Concorso Per Dirigente Scolastico Lingua Straniera Inglese

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    IL MIO EBOOK

    Corsista:Francesca Di Comite

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    Concorso per Dirigente Scolastici.

    Lingua straniera: inglese

    Interactive whiteboarden.wikipedia.org

    European Economic Communityen.wikipedia.org

    Disabled peopledirect.gov.uk

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    Interactive whiteboard

    en.wikipedia.org

    An interactive whiteboard (IWB), is a large interactive display that connects to a computer and

    projector. A projector projects the computers desktop onto the boards surface where users control thecomputer using a pen, finger, stylus, or other device. The board is typically mounted to a wall or floorstand.

    They are used in a variety of settings, including classrooms at all levels of education, in corporateboard rooms and work groups, in training rooms for professional sports coaching, in broadcasting studiosand others.

    The interactive whiteboard industry was expected to reach sales of US$1 billion worldwide by2008; one of every seven classrooms in the world was expected to feature an interactive whiteboard by2011 according to market research by Futuresource Consulting. In 2004, 26% of British primary

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    classrooms had interactive whiteboards. The Becta Harnessing Technology Schools Survey 2007indicated that 98% of secondary and 100% of primary schools had IWBs. By 2008 the average numbersof interactive whiteboards rose in both primary schools (18 compared with just over six in 2005, andeight in the 2007 survey) and secondary schools (38, compared with 18 in 2005 and 22 in 2007).

    Uses for interactive whiteboards may include:

    Running software that is loaded onto the connected PC, such as a web browsers or proprietarysoftware used in the classroom.Capturing and saving notes written on a whiteboard to the connected PCCapturing notes written on a graphics tablet connected to the whiteboardOnline whiteboardControlling the PC from the white board using click and drag, markup which annotates a program

    or presentationUsing OCR software to translate cursive writing on a graphics tablet into textUsing an Audience Response System so that presenters can poll a classroom audience or conduct

    quizzes, capturing feedback onto the whiteboardGeneral operation

    An interactive whiteboard (IWB) device is connected to a computer via USB or a serial port cable, orelse wirelessly via Bluetooth or a 2.4 GHz wireless. In the latter case WEP and WPA/PSK security

    is available.[citation needed]

    A device driver is usually installed on the attached computer so that the interactive whiteboardcan act as a Human Input Device (HID), like a mouse. The computers video output is connected to adigital projector so that images may be projected on the interactive whiteboard surface.

    The user then calibrates the whiteboard image using a pointer as necessary. After this, the pointeror other device may be used to activate programs, buttons and menus from the whiteboard itself, just asone would ordinarily do with a mouse. If text input is required, user can invoke an on-screen keyboard or,

    if the whiteboard provides for this, utilize handwriting recognition. This makes it unnecessary to go to thecomputer keyboard to enter text.Thus, an IWB emulates both mouse and keyboard. The user can conduct a presentation or a class

    almost exclusively from the whiteboard.In addition, most IWBs are supplied with software that provides tools and features specifically

    designed to maximize interaction opportunities. These generally include the ability to create virtualversions of paper flipcharts, pen and highlighter options, and possibly even virtual rulers, protractors, andcompassesinstruments that would be used in traditional classroom teaching. Common types of operation

    The majority of IWBs sold globally involve one of four forms of interaction between the user and

    the content projected on the whiteboard. These are an infrared scan technology, a resistive, touch-basedboard, an eletromagnetic pen and associated software, and an ultrasonic pen. Operation of a infrared scan (IR touch) whiteboard

    An infrared interactive whiteboard is a large interactive display that connects to a computer andprojector. The board is typically mounted to a wall or floor stand. Movement of the users finger, pen, orother pointer over the image projected on the whiteboard is captured by its interference with infrared lightat the surface of the whiteboard. When the whiteboard surface is pressed, software triangulates thelocation of the marker or stylus. Infrared IWBs may be made of any material, no dry-erase markers are

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    involved, and may be found in many settings, including various levels of classroom education, corporateboardrooms, training or activity rooms for organizations, professional sports coaching facilities, andbroadcasting studios.

