defining and developing the assistive technologist role in ...€¦ · • implementation of...

Rohan Slaughter

7/11/14

Defining and developing the Assistive Technologist role in Education Settings

Today I will cover:

• My context at Scope’s Beaumont College

• The Assistive Technologist role as we define it at

Beaumont and in the Dart project

• Recruiting and developing Assistive Technologists

• Training opportunities for Assistive Technologists

• An overview of Dart project activity

• The findings of the Dart research project

• Opportunity for discussion / questions

Introduction to Beaumont College

• Scope run Independent Specialist College (ISC)

based in Lancaster

• Operate in the FE sector, funded by EFA

(Education Funding Authority)

• 96 learners in Lancaster, two satellite provisions

with ~20 learners

• 330 FTE staff, ~400 individual staff members

• Ofsted “Outstanding”

• Curriculum focussed on personal development,

independence, skills for life

• Creative arts specialism

The Technology Team at Beaumont

Definition of the Assistive Technologist

The title ‘assistive technologist’ (AT) has a number of different

interpretations:

• One is Clinical, and refers to ‘clinical rehab engineers’

• This is common in the NHS

• Beaumont College and the DART project uses a somewhat different

definition:

• If anyone wants the sample job description, person spec and role

profile please contact me

• This job is more education focussed, and as such the post holders:

• Ideally should have a teaching qualification, minimum

7307/7407/PTTLS or equivalent, and preferably a PGCE/cert ed

• Be educated to degree level in an IT related subject or have

equivalent skills and knowledge gained from a suitable setting

• We want ‘people’ people who are technically literate


• The Assistive Technologist

• This role was further developed during the Wheeltop Project

at Beaumont College

• Funded by BT from 2007-2010

• Integrate off the shelf Tablet PC technology in place of

dedicated communication aids

• Reduced the cost of the hardware and increased flexibility of

solutions

• The technologist role was the most important development

from the Wheeltop Project

How the Assistive Technologist works at BC

• Caseload allocation, all students have a named technologist

• Each technologist is allocated a number of teachers/sessions

to support

• Preparation of resources for SLT / Teachers, that could be

student specific or subject specific

• Implementation of bespoke or customised hardware and

software solutions

• Research and development in line with all of the above

• Project work

The AAC Community Of Practice (AAC COP)

Is made up of:

• Speech and Language Therapists, Occupational Therapists,

Physiotherapists, Teachers, Technologists

Meets every two weeks for:

• Case discussions, problem solving etc.

• New technology discussions

• Other matters arising

Recruiting and developing Assistive Technologists

• Recruiting AT’s is a challenge

• There is no obvious professional qualification or route into this role

• Often have to train up people based on a strong experience in one of the three key domains

• Therapy

• Education

• Technology

• It is very rare to recruit someone who is instantly able to fully undertake this role

• Should emphasise we are looking for people with strong interpersonal skills first


• The first step is a skills audit to identify strengths /

weaknesses.

• We have developed a modular structure as

follows


Module 1: The Assistive Technologist – role tasks and responsibilities

• Initial and on-going assessment for students / service users throughout the context

• Initial and on-going training for service users and supporting staff

• Setting goals for the use of equipment / software including links to service user outcomes, interests and priorities using a person centred planning approach in line with co-production and personal development / independence best practice

• Caseload management, as per local / service priorities and needs

• Interface with support, education, management and other staff

• Interface with statutory services such as wheelchair services, local / community therapists, NHS provision, including EAT/ECS and AAC provision where it exists

Freedom to choose


Module 2: Assessment for Assistive technology – the process and review

• We will detail how the needs assessments for AT provision are undertaken, this will include:

• A full descriptor of the basic process and a review system

• Re-assessment of needs and on-going support

• Links to useful online materials

• Links with other professional groups, and the management of responsibility and cooperation between disciplines


Module 3: Introductions to Assistive Technology Solutions

• Hardware

• Pointing device alternatives (eg. Rollerballs, Joysticks, Trackpads, Adapted mice)

• Adapted keyboards (e.g. Concept keyboards such as Intellikeys, Big keys, High contrast, alternate layouts)

• Touchscreens (large format, desk mounted, adjustable arm mounted)

• Eyegaze (e.g. Tobii)

• Headmouse or other head/eye pointer

• Specialised AAC (e.g. Dynavox, PRI)

• Switch interfaces (e.g. simple button switches, contactless switches)

• Other AT hardware


Module 3: Introductions to Assistive Technology

Solutions

• Specialist AAC devices, inc Adapted Tablet (e.g.

