Blind and partially sighted children s right to read school text books: Scotland. Suzanne Lockyer and Claire Creaser

Transcription

1 Blind and partially sighted children s right to read school text books: Scotland Suzanne Lockyer and Claire Creaser

2 Contents Executive summary... ii 1. Introduction Method Subjects covered Identification of titles Availability in alternative formats Results Discussion References...11 Blind and partially sighted children s right to read school text books: Scotland i

3 Executive summary As part of its ongoing campaign to highlight the issues surrounding the lack of material in alternative formats, RNIB commissioned LISU at Loughborough University to establish estimates of the availability of school textbooks used in Scotland. The research aimed to identify the texts used in Scottish secondary schools at levels S1-2, and S3-4, in English, Mathematics and Science and establish which of these textbooks are available in alternative formats. Learning and Teaching Scotland and the Scottish Qualifications Authority were contacted for information on recommended texts. However, because of the flexibility allowed within the curriculum, few specific texts are recommended by the SQA. Information on appropriate titles was therefore sought from publishers catalogues. Titles identified as being relevant to the study included 57 for English, 36 for Mathematics and 18 for Science. These titles were checked against Revealweb and only two of the identified titles could be found in alternative formats. However, provision of texts in alternative formats is currently undertaken at local authority level in Scotland. Therefore, not only the details of texts used in schools but also their availability in alternative formats is difficult to determine. A more co-ordinated approach to transcribing materials would help address these issues by reducing duplication of effort and providing a central archive. Blind and partially sighted children s right to read school text books: Scotland ii

4 1. Introduction During December 2005 January 2006, LISU carried out an investigation for RNIB into the availability of school text books in a selection of subjects at Key Stages 3 and 4 in England, Wales and Northern Ireland. The objectives of the research were to establish which of a selection of school text books were available in alternative formats and who provided them. Recent research for RNIB Scotland (Sorensen 2005) estimated that there are 1100 pupils across Scotland who require materials in alternative formats. This is based on local authority figures, and is likely to be an underestimate. As part of its ongoing campaign to highlight the issues surrounding the lack of material in alternative formats, RNIB commissioned LISU at Loughborough University to establish estimates of the availability of school textbooks for the Scottish curriculum using similar criteria to the previous study. The research aims to: Identify the texts used in Scottish secondary schools at levels S1-2, and S3-4, in English, Mathematics and Science Establish which of these textbooks are available in alternative formats Discover from which sources these alternative formats are available 2. Method LISU has previously carried out research to estimate the availability of school textbooks in England, Wales and Northern Ireland (Lockyer and Blind and partially sighted children s right to read school text books: Scotland 1

5 Creaser 2006) and similar methodology was planned for this research. However, differences in the Scottish system presented some difficulties in identifying published texts used in schools. This is discussed in sections and below. 2.1 Subjects covered English, Mathematics and Science at S1 4 (ages 11 16) were included. However, English literature texts (novels, plays, poetry) were not included as titles for study in this area are selected by individual authorities or schools (see section below). The study for the rest of the UK found that English literature texts were more generally available in alternative formats than language materials or Mathematics and Science textbooks. In the previous study, reference texts were also included (English dictionaries, and bi-lingual dictionaries); as neither the examination boards nor the curriculum authorities recommended titles, standard dictionaries from the major publishers were included. There was no evidence that additional titles were used in Scottish schools, so reference books were not included in this study. 2.2 Identification of titles The curriculum authority and examination board for Scotland were contacted for details of recommended texts. Further information on relevant titles was obtained from publishers catalogues Learning and Teaching Scotland Learning and Teaching Scotland (LTScotland) is the lead organisation for development and support of the Scottish curriculum. It works with the Blind and partially sighted children s right to read school text books: Scotland 2