    Operation of a resistive touch-based interactive whiteboard

    A touch-based IWB also involves a simple pointing device. In this case, the material of the board isimportant. In the most common resistive system, a membrane stretched over the surface deforms underpressure to make contact with a conducting backplate. The touch point location can then be determinedelectronically and registered as a mouse event. For example, when a finger is pressed on the surface, it isregistered as the equivalent of the left mouse click. Again, such a board requires no special instruments.This leads to the claim of resistive systems manufacturers that such a whiteboard is easy and natural touse. It is, however, heavily dependent on the construction of the board itself.

    Operation of an electromagnetic pen-based interactive whiteboard

    An electromagnetic pen-based interactive IWB involves an array of wires embedded behind the

    solid board surface that interacts with a coil in the stylus tip to determine the horizontal and verticalcoordinates of the stylus. The pen itself usually is passive, i.e., it contains no batteries or other powersource; it alters the electrical signals produced by the board. For instance, when close to the surface of theboard, the mouse pointer can be sensed, giving the board mouse-over capabilities. When it is pressed inagainst the board in one way, the board activates a switch in the pen to signal a mouse click to thecomputer; pressed in another way, contact with the board signals a click of the right mouse-button. Like ascaled-up version of the Graphics Tablet used by professional digital artists and designers, anelectromagnetic IWB can emulate mouse actions accurately, will not malfunction if a user leans on theboard, and can potentially handle multiple inputs.

    Operation of a portable ultrasonic, IR pen-based interactive whiteboard

    An infrared IWB is also available in a portable format. After moving the set-up to a new location,

    the system is acquires connection to the computer with a simple re-calibration of the projected image again using the electronic pen. The device or bar scans a bracketed area (usually 3m by 1.5m, giving awhiteboard that is 110 wide). Typically, multiple brackets can be added, providing for users at differenctsites to share the same virtual whiteboard.A portable IR pen-based whiteboard works on a variety of surfaces an existing whiteboard, a flatwall, even a chalkboard with dry-erase paint, transforms those surface into an interactive whiteboard. Nobattery is required for USB signal receiver and the unit can be mounted to the ceiling if a permanentsolution is required. Made of a tiny and lightweight material, the PIWB is easy to transport.

    Operation of a Wiimote / IR-based interactive whiteboard

    A Wii-based IR system was invented by Johnny Chung Lee, PhD. in 2007. Lee claimed that thesystem [m]akes a technology available to a much wider percentage of the population (Speaking atTED, April 2008) by using an ordinary Wii remote control as a pointer and the IR camera on the front ofthe remote control as tracking device sensing light from an IR light pen. Lee produced several videos onYouTube about this system to demonstrate its operability, flexibility, and ease of use, and pointing out its

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    modest price the most expensive part is the infrared LED of the pen. This is an approach with ashallow learning curve since the gaming system is already familiar to many. A large programmingsupport community may be available, both in opensource and commercial offerings.) However, thesystem cannot be used near direct sunlight, nor can it share the software of manufacturers of the IWB-types already mentioned. Certain considerations about the Bluetooth connection of the light pen also

    apply. Two lines of sight are involved (the controller and the pen) in the case of rear-projection case.unlike many others.)

    Operation of a Virtual Whiteboard Via An Interactive Projector

    An interactive projector IWB involves a CMOS camera built into the projector, so that theprojector produces the IWB image, but also detects the position of an active IR light pen when it contactsthe surface where the projected image. This solution, developed in 2007 and patented in 2010 by U.S.manufacturer Boxlight, like the other IR whiteboard systems, can suffer from potential problems causedby line of sight between the pen and the projector/receiver and, like them also, does not provide mouse-over capabilityfound in other solutions.

    Classroom uses

    In some classrooms, interactive whiteboards have replaced traditional whiteboards or flipcharts,or video/media systems such as a DVD player and TV combination. Even where traditional boards areused, the IWB often supplements them by connecting to a school network digital video distributionsystem. In other cases, IWBs interact with online shared annotation and drawing environments such asinteractive vector based graphical websites.

    The software supplied with the interactive whiteboard will usually allow the teacher to keep notesand annotations as an electronic file for later distribution either on paper or through a number ofelectronic formats.

