The document summarizes a project called DART2 that aims to disseminate assistive roles and technology in further education colleges. It discusses workshops held on assessment for assistive technology, the assistive technologist role, and hands-on sessions on software and apps. Case studies from colleges that received support describe implementing assessment procedures and assistive technology. Continuing professional development opportunities for assistive technologists are also listed.
2. Very brief backstory
2010/12 DART1, an LSIS funded project
Beaumont College and National Star College worked with 8
colleges, in a ‘deep support’ capacity
Beaumont and Star are ISC’s : Independent Specialist
Colleges
One of those DART1 colleges was Henshaws
Now we are running DART2, a JISC Advance funded
project:
Beaumont College, National Star College, Henshaws College,
Colleges Scotland, NATSPEC, JISC all working together
10 deep support colleges, 2 in Scotland
3 workshops, delivered twice, once in Birmingham, once in
Stirling
Two workshops have taken place in both Stirling and
Birmingham, the third workshop takes place in June.
3. The Workshop Series
DAY1: Assessment for Assistive Technology at Queen
Alexandra College / Argyll Court - February 2013.
This training was aimed at practitioners such as teachers /
tutors, learning support workers/assistants and people in an
AT role. Managers of these post holders may also be
interested.
The event covered the following areas:
What is AT assessment and who should be assessed for AT?
Case study examples from DART2 colleges, (including both GFE
and ISC examples) of their assessment procedures
A brief introduction to AT hardware and software
Signposting to further assistance and organisations that can help
Slides from Scottish event:
http://dart.beaumontcollege.ac.uk/?p=342
Slides from English event:
http://dart.beaumontcollege.ac.uk/?p=358
4. Day2: 24th April 2013 at QAC, 30th April 2013 in Stirling
This event is for managers who may wish to establish the Assistive
Technologist role in their college and also for practitioners who are in this
role but wish to develop it.
The event will be based on small group interactive practice / experience
sharing and is intended to be kept small so that participants all get
opportunities to contribute to discussion, as such places are few in number
so early booking is advisable. This event will cover:
Definition of the Assistive Technologist role
Examples of Technologist roles in both ISCs and GFEs will be given,
along with detailed information on the impact the roles have had (e.g. on
observation of teaching and learning grades)
Training and CPD opportunities for people who are working in the role
Funding the role
The organisational structure and team relationships that can enable or
hamper the introduction of this role
Slides from the Scottish event: http://dart.beaumontcollege.ac.uk/?p=391
Slides from the English event: http://dart.beaumontcollege.ac.uk/?p=384
The Workshop Series
5. Day3: 6th June at Beaumont College, 12th June in Stirling
This will be a hands on session mainly designed for
practitioners such as teachers / tutors, learning support
workers/assistants and people in an AT role.
The topics on offer include:
The free ‘My Study Bar’ / ‘Edu Apps’ (AM)
The Grid 2 for computer and curriculum access (AM)
Clicker 6 (PM)
The use of tablet PC’s (iPad, Android, Windows) by people
with disabilities (PM)
NOTE: ENGLISH DATE FULL, SCOTTISH DATE (Argyll
Court, Stirling on 12th June 2013) HAS PLACES:
http://events.scotlandscolleges.ac.uk/events/show/4591
The Workshop Series
6. Following an application and shortlisting process that was
overseen by JISC TechDIS 10 Colleges were selected
Applications for the ‘deep support’ element were heavily
oversubscribed, with approximately three times more
applications than places available
This indicates that there is a large unmnet need in the sector.
Unsuccessful applicants received priority booking for the
workshop series. After the priority booking period, places will
are allocated on a first come, first served basis
We plan to move to a paid consultancy basis for this support
going forward, but fear that contracting budgets will limit the
appeal of this
The ‘Deep Support’ Colleges
7. The DART project board applied a set of eligibility criteria
when discussing each application, and selected the following
10 colleges to receive the ‘deep support’ element of the
project:
Beaumont College to Support:
Bridge College
Myerscough College
Kilmarnock College
Edinburgh College
National Star College to Support
Derwen College
Homefield College
Queen Alexandra College
Henshaws College to support:
Landmarks College
Percy Hedley College
Royal College (Seashell Trust)
The ‘Deep Support’ Colleges
9. Why do an assessment?
Previous information may not be reliable
Establish needs / Barriers
To be Inclusive
To establish whether needs can be met
Motivation
Set appropriate goals / programme
10. Who to assess?
Learners with disclosed disabilities
Referrals where there is an area of concern
Time to assess varies
11. What is an assessment?
The aim is to implement a bespoke solution to enable the
learner to access IT
More of a process than an event
Individual
Multi disciplinary where appropriate
12. What skills and knowledge are
required?
