbooks, how will they fill in the answers? These are some of the very pertinent, and for the most part frustratingly unanswerable questions that come in at this time of year. In the remainder of this post I’ll try to clarify the current situation, just don’t expect all the answers… sorry.
Can you get textbooks in digital format?
In April 2016 the Irish Educational Publishers’ Association (IEPA), who represent 95% of Irish educational publishing houses, agreed on a centralised special needs policy relating to making texts available in digital format. This is progress, although limited as you will soon see. Their policy (which you can read here) falls short of committing to the supply a digital version of the textbook to those who need them. “The publisher will make every effort to accommodate the request but cannot guarantee the availability of a particular title, or a title in a specific format. The format of the title remains at the discretion of the publisher.” Reading into this a little I think it’s safe to assume that all the commonly used titles will be available but anything a bit out of the ordinary will not.
How do I get digital versions of school textbooks?
Up until last year this was a tough one. Each publisher had different requirements and there was little information publicly available. Thankfully the IEPA have made some efforts to standardise the process which is also outlined on the page linked above. “The request must be submitted by a parent, or teacher, of the named student, accompanied by acceptable proof of medical condition. Files, in pdf, text files or eBook access are then provided to the student in question.” Obviously it’s not ideal that “proof of medical condition” needs to be submitted, but it is perhaps understandable from the publishers’ perspective that there are some restrictions.
Will the digital textbooks be compatible with the technology being recommended?
This is the question that keeps me up at night (well this and the new season of Game of Thrones) because there are so many variables. We would need to know the format that the textbooks will be supplied in, and the IEPA are very non-committal in this regard. Statements like “Files, in pdf, text files or eBook..”, and “The format of the title remains at the discretion of the publisher”, make it quite clear that they refuse to be pinned down. This really needs to be looked at. It is not in the publishers’ interests to commit to a specific format. It is however in the students’ interests, particularly students with access or literacy difficulties that require the use Assistive Technology. This is something the Department of Education need to enforce, as is the case in other jurisdictions. The only advice I can give here is to contact the publishers and find out what format the textbooks will be supplied in, then contact us at Enable Ireland AT Service.
If they are workbooks how will they fill in the answers?