    In addition, some interactive whiteboards allow teachers to record their instruction as digital

    video files and post the material for review by students at a later time. This can be a very effectiveinstructional strategy for students who benefit from repetition, who need to see the material presentedagain, for students who are absent from school, for struggling learners, and for review for examinations.Brief instructional blocks can be recorded for review by students they will see the exact presentationthat occurred in the classroom with the teachers audio input. This can help transform learning andinstruction.

    Many companies and projects now focus on creating supplemental instructional materialsspecifically designed for interactive whiteboards. Electrokite out of Boston, MA, for example, will havethe first complete curriculum for schools and districts.

    One recent use of the IWB is in shared reading lessons. Mimic books, for instance, allow teachersto project childrens books onto the interactive whiteboard with book-like interactivity.

    Dixons City Academy in the North of England was the first non college or university learningenvironment to make use of interactive whiteboards after the schools then principal Sir John Lewisshowed a keen interest in the developing technology. An interactive whiteboard can now be found inevery classroom of the school.

    Integration with a learner response system

    Some manufacturers also provide classroom response systems as an integrated part of theirinteractive whiteboard products. Handheld clickers operating via Infrared or Radio signals, for example,

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    offer basic multiple choice and polling options. More sophisticated clickers offer text and numericresponses and can export an analysis of student performance for subsequent review.

    By combining classroom response with an interactive whiteboard system, teachers can presentmaterial and receive feedback from students in order to direct instruction more effectively or else to carryout formal assessments. For example, a student may both solve a puzzle involving math concepts on the

    interactive whiteboard and later demonstrate his or her knowledge on a test delivered via the classroomresponse system. Some classroom response software can organize and develop activities and tests alignedwith State standards. Research into impact of interactive whiteboards on education standards

    There are now several studies revealing contradictory conclusions about the effect of the use ofIWBs is effective on student learning. A compilation of this research is available. London Challenge Study

    According to the findings of a study conducted by the London Institute of Education with thefunding of the DfES evaluated the educational and operational effectiveness of the London Challengeelement of the adoption of the use of interactive whiteboards in the London area under a program calledthe Schools Whiteboard Expansion project. At Key Stage 3, interactive whiteboards here associatedwith little significant impact on student performance in Mathematics and English and only a slightimprovement Science. In the same schools, at Key Stage 4, use of interactive whiteboards was found tohave negative effects for Mathematics and Science, but positive effects for English. The authors citeseveral possible causes for the Key Stage 4 findings, which include, including: a Type II statistical error,disruption to teaching methods leading to reduced pupil performance when IWBs were installed, or anon-random deployment decision of IWB installation resulting in a skew of the data..

    Interactive whiteboard technologies

    Interactive whiteboards may use one of several types of sensing technology to track interaction onthe screen surface: resistive, electromagnetic, infrared optical, laser, ultra-sonic, and camera-based(optical).

    Resistive Resistive touchscreens are composed of two flexible sheets coated with a resistivematerial and separated by a microthin air gap. When contact is made to the surface of the touchscreen, thetwo sheets are pressed together, registering the precise location of the touch. This technology allows oneto use a finger, a stylus, or any other pointing device on the surface of the board.

    Active Electromagnetic Board These interactive whiteboards feature an array of wiresembedded behind the board surface interacts with a coil in the stylus tip to determine the (X,Y)coordinate of the stylus. Styli are either active (require a battery or wire back to the whiteboard) orpassive (alter electrical signals produced by the board, but contain no batteries or other power source). In

    other words, there are magnetic sensors in the board that react and send a message back to the computerwhen they are activated by a magnetic pen.Passive Electromagnetic Board - In contrast to an active electromagnetic board this one does not

    contain the sensing technology in the board itself, but in the pen. Tiny magnetic fibers are embedded inthe whiteboard and form a pattern that a electromagnetic coil in the pen is able to sense. Therefore thepen is able to calculate its location on the whiteboard and sends this information to a computer.

    Capacitive Just like the electromagnetic type, the capacitive type works with an array of wiresbehind the board. In this case however the wires interact with fingers touching the screen. The interactionbetween the different wires (laminated in a patented X- and Y-axis manner) and the tip of the finger is

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    measured and calculated to a (x, y) coordinate.Optical:Infrared light curtain When pressed to the whiteboard surface, the finger or marker sees the

    infrared light. Software then manipulates the information to triangulate the location of the marker orstylus. This technology allows whiteboards to be made of any material; with this system no dry-erase

    marker or stylus is needed.Laser light curtain An infrared laser is located in each upper corner of the whiteboard. Thelaser beam sweeps across the whiteboard surfacemuch like a lighthouse sweeps light across the oceanby using a rotating mirror. Reflectors on the stylus or marker reflect the laser beam back to the sourceand the (X,Y) position can be triangulated. This technology may be combined with a hard (usuallyceramic on steel) surface, which has long life and erases cleanly. Markers and styli are passive, but musthave reflective tape to work.

    Frustrated total internal reflection Infrared light bounces within a flexible and transparentsurface. When the surface is deformed through a finger press the internal reflection is disrupted and thelight escapes the surface where it is then sensed by cameras. Image processing software turns the lightspots observed by the cameras into mouse or pointer movements.

    Camera Pen and Dot Pattern These interactive whiteboards have a microscopic dot patternembedded in the writing surface. A wireless digital pen contains an infrared camera that reads the dotpattern to determine the exact location on the board. The digital pen uses this pattern to store thehandwriting and upload it to a computer. The accuracy is high since the coordinates are usually fixed atabout 600 dots per inch. With the electronics in the pen, the whiteboard is passive (containing noelectronics or wiring). This is licensed as Anoto technology.

    Wii Remote IWB A Wii Remote is connected to a computer through its Bluetooth connectioncapabilities. Using open-source software and an IR-Pen (a pen made with a momentary switch, powersource and an Infrared Led) any surface (desk/floor/wall/whiteboard/LCD) can be turned into anInteractive Whiteboard. The Wii Remote has a very accurate Infrared Light tracking camera. Oncecalibrated, the Wii Remote detects a mouse click at the screen location of the IR-Pen. The Wii remotewas first adapted for use as an interactive whiteboard by Johnny Chung Lee.

    DST [Dispersive Signal Technology] A touch causes vibrations which create a bending wavethrough the substrate, which is detected by corner-mounted sensors. Using advanced digital signalprocessing and proprietary algorithms, an accurate touch location is identified. A touch is activated by afinger or stylus touching the glass substrate and creating a vibration. The vibration radiates a bendingwave through the substrate, from the point of contact and spreading out to the edges. Sensors in thecorners convert the vibrational energy into electrical signals. Through advanced Digital SignalProcessing, we are able to apply dispersion correction algorithms which analyze the signals and report anaccurate touch.

    Ultrasonic:Ultrasonic only These devices have two ultrasonic transmitters in two corners and two

    receivers in the other two corners. The ultrasonic waves are transmitted by the whiteboard surface. Somelittle marks in the whiteboard borders create reflecting waves for each ultrasonic transmitter at differentand recognizable distances. Touching with a pen or even the finger in the whiteboard causes these pointwaves to be suppressed, and the receivers communicate the fact to the controller.

    Hybrid Ultrasound and Infrared When pressed to the whiteboard surface, the marker or stylussends out both an ultrasonic sound and an infrared light. Two ultrasonic microphones receive the soundand measure the difference in the sounds arrival time, and triangulate the location of the marker orstylus. This technology allows whiteboards to be made of any material, but requires a suitably adaptedactive dry-erase marker or stylus.

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    Potential issues

    Permanent markers and use of regular dry erase markers can create problems on some interactivewhiteboard surfaces, because interactive whiteboard surfaces are most often melamine, which is a porous,

    painted surface that can absorb marker ink. Punctures, dents and other damage to surfaces are also a risk.Some educators have found that use of interactive whiteboards reinforces an age-old teaching

    methodteacher speaks, students listen. This teaching model is contrary to many modern instructionalmodels, such as the Madeline Hunter-derived instructional delivery model.Front and rear projection

    Interactive whiteboards are generally available in two forms: front projection and rear projection.Front-projection interactive whiteboards have a video projector in front of the whiteboard. A

    disadvantage of front-projection whiteboards is that the presenter, standing in front of the screen, mustextend his or her arm with or without a stylus to avoid casting a shadow. This is not a disadvantage of

    Ultra-Short-Throw (UST) projectors, which cast an image from above and just in front of the IWBsurface, removing the presenter from the beams path.