Awareness of others therapies (OT, SaLT)
Overview of AT Hardware and Software
People skills
Observation
Record keeping / Report writing
Dissemination (plain english)
13. Areas To Consider
Visual
Physical Access
Cognitive Understanding
Positioning
Motivators
14. Slide credit – Margaret McKay from JISC RSC Scotland
”achieve to find the
best fit
or match between
the learner and the
environment”
Beattie R
(1999)
”finding the person -
environment -
performance fit”
Christiansen C and
Baum C
(1991)
"asking not what is
wrong with the
student but what is
needs to be changed
within the
environment”
Tilston et al
(1998)
"avoid locating
the difficulty with
student but focus on
the capacity of
educational institution to
respond to the student's
requirements”
Tomlinson
(1997)
20. Alternative Keyboards
Where to buy:
http://www.inclusive.co.uk/hardware/alternative-keyboards
Or try mainstream suppliers like: http://cpc.farnell.com/ Order
Code: CS20650 @ £25.62 for example:
22. Alternative Mice
Again, Inclusive Technology has a great range:
http://www.inclusive.co.uk/hardware/mouse-alternatives
Again try mainstream suppliers, even PC world:
23. Switches
Lots of options (once more)
Quite expensive
Specialist suppliers only:
http://www.inclusive.co.uk/ha
rdware/switches-and-switch-
mountings/button-switches
Require a switch interface
box for a computer:
http://www.inclusive.co.uk/ha
rdware/switch-interface-
boxes
I like the joycable:
http://www.inclusive.co.uk/jo
y-cable-2-p2565
24. Head Mouse / Eye Gaze
Head mouse uses a reflective dot, light emitter and a
camera:
25. Head Mouse / Eye Gaze
Eye-Gaze has been very expensive, but the price is dropping
See http://www.tobii.com/rexvip
Market leader is http://www.tobii.com/en/footer-
pusher/business-area-footer/augmentative-and-alternative-
communication/
PC-eye now (only!) £3,000
26. Head Mouse / Eye Gaze
Eye-gaze has enormous potential for many users
Cost is coming down
Will be in consumer laptops and other devices shortly
The ‘rex’ is the first Tobii consumer product
It will even appear in cars
Head mouse type are cheaper than eye-gaze £250 / £300
If you want to know more see:
http://www.tobii.com/LearningCurve
http://www.youtube.com/watch?feature=player_embedded&v
=XK1yjYSRc20
27. AAC Devices
Low tech:
Stored message devices
Some have layers
Overlays with symbols
Cheap<er>
28. AAC Devices
High tech:
Often computer based
Sophisticated
Multiple page sets
available
Incredibly expensive
Require specialist
training to implement
On-going support is
very important
29. AAC Devices
High tech mainstream:
Enter the iPad
Not the first, or most accessible tablet
Literally hundreds of apps
See: http://www.spectronicsinoz.com/iphoneipad-apps-for-aac
And: http://www.appsforaac.net/
Also can use Windows 7/8 tablets and Android tablets for AAC
We use a lot of Windows 7 tablets for AAC at Beaumont College
(more in Day 3 workshop and in software element today)
35. Read & Write Gold
See: http://www.texthelp.com/UK/our-
products/readwrite
Toolbar:
Reading
Text-to-Speech
Screenshot Reader
DAISY Reader
Screen Masking
PDF Aloud
Reading Support
Dictionary
Picture Dictionary
Speech Maker
Pronunciation Tutor
Translator
Writing and Self-Editing
Spell Checker
Word Prediction
Word Wizard
Sounds Like and Confusable Words
Verb Checker
Speech Input
Speak While Typing
Study Skills and Research
Calculator
Fact Finder
Fact Folder
Fact Mapper
Study Skills Highlighters
Vocabulary List Builder
36. iOS
Already mentioned AAC.
Great for all sorts of Education apps.
Not the only option, but best education app support?
Hard to manage (your IT team may not like to deploy Apple
kit, and not without good reason:
Licencing Apps is not easy
Apple VL (Volume Licencing) does exist now, but it’s fairly
complex to do (legally)
What follows is a list of apps that were prepared by Trevor
Mobbs (Beaumont College) for an LSIS LSW initiative.
37. iOS
Grid Player – iOS, FREE
http://www.sensorysoftware.com/gridplayer.html
38. iOS
Clicker Docs – iOS, £17.99 / Clicker Sentences – iOS,
£14.99
http://www.cricksoft.com/uk/products/apps/clicker-apps.aspx
2 apps to support learners with literacy.