Smartbox, Tellus)

• Mainstream Tablets:

• Windows 7 / 8

• Apple iPad

• Google Android


Module 3: Introductions to Assistive Technology Solutions

• Software

• Literacy / Numeracy Support

• Computer Access (e.g. The Grid 2, Clicker)

• Mind mapping (e.g. Mind Genius, Freemind)

• Word prediction (e.g. Read and Write Gold)

• Personal Information Managers / Calendars

• Voice recognition

• Screen readers (e.g. Jaws)

• Free Software such as the JISC Access Apps / Edu Apps

• Subject Specific Software

• Other software


Module 4: Educational use of Assistive Technology

We will provide examples of integrating AT into lifelong learning scenarios, including how mainstream e-learning technology can be adapted. Social Networking, access technology and safeguarding / e-safety will be clearly discussed and we will also cover in detail:

• Safeguarding procedures and policies (links to existing Scope practice)

• Acceptable Use Policies

• Social Media / Web 2.0 MCA (Mental Capacity Act) informed Risk Assessment


Module 4: Educational use of Assistive Technology

• General e-safety practice (informed by numerous sources to include):

o JISC (Joint Information Systems Committee, the primary government agency for educational technology) Legal

o JISC TechDIS 5 “e-safe T’s” project

o CEOP guidance and online materials

o RS work with LSIS and Communication Matters

• E-learning best practice (assisted by JISC resources)

• Classroom deployment of technology (through work shadowing)


Module 5: Repurposing Mainstream Solutions

Examples of technology use will come through in previous modules, we will cover through case studies and hands on study how we have made mainstream technology function as AT, AAC and ECS, for the use of service users. This module will include hands on demonstrations of solutions that already exist such as:

• Mainstream tablets in place of dedicated AAC devices (£1,000 instead of £6,000+ per unit)

• Smart home ECS in place of age and disability badged ECS (£100’s instead of £1,000’s per installation)

• Mainstream access devices in place of specialist AT (£10’s instead of £100’s per unit)


Module 6: Partner Relationships

As a key part of this role will be managing the relationships with a number of stakeholders we need to provide specific training on this. We can include case studies of engagement with Colleges and other DART project partners in order for the individual to see examples of how they can engage with partners constructively. We will include a mapping exercise to identify all the statutory services the assistive technologist will interact with, this will include Jisc, NHS provision, community therapists such as SLT/OT and physio, EAT/ECS services and possibly AAC services where they exist.


Some CPD links:

• Ace Centre training: http://acecentre.org.uk/training

• Accredited courses: http://acecentre.org.uk/assistive-technology-unit

• MMU courses: http://acecentre.org.uk/cpd-opportunities

• The BRITE initiative (Scotland based, online offer to anywhere): http://www.brite.ac.uk/courses

• University Opportunities, start with FAST: http://fastuk.org/services/trainingcourses.php

• AAC at Dundee:

• http://www.dundee.ac.uk/psychology/study/masters/mscaac/

http://acecentre.org.uk/training

http://acecentre.org.uk/assistive-technology-unit

http://acecentre.org.uk/cpd-opportunities

http://www.brite.ac.uk/courses

http://fastuk.org/services/trainingcourses.php

http://www.dundee.ac.uk/psychology/study/masters/mscaac/

The DART ProjectDisseminating Assistive Roles and Technology

DART / DART2 / DART 2.1

The DART project sought to:

• Improve AT practice in the sector

• Enable the replication of the innovative Assistive Technologist role

• Produce AT case studies for the sector

The project achieved this through:

• ‘Deep Support’ for 28 providers

• A Workshop series

• A Natspec sponsored research project

History of the DART project(s)

• 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

• 2012/13 - 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

• 2014-2015 DART 2.1 – now underway

• 10 deep support colleges, 2 in Scotland

• Three workshops, one for Jisc staff

DART 2.1

We are running an expanded Dart project thanks to the ‘Jisc FE and

Skills Development and Resources Programme - Embedding Benefits’

funding. This new project will provide the following support:

• ‘Deep Support’ for an additional 10 providers (7 GFE, 3 ISC)

• A second research project, managed by Natspec that has goals

aligned to the original work, including similar questions in order to

gain a ‘longitudinal view’ of AT development in the sector. This is

based on a survey that aims to understand the development needs

of the sector in order to inform the design and delivery of the

workshops, and indeed future Jisc programmes

• The design and delivery of three AT workshop days -open access

to all, not just the providers who will receive ‘deep-support’. All three

workshops will run twice, once in central England and once in

central Scotland.

Deep Support – Dart 2.1

• 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 unmet 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

Deep Support

Beaumont College, Henshaws College and National Star worked to

develop a program of activities with each college individually

Sought to identify what the college wishes to develop as part of the

project, this included:

• Elements of the Technologist role to be embedded in an existing role

• Transfer of assistive technology knowledge to specific staff, work

shadowing etc.