6 Scottish Executive and Local Education Authorities ( The Scottish curriculum is divided into: The 5-14 Curriculum which covers primary schools and the first two years of secondary education (S1-2). LTScotland publishes the 5-14 Curriculum Guidelines on teaching and assessment which outline requirements, but actual content is planned by individual schools or authorities. Schools are not legally required to follow the guidelines. The 5-14 curriculum is divided into five broad areas: language (this includes English), mathematics, environmental studies (this includes Science), expressive arts, and religious and moral education From year three (age 15) in secondary school, students work towards National Qualifications. Standard Grades are generally taken over the third and fourth years, with an exam at the end of the fourth year (typically at age 16). Although Standard Grades include an external examination component, there is still flexibility in the curriculum Because of the flexibility permitted within the curriculum, LTScotland does not recommend texts, however, it does publish materials for schools including downloadable resources. A contact at LTScotland noted that the majority of learning resources required by schools are provided online (telephone conversation with Development Officer: National Qualifications, 1 August 2006). Local authorities also produce Blind and partially sighted children s right to read school text books: Scotland 3

7 resources and LTScotland is currently developing an electronic resource network to enable authorities to share resources. LTScotland also publishes guidelines on developing the curriculum for pupils with visual impairment (LTScotland 2001). The guidelines concentrate on the welfare, as well as the educational needs, of pupils with visual impairment. There is little mention of provision of alternative formats except that materials provided must match pupils requirements. However, the case studies included in the guidelines demonstrate that the use of alternative formats is not restricted to published texts Scottish Qualifications Authority (SQA) The SQA is the national body in Scotland responsible for development, accreditation, assessment and certification of qualifications other than degrees ( This includes the Standard Grade examinations taken in year 4. Subject specialists at SQA were contacted for information on texts recommended or prescribed for English, Mathematics and Science: Science and mathematics SQA does not recommend text books but contributes to the resources held by LTScotland. It was also noted that Local Authorities produce their own programmes of work. Some details of published texts known to be used in schools were provided by SQA. English SQA does not prescribe authors or texts for literature study, these are chosen by schools. Blind and partially sighted children s right to read school text books: Scotland 4

8 SQA provides details of each course (Arrangements which are available from which outline the requirements for study and assessment. No specific resources are mentioned, but the requirements emphasise that a range of resources should be used (only one of which is text books). Assessment is a mixture of coursework, internal assessment (verified by SQA) and external examination. The external examination appears to be principle based, which would explain why specific texts are not required. For example, in English, the literature texts studied are assessed by a folio of coursework; the examination assesses comprehension and writing skills Publishers The catalogues of the major publishers included in the previous study were consulted, and those which publish texts for the Scottish curriculum were included in this study. These were: Oxford University Press, Hodder Murray (Scottish imprint is Hodder Gibson), Heinemann and Nelson Thornes. Texts published by Leckie and Leckie were also included. Only texts marked by publishers as suitable for the Scottish curriculum were checked for availability. Texts suggested by contacts at SQA were also checked. As so few titles were identified by the above methods, publishers representatives in Scotland were contacted (by ) requesting information on texts sold to Scottish schools. It was hoped this would provide additional, general texts. However, there was a very poor response, and only one reply was received. This was from Cambridge University Press stating that CUP did not publish texts for Scotland, and any texts used were from their literature collections (e.g. Cambridge School Shakespeare). Blind and partially sighted children s right to read school text books: Scotland 5

9 2.3 Availability in alternative formats It proved very difficult to identify relevant published texts within the timeframe available for this research, because of the flexibility allowed within the curriculum. Local authorities or individual schools plan their own programme of work, and also produce their own resources. These may be transcribed into alternative formats, but this is undertaken at a local level and details are not included on Revealweb. Although each authority may keep an archive of the material they produce, it was not within the scope of this project to check these. The provision of alternative formats in Scotland was recently researched for RNIB Scotland and is discussed in section 4 below. The titles identified included 57 for English, 36 for Mathematics and 18 for Science. These titles were checked against Revealweb ( for availability in alternative formats. Revealweb is an online catalogue of titles available in a range of alternative formats. It includes the catalogues of RNIB and the National Library for the Blind (NLB), as well as other organisations which supply alternative formats. RNIB Scotland were contacted to confirm that there are no centrally available catalogues of material relevant to Scotland. Blind and partially sighted children s right to read school text books: Scotland 6