41. iOS
See also:
Guided Access:
Guided Access is not an app, but a new feature in iOS 6 which
enables the device to be locked in to one app by disabling the
home button. Here is a useful guide about how to use it :
http://senclassroom.wordpress.com/2012/09/20/guided-access-
ios-6/
Assistive Touch:
AssistiveTouch lets you enter Multi-Touch gestures using one
finger or a stylus
http://www.apple.com/accessibility/iphone/physical.html
42. Case Study 1: Runshaw
College, a general further
education College
(From DART Project Workshop Day 1)
43. Runshaw College
Medium sized GFE (General Further Education College)
Worked with Beaumont College in ‘deep support’ capacity in
the DART 1 project.
The work included:
Work shadowing
Training
Support with assessment
Recruitment Support from Beaumont for the Assistive
technologist role.
44. Runshaw College
In their own words:
http://dart.beaumontcollege.ac.uk/?p=175
And from Richard (their Assistive Technologist):
http://www.youtube.com/watch?v=yxnN3UxiDQY
45. Case Study 2: RSC
Scotland / UHI (Mags
McKay & Mark Ross)
(From DART Project Workshop Day 1)
46. University of the Highlands and
Islands (UHI)
Using VC for needs assessment
In their own words:
http://youtu.be/lsnax_QAl9c
UHI consists of a number of HEi's and also FE Colleges and
has a wide remit in terms of numbers and geography.
Although it is called a 'University' much of the provision
takes place FE college - often based in very small learning
centres in small towns and villages across the UHI
geographical area.
47. University of the Highlands and
Islands (UHI)
Using VC for needs assessment
Some of the learning centres are very remote e.g. Outer
Hebrides - (Lewis, Harris, Benbecula) also the Northern Isles -
(Orkney and Shetland). Take Shetland for example - its most
northerly point is 200 miles from Aberdeen and also a mere 200
miles from Norway.
This last point highlights the benefit of this remote assessment
of need as a viable option. Find out more:
Find out more:
Full write up of the UHI case study: http://www.rsc-
scotland.org/?p=514
Link to recorded webinar archive about remote DSA assessment of
need: http://www.rsc-scotland.org/?p=771
49. CPD opportunities for Assistive
Technologists
Ace Centre training: http://acecentre.org.uk/training
Day courses
Accredited courses: http://acecentre.org.uk/assistive-technology-
unit
MMU courses: http://acecentre.org.uk/cpd-opportunities
50. CPD opportunities for Assistive
Technologists
The BRITE initiative (Scotland based, online offer to
anywhere): http://www.brite.ac.uk/about.html
http://www.brite.ac.uk/courses
http://brite.adobeconnect.com/p4d2l32ee53/
51. CPD opportunities for Assistive
Technologists
University Opportunities, start with FAST:
http://fastuk.org/services/trainingcourses.php
Trevor Mobbs of BC is on this MSc course at Coventry:
http://fastuk.org/services/courseview.php?id=125
http://wwwm.coventry.ac.uk/hdti/Pages/index.aspx
New MSc in AAC at Dundee:
http://www.dundee.ac.uk/psychology/study/masters/mscaac/
52. CPD opportunities for Assistive
Technologists
The technology companies:
AAC:
Smartbox: http://www.smartboxat.com/support/training/
Dynavox: http://uk.dynavoxtech.com/training/
Liberator: http://www.liberator.co.uk/aac-training
Other AT:
Inclusive Technology: http://www.inclusive.co.uk/training-and-
consultancy
And specific software opportunities . . .
53. CPD opportunities for Assistive
Technologists
JISC
JISC TechDIS:
Events: http://www.jisctechdis.ac.uk/techdis/events
Resources: http://www.jisctechdis.ac.uk/techdis/resources
http://www.jisctechdis.ac.uk/techdis/investinyourself
http://www.jisctechdis.ac.uk/tbx
JISC RSC’s:
http://www.jisc.ac.uk/rsc
Find out who your accessibility and inclusion advisor is
57. CPD opportunities for Assistive
Technologists
THE DART PROJECT WORKSHOPS – Day3: 6th June,
Beaumont College
This will be a hands on session mainly designed for
practitioners such as teachers / tutors, learning support
workers/assistants and people in an AT role.