• Training and development for staff in the partner colleges

• Advice on sourcing equipment, software etc. and on adapting

mainstream hardware

• Opportunity to review, adapt and change direction as emergent

needs are identified

• Fostered two way learning - we learnt from all partner colleges

• The project created a legacy of web based resources that can be

used by the sector more widely

• Assistance with recruitment

DART 2.1 – Deep Support

Beaumont College to Support:

• Borders College (GFE)

• City of Glasgow College (GFE)

• Burnley College (GFE)

• Preston College (GFE)

National Star College to Support:

• Gloucestershire College (GFE)

• Canterbury College (GFE)

• ROC College (ISC)

Henshaw’s College to support:

• Landmarks College (ISC)

• Nash College (ISC)

• Hopwood Hall (GFE)

Workshops 2013-14

• Day 1: Assessment for Assistive Technology Feb 2013

• Slides from the events:

• http://goo.gl/usih18

• http://goo.gl/2pZvNM

• Day 2: Creating the Assistive Technologist role and it’s integration

into a College structure, April 2013.

• Slides from the events:

• http://goo.gl/UWI2FB

• http://goo.gl/9PnNE8

• Day 3: Specific Assistive Technology software training, Jun 2013

• http://goo.gl/I0IpvM

• http://goo.gl/732XNY

http://goo.gl/usih18

http://goo.gl/2pZvNM

http://goo.gl/UWI2FB

http://goo.gl/9PnNE8

http://goo.gl/I0IpvM

http://goo.gl/732XNY

Workshops 2014-15

• Day 1: Assessment for Assistive Technology 11th Dec 2014

• Book here (Stirling event):

http://events.collegedevelopmentnetwork.ac.uk/events/show/5084

• Birmingham Details TBC – 17th December 2014

• Day 2: Developing Assistive Technology Capacity / e-Safety for

vulnerable learners / Hands on AT training

• Stirling 11th March 2015

• Birmingham date TBC

• Keep an eye on http://dart.beaumontcollege.ac.uk for updates

http://events.collegedevelopmentnetwork.ac.uk/events/show/5084

http://dart.beaumontcollege.ac.uk/

2013 Natspec Research Project

• The Natspec sponsored research project ‘Assistive Technology in

Further Education Organisations’ (now published on Jorum:

http://find.jorum.ac.uk/resources/18808) was conducted via online

questionnaire / telephone follow up, and sought to:

• Inform the content of the workshops (give the sector what it required

in terms of AT related CPD)

• Define key themes around what is working well (or what is not

working well) with respect to Assistive Technology in all types of FE

College

• A summative DART2 project presentation took place at the JISC

RSC NW annual conference on 26th June 2013:

http://www.jiscrsc.ac.uk/northwest/news/2013/february/jisc-rsc-

northwest-annual-event.aspx

• For more information please see http://dart.beaumontcollege.ac.uk

http://find.jorum.ac.uk/resources/18808

http://www.jiscrsc.ac.uk/northwest/news/2013/february/jisc-rsc-northwest-annual-event.aspx

http://dart.beaumontcollege.ac.uk/

Natspec Research Project – Key Themes

Over half of the providers who responded to the questionnaire had a

person (either full or part time) in a designated ‘assistive technology’

role.

This was positive, although there were also indications that the level of

awareness about assistive technology was very mixed with some

college’s way ahead of others.

Very often positive developments had occurred as a result of one

particularly committed individual.


Respondents felt overwhelmingly that a co-ordinated approach which

brought together different college departments was a key to

successful assistive technology support.

Most providers felt there were good relationships between those

providing assistive technology and learning support departments,

but worryingly many felt that their relationships with IT departments

were less good.


Assistive technology was funded in different ways in different

organisations.

Some students were funded through an individual allocation of money.

While this was positive in that it allowed for an individual to receive the

hardware and software he or she required, respondents were

concerned that this restriction to a specific individual made it difficult

for them to try out possible creative solutions for their full range of

disabled students. It also could prevent them from ensuring that

assistive technology is available across the college for all students


There were very mixed responses to the question about whether

students owned and could retain their specialist equipment when

they left college which indicated that this is a complex issue which

deserves further exploration both at local and national level.


On the whole providers felt most confident about the assistive

technology support they were giving to students with dyslexia and to

students with a visual impairment.

They were less confident that they were providing the most appropriate

assistive technology support to other groups of students, particularly

those with more complex learning difficulties.


Respondents recognised the need for on-going training and support

and for easier ways to keep abreast of new developments in the

area of assistive technology.

Natspec 2014 Research Project – Early preview

• Please note that this work is still ongoing, these points are from the

survey only (note focus groups still underway)

• A number of organisations identified Dart and Jisc support that had

allowed them to develop an AT role and as a result to greatly

enhance their provision.

• Scottish GFEs spoke positively about links with BRITE

• Half of survey respondents had a designated AT role

• There has been a marked improvement in the number of Colleges

reporting good relationships between AT and IT

• Minority of Colleges have AT assessment kits

• Concerns were noted shortage of time and resources for AT

• One of the main lessons learnt from an analysis of the

questionnaires was what a positive change the development of an

AT role could bring

College structure and relationships between teams

• The technology strategy in a College stands or falls based on:

• Relationships between teams

• The College Structure

• Relationship of the IT/Technology team with:

• Teachers

• Therapists (where present)

• Supporting staff

• People in