1. Zayed University Additional Mobile Learning in an Inclusive University Setting Ursula Walsh 2015

2. The Research 5 Case Studies 4 Documented Additional Needs Classroom Assistants Assistive Technology /Apps

3. Additional Disabilities Physical Seen and Unseen Learning Emotional Psychiatric

4. Who are the Students? Speak 2 languages They have opinions They have ideas They have a voice

5. Not that Different

6. Statistics United Arab Emirates: The percentage of people with additional needs in the UAE is close to the worldwide average of 8-10 % of the population (Bradshaw, 2004, p.51). The concept of social equality, safety, and fairness for all Emirati citizens is enunciated in Article 14 of the UAE Constitution. Male Ss face more behavioural problems than Female & those Ss who do have intellectual disabilities exhibit more behavioural problems than Ss who have physical disability (Sartawi,AlMuhairy & Abdat, 2011)

7. More Research More Ss with Dyslexia, Dyscalculia, Asperger's are entering Higher Education This affects both their Reading/Writing ability in Arabic and English Generic research in the UAE is limited Cultural beliefs impact support ( Aboudan,Eapen,Bayshak, Al-Mansori&Al-Shamsi, 2011)

8. What do Hidden Disabilities have in common? One is unable to “see” the disability. There are no “visible” supports to indicate a disability such as canes, wheelchairs, use of sign language. It is a permanent disability that they cope with on a daily basis. The disability may be managed through medication or behavior such as in the case of diabetes, asthma, epilepsy or psychiatric disorders. The person is in some kind of physical or emotional pain.

9. Challenges for a person with a hidden disability: They may not know they have a disability or regard themselves as such. They may not have been diagnosed. They may not know what they need. They may know what they need, but are unable to articulate it. They may often feel misunderstood or may feel ignored or feel invalidated. They may suspect something is wrong, but not know what it is or how to fix it.

10. Testing: There are no adequate Arabic Language tests available Ss are tested by using English language English/ Culture tests How can we be sure they are accurate? Confidentiality

11. Inside the classroom: The communication domain difficulty clearly expressing thoughts difficulty receiving and interpreting verbal information difficulty participating in class discussions difficulty with higher level language skills, for example thinking hypothetically or

12. Studying : The academic domain distractibility when reading signs of physical strain when reading; e.g., rubbing eyes, yawning, head held close to text use of finger to track when reading slow or extremely fast reading speed relative to peers apparent carelessness when reading instructions lack of understanding of written materials

13. What Can You Do?* Looking at Ability NOT at Disability

14. Teachers are Key ! Teachers are perceived to be integral to the implementation of inclusive education (Haskell, 2000). Inclusive education can only be successful if teachers are part of the team driving this process (Horne, 1983; Malone, Gallagher, & Long, 2001).

16. Differentiate the Learning Differentiation instruction Differentiated dimension

17. Assistive Technology What Is Assistive Technology? Technology that can be used to enhance the functional independence of a person with a disability. Often, for people with disabilities, accomplishing daily tasks such as talking with friends, going to school and work, or participating in recreational activities is a challenge. AT devices are tools to help to overcome those challenges and enable people living with disabilities to enhance their quality of life and lead more independent lives.

18. Apps on A Mac, I phone, I Pad With these innovative technologies built in, iOS devices become powerful and affordable assistive devices. Vision Hearing Physical and Motor Skills Learning and Literacy

19. Built in Apps If you are blind or have low vision, you can use Voice Over, an advanced screen reader, to get the most from your iOS device. Siri and Dictation help you type, launch apps and read, Calendar useful for organisation.

20. Audio Issues Students with impaired hearing or total deafness : Speak to Text..Siri Hearing Loops

21. Planning for instruction What steps can you take to make your classroom more user friendly? How can we adapt to ensure Inclusivity? Do you involve students in the management of their classroom? Pair/Group/Team/ Individual work?

22. Bring the UAE into our classrooms Students from different have a wealth of content to contribute to a learning environment. Differentiated instruction stimulates creativity and helps students understand ideas at higher levels of thinking than learning through memorization alone.

23. Learning Activities: How do you provide lesson overviews? Graphics? Is silence used as a tool for listening and answering? Ask………… Silence……………..Answer How do you check ‘Learning’ ? How do you know the home work/deadlines are understood?

24. Reinforcement: Do you begin every lesson as a clean slate? Do you vary delivery by;…….(Get a student to do it) Pace (check they are following) Degree of learning Presenting (by students) Reading (silently /out loud) Read to them/they read to you Mini projects done by a few to illustrate learning

25. New Technology: Your voice or the Learners’ who posts the most on Edmodo/Black Board etc.. Do your Ss have a voice in your classroom? Who provides the materials for supplementary learning? Who represents the learners in your classroom? Who makes the voice over for the Flipped Classroom? How much time is spent one on one with students?

26. * The first and most important principle of technology integration is that the focus should be on the outcome of the instruction, and not on the technology itself. When technology is used just for the sake of doing something new and different, teachers fail to harness the affordances of the technology to support the needs of the learning situation http://otswithapps.com/2012/07/29/apps-list-for-middlehigh-school- adults-with-learning-disabilities-2/ http://www.bdadyslexia.org.uk/dyslexic/dyslexia-and-specific-learning- difficulties-in-adults