    Rear-projection interactive whiteboards locate the projector or emmisive display behind thewhiteboard sensing surface so that no shadows occur. This also avoids the problem with front-projectionboards that the presenter has to look into the projector light while speaking to the audience. However,rear-projection systems are generally significantly more expensive than front-projection boards, are oftenvery large, and cannot be mounted flush on a wall, although in-wall installations are possible.

    Some manufacturers also provide an option to raise and lower the display to accommodate usersof different heights.

    Short-throw projection systems and interactive whiteboards

    Some manufacturers offer short-throw projection systems in which a projector with a special wideangle lens is mounted much closer to the interactive whiteboard surface and projects down at an angle ofaround 45 degrees. These vastly reduce the shadow effects of traditional front-projection systems andeliminate any chance for a user to see the projector beam. The risk of projector theft, which isproblematic for some school districts, is reduced by integrating the projector with the interactivewhiteboard.

    Some manufacturers have provided a unified system where the whiteboards, short throwprojection system and audio system are all combined into a single unit which can be set at differentheights and enable young children and those in wheelchairs to access all areas of the board. Reducedinstallation costs make these short-throw projection systems cost effective.

    CalibrationIn most cases, the touch surface must be initially calibrated with the display image. This process

    involves displaying a sequence of dots or crosses on the touch surface and having the user select thesedots either with a stylus or their finger. This process is called alignment, calibration, or orientation. Fixedinstallations with projectors and boards bolted to roof and wall greatly reduce or eliminate the need tocalibrate.

    A few interactive whiteboards can automatically detect projected images during a different type

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    of calibration. The technology was developed by Mitsubishi Electric Research Laboratories Inc and isdisclosed in patent 7,001,023. The computer projects a Gray Code sequence of white and black bars onthe touch surface and light sensitive sensors behind the touch surface detect the light passing through thetouch surface. This sequence allows the computer to align the touch surface with the display; however, ithas the disadvantage of having tiny fiber-sized dead spots in the resistive touch surface where the light

    sensors are present. The dead spots are so small that touches in that area are still presented to thecomputer properly.Another system involves having a light sensor built into the projector and facing the screen. As

    the projector generates its calibration image (a process called training), it detects the change in lightreflected from the black border and the white surface. In this manner it can uniquely compute all thelinear matrix transform coefficients.

    Associated equipment

    A variety of accessories is available for interactive whiteboards:Mobile stand Allows the interactive whiteboard to be moved between rooms. Many are height

    adjustable as well.Personal Response System Allows students to answer test questions posted on the whiteboardor take part in polls and surveys.

    Printer Allows copies of the whiteboard notes to be made.Remote control Allows the presenter to control the board from different parts of the room and

    eliminates on-screen toolbars.Slate or tablet Allows students control of the whiteboard away from the front of the room.Track Allows the whiteboard to be placed over a traditional whiteboard or tackboard to

    provide additional wall space at the front of the room. Some tracks provide power and data to thewhiteboard as well.

    Video projector Allows a computer display to be projected onto the whiteboard. Short Throw

    projectors are available from some manufacturers that mount directly above the board minimizingshadow effects. Ultra Short Throw projectors are even more effective.Wireless unit Allows the interactive whiteboard to operate without wires to the computer, e.g.

    Bluetooth.

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    European Economic Community

    en.wikipedia.orgIt gained a common set of institutions along with the European Coal and Steel Community (ECSC) andthe European Atomic Energy Community (EURATOM) as one of the European Communities under the1965 Merger Treaty (Treaty of Brussels).

    Upon the entry into force of the Maastricht Treaty in 1993, the EEC was renamed the EuropeanCommunity (EC) to reflect that it covered a wider range of policy. This was also when the three

    European Communities, including the EC, were collectively made to constitute the first of the threepillars of the European Union (EU), which the treaty also founded. The EC existed in this form until itwas abolished by the 2009 Treaty of Lisbon, which merged the EUs former pillars and provided that theEU would replace and succeed the European Community. This article deals with the independentinternational organisation which existed prior to 1993.

    History

    Further information: History of the European Union Background

    In 1951, the Treaty of Paris was signed, creating the European Coal and Steel Community

    (ECSC). This was an international community based on supranationalism and international law, designedto help the economy of Europe and prevent future war by integrating its members.

    In the aim of creating a federal Europe two further communities were proposed: a EuropeanDefence Community (EDC) and a European Political Community (EPC). While the treaty for the latterwas being drawn up by the Common Assembly, the ECSC parliamentary chamber, the EDC was rejectedby the French Parliament. President Jean Monnet, a leading figure behind the communities, resignedfrom the High Authority in protest and began work on alternative communities, based on economicintegration rather than political integration.[2] After the Messina Conference in 1955, Paul Henri Spaakwas given the task to prepare a report on the idea of a customs union. The so-called Spaak Report [3] of theSpaak Committee formed the cornerstone of the intergovernmental negotiations at Val Duchesse castle in1956. Together with the Ohlin Report the Spaak Report would provide the basis for the Treaty of Rome.

    In 1956, Paul Henri Spaak led the Intergovernmental Conference on the Common Market andEuratom at the Val Duchesse castle, which prepared for the Treaty of Rome in 1957. The conference ledto the signature, on 25 March 1957, of the Treaty of Rome establishing a European EconomicCommunity.

    European Community

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    The EU absorbed the European Communities as one of its three pillars. The EECs areas ofactivities were enlarged and were renamed the European Community, continuing to follow thesupranational structure of the EEC. The EEC institutions became those of the EU, however the Court,Parliament and Commission had only limited input in the new pillars, as they worked on a moreintergovernmental system than the European Communities. This is reflected in the names of the

    institutions, the Council is formally the Council of theEuropean Union while the Commission isformally the Commission of theEuropean Communities.However, after the Treaty of Maastricht, Parliament gained a much bigger role. Maastricht

    brought in the codecision procedure, which gave it equal legislative power with the Council onCommunity matters. Hence, with the greater powers of the supranational institutions and the operation ofQualified Majority Voting in the Council, the Community pillar could be described as a far more federalmethod of decision making.

    The Treaty of Amsterdam transferred responsibility for free movement of persons (e.g. visas,illegal immigration, asylum) from the Justice and Home Affairs (JHA) pillar to the European Community(JHA was renamed Police and Judicial Co-operation in Criminal Matters (PJCC) as a result).[15] BothAmsterdam and the Treaty of Nice also extended codecision procedure to nearly all policy areas, givingParliament equal power to the Council in the Community.

    In 2002, the Treaty of Paris which established the ECSC expired, having reached its 50 year limit(as the first treaty, it was the only one with a limit). No attempt was made to renew its mandate; instead,the Treaty of Nice transferred certain of its elements to the Treaty of Rome and hence its work continuedas part of the EC area of the European Communitys remit.

    After the entry into force of the Treaty of Lisbon in 2009 the pillar structure ceased to exist. TheEuropean Community, together with its legal personality, was transferred to the newly consolidatedEuropean Union which merged in the other two pillars (however Euratom remained distinct). This wasoriginally proposed under the European Constitution but that treaty failed ratification in 2005.

    Aims and achievements

    The main aim of the EEC, as stated in its preamble, was to preserve peace and liberty and to laythe foundations of an ever closer union among the peoples of Europe. Calling for balanced economicgrowth, this was to be accomplished through:[16]

    The establishment of a customs union with a common external tariffCommon policies for agriculture, transport and tradeEnlargement of the EEC to the rest of EuropeFor the customs union, the treaty provided for a 10% reduction in custom duties and up to 20% of

    global import quotas. Progress on the customs union proceeded much faster than the twelve yearsplanned. However, France faced some setbacks due to their war with Algeria.[17]

    Parliament

    The European Parliament held its first elections in 1979, slowly gaining more influence over Communitydecision making. Under the Community, the European Parliament (formerly the EuropeanParliamentary Assembly) had an advisory role to the Council and Commission. There were a number ofCommunity legislative procedures, at first there was only the consultation procedure, which meantParliament had to be consulted, although it was often ignored. The Single European Act gave Parliamentmore power, with the assent procedure giving it a right to veto proposals and the cooperation proceduregiving it equal power with the Council if the Council was not unanimous.