10 3. Results Only two of the identified titles could be found in alternative formats on Revealweb. Of 57 English language titles, just one was available, in Braille 2. Similarly, just one Mathematics title was available out of 36, also in Braille 2 format. None of the Science titles investigated were found to be available in any alternative format. In reviewing the above results, several issues must be taken into consideration: The difficulty in identifying texts used without collecting data from individual schools Some evidence (from LTScotland and SQA) that schools mainly use resources other than published texts Availability was checked only on Revealweb. Transcription of materials in Scotland is on a local authority/school basis and details are not entered onto a central catalogue. This is discussed further in section 4 English literature texts are not included as these are not set by the SQA (exam board equivalent). The previous study showed these texts to be the most readily available in alternative formats, particularly if no edition was specified. For Key Stage 4 a maximum of 80% of titles were available, although the situation was poor for Key Stage 3 (12.7%). This is compared with 5.9% and 1.4% respectively for English Language materials Only the latest textbooks, as listed in the 2006 publishers catalogues were included Blind and partially sighted children s right to read school text books: Scotland 7

11 4. Discussion This research aimed to identify textbooks used in Scottish secondary schools for the study of English, Mathematics and Science, and to determine which of these textbooks are available in alternative formats. This followed on from a similar project undertaken by LISU early in 2006, which estimated the availability of textbooks in alternative formats in England, Wales and Northern Ireland. Differences in the Scottish curriculum meant it was more difficult than anticipated to identify published textbooks used in schools. We were able to identify only 111 titles relating to the Scottish curriculum, of which only two were listed on Revealweb as being available in alternative formats. This compares to 862 titles identified for the rest of the UK, where the curriculum is more closely prescribed. Although curriculum guidelines are provided centrally (by Learning and Teaching Scotland), the exact content and resources used are determined at a local authority or even individual school level. LTScotland and local authorities produce their own learning resources, which are used in addition to published texts. Transcription of material for students with visual impairment is also done at a local level. Individual authorities may keep archives of material transcribed, but these are for use within authorities only. For example, RNIB (Scotland) provide an educational transcription service in partnership with Glasgow City Council, and an archive is kept of the material produced. However, this is for use by Glasgow City Council pupils only. A recent study for RNIB Scotland (Sorensen 2005) stated that secondary school pupils require 750 texts and this requires some Blind and partially sighted children s right to read school text books: Scotland 8

12 explanation in the context of the LISU study. Sorensen investigated all subjects for the six years of secondary education and included all materials which were required to be transcribed. The main objective of the Sorensen study was to investigate the feasibility of a National Transcription Service, highlighting several of the problems with the current system and recommending a model for a National Transcription Service. Sorensen found that provision of texts in alternative formats is currently undertaken at local authority level. As the resources necessary for producing materials vary considerably between authorities there is disparity in provision and the needs of many pupils are not being addressed. Furthermore, this method does not provide value for money, as there is duplication of effort, exacerbated by the lack of a central archive. Material may not be produced in a format suitable for electronic storage, which means additional copies cannot be produced easily, further adding to costs. The study concluded that a National Transcription Service could overcome these problems by undertaking work to a national standard and co-ordinating access to resources by holding a central archive of material. The current research aimed to identify texts used in Scottish secondary schools and establish which of these are available in alternative formats. The flexibility of the Scottish curriculum meant identifying published texts was difficult. However, this does highlight the fact that pupils require a wide range of resources, and visually impaired pupils still require these in accessible formats. Identifying suitable resources to support the curriculum and finding these resources in alternative formats presents a considerable challenge for schools. A more co-ordinated approach to Blind and partially sighted children s right to read school text books: Scotland 9

13 transcribing materials would help address these problems by preventing duplication and providing a central archive. This would go some way towards improving access to learning materials for blind and partially sighted children in Scotland. Blind and partially sighted children s right to read school text books: Scotland 10

14 5. References Learning and Teaching Scotland (2001), Support for learning: developing the 5-14 curriculum for pupils with visual impairment. Glasgow: LTScotland. Originally published by Scottish Consultative Council on the Curriculum (1994). Lockyer, Suzanne and Creaser, Claire (2006), Blind and partially sighted children s right to read school text books. Report for the RNIB. RNIB Scotland (2005), If I can t read it, I can t learn it. Available from ublic_scottransreport05.hcsp?printpage=1. Accessed September Sorensen, Linda (2005), Feasibility study for a National Transcription Service. Report for RNIB Scotland. Accessed September Accessed September Accessed September 2006 Blind and partially sighted children s right to read school text books: Scotland 11