The topics on offer include:
The free ‘My Study Bar’ / ‘Edu Apps’ (AM)
The Grid 2 for computer and curriculum access (AM)
Clicker 6 (PM)
The use of tablet PC’s (iPad, Android, Windows) by people
with disabilities (PM)
NOTE: ENGLISH DATE FULL, SCOTTISH DATE (Argyll
Court, Stirling on 12th June 2013) HAS PLACES:
http://events.scotlandscolleges.ac.uk/events/show/4591
58. CPD opportunities for Assistive
Technologists
Informal opportunities:
ALT mail list
JISC mail lists (ask your JISC RSC advisors)
Karten Network Google Group
59. CPD opportunities for Assistive
Technologists
Web sites for self directed CPD:
http://www.scope.org.uk/help-and-information/communication/aac
http://www.callcentre.education.ed.ac.uk/Home/
http://acecentre.org.uk/information-sheets-publications
http://www.communicationmatters.org.uk/page/resources/elibrary
http://www.abilitynet.org.uk/factsheets
http://speechbubble.org.uk/
Specific Software Tutorials eg:
http://www.cricksoft.com/uk/products/tools/clicker/training.aspx
http://www.youtube.com/user/SmartboxAT
Not necessarily linearSome will impact on othersSpend more time on this slideExamples of formsExamples of dissemination
Ask not what is wrong with the person (student) but what is wrong with the environment.Tilston, C., Florian, L. and Rose, R. (eds.) (1998) Promoting Inclusive Practice. London: RoutledgeAn Inclusive organisation would:· put the individual at the centre of its policies and practices· recognise and support diversity by striving to meet the widest possible range of needs· seek to achieve the best "match" between provision and the needs of the individual· support staff in implementing an Inclusiveness approach through ongoing training and development· help staff to adapt methodologies to match the needs of the individual· foster an atmosphere in which the young person can thrive and progress. Beattie (1999) Implementing Inclusiveness: Realising Potential www.scotland.gov.uk/Publications/1999/09/ImplementingInclusivenessFocus on what is wrong with attitudes, systems and practices that create disabling barriers. The poverty, disadvantage and social exclusion experienced by many disabled people is not the inevitable result of their impairments or medical health conditions but rather stems from attitudinal and environmental barriers.Understanding the DDA DRC 2007 www.skill.org.uk/uploads/Understanding%20the%20DDA.doc (Also attached with this email)Avoid locating the difficulty with student, instead focus on the capacity of the institution to respond to the student's requirement.Tomlinson (1997) http://www.csie.org.uk/publications/tomlinson-96.pdf”finding the person -environment -performance fit”Christiansen C and Baum C (1991) The Occupational performance ModelOccupational Therapy: Enabling Function and Well-Beinghttp://203.17.62.122/opma/index.php/au/home/definitions
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This is a free app that comes with 3 complete communication grid sets which are free to use. If you want to edit them or create your own grids you would need to purchase the desktop software. It works extremely well and the app comes with British Acapella voices and SymbolStix symbols. Students with a limited range of motor skills, who find it hard to touch the screen, can access the grid using switches or pointing devices.
Clicker Docs is a writing tool that provides differentiated support for learners of all abilities. It contains many of the familiar features of its desktop counterpart including word prediction, text to speech and Word Banks.Clicker Sentences enables learners to create sentences from whole words, with picture support (from your photo library, symbol sets not included). A number of support options are available for learners at different literacy levels.
Dragon Dictate: A voice recognition app through which you can create notes, status updates, texts, emails, etc. Also has a voice driven correction interface. This kind of app can be very useful for learners who have difficulty with the fine motor control required to type on the on screen keyboard. This app requires an internet connection to operate.Pictello: A simple app for creating talking photo stories, with lots of uses. Social stories, talking books, sharing news, teaching narrative skills, visual timetables, task instructions, and much more can be easily created within the app. We have used it to great effect with learners on the autistic spectrum to assist with sequencing, for example by creating step by step instructions to enable learners to cook with increased independence.Bloom: Developed by musician Brian Eno, this app enables the creation of ambient soundscapes with corresponding visual patterns through simple tapping. Great for learners exploring cause and effect, or can be used in a group setting to create an atmosphere of calm.Morph Whiz: Can be used as a fully fledged musical instrument, but at its simplest level is a great cause and effect app with a wide choice of presets, sounds and effects with impressive visual as well as auditory feedback. As it is multi touch can be used collaboratively between peers, or with a tutor. Audio can be recorded, so could provide evidence for a learner’s portfolio.
Beatwave: This is a quick and easy way to allow learners to make instant music. Using a variety of sound effects create up to four layers of music that sound great and look smart, with a colourful interface too! Koi pond: Look and listen to a pond full of tropical fish, it’s relaxing and calming any time of the day. Additionally it is also very straight forward to use and as a sensory tool it is perfect and easy to engage with.Fluid: This clever app turns your device into a liquid surface. Completely touchscreen interface and background music enhances the sensory experience.