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    In 1970 and 1975, the Budgetary treaties gave Parliament power over the Community budget. TheParliaments members, up-until 1979 were national MPs serving part time in the Parliament. The Treatiesof Rome had required elections to be held once the Council had decided on a voting system, but this didnot happen and elections were delayed until 1979 (see European Parliament election, 1979). After that,Parliament was elected every five years. In the following 20 years, it gradually won co-decision powers

    with the Council over the adoption of legislation, the right to approve or reject the appointment of theCommission President and the Commission as a whole, and the right to approve or reject internationalagreements entered into by the Community.

    Court

    The Court of Justice of the European Communities was the highest court of on matters of Communitylaw and was composed of one judge per state with a President elected from among them. Its role was to

    ensure that Community law was applied in the same way across all states and to settle legal disputesbetween institutions or states. It became a powerful institution as Community law overrides national law

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    Disabled people

    direct.gov.uk

    School accessibility

    Schools and local councils must not discriminate against disabled pupils for a reason relating totheir disability. They should promote the inclusion of disabled children in their admission arrangementsand in all aspects of school life.

    Accessibility plans and reasonable adjustments

    Schools will vary widely in how accessible they are to individual disabled pupils. You shouldcheck what improvements have been made and what is being planned when considering which schoolyoud like your child to attend.

    Every school must have an accessibility plan, which shows how they intend to improve

    accessibility for disabled pupils. The plan must be published and you can ask to see it. It will outline howthe school will:

    improve the physical environmentmake improvements in the provision of informationincrease access to the curriculumSchools can also increase access for individual pupils by making reasonable adjustments. These

    can be simple changes. For instance, making sure lessons are on the ground floor if one of the pupils usesa wheelchair and the school doesnt have a lift.

    They may also be able to offer assistance during assessments or exams, so that pupils are assessedfairly during their course.

    You should always talk to a school to discuss what it can reasonably do to include your child.

    Improvements to the physical environment

    Changes to the physical environment that a school could make to increase access might include:lighting and paint schemes to help visually impaired childrenlifts and ramps to help physically impaired childrencarpeting and acoustic tiling of classrooms to help hearing impaired pupils

    Improving the way information is delivered to disabled pupils

    Information that is normally provided in writing (such as handouts, timetables and textbooks) canbe made more accessible by providing it:

    in Braillein large printon audiotapeusing a symbol system

    Increased access to the curriculum

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    Adjustments that would help disabled children have better access to the curriculum might include:changes to teaching and learning arrangementsclassroom organisationtimetablingsupport from other pupils

    Assistive technology

    Technology suited to your childs needs can help them learn faster and more easily. This canincrease their access to the curriculum.

    Examples of technology that can help include:touch-screen computers, joysticks and trackerballseasy-to-use keyboardsinteractive whiteboardstext-to-speech softwareBraille-translation software

    software that connects words with pictures or symbolsSome schools may already have this kind of technology available, or may be planning to get it.Arrangements for distributing resources and funding for equipment vary throughout the UK. If

    your child has a statement of special educational needs, the help on their statement must be provided.This may include special equipment.School transport

    The same basic rules apply to all children. But LEAs can make a decision to provide transport ona case by case basis for a disabled child.

    Your LEA will assess your childs needs when making a decision, taking into account yourchilds health and/or disability and their age. If your child is offered school transport, the vehicle should

    have the relevant equipment to suit your childs needs - for example ramps or lifts.Most local councils also provide escorts on school transport if needed.You may be able to get help with your own costs for taking your child to school. Your LEA will

    be able to tell you if this is possible.Some LEAs have different transport policies concerning children going to special schools.

    If your child cannot attend school for medical reasons

    If your child cant go to school because of health problems, your local authority is responsible tohelp them to continue their education. This could be achieved through home schooling, for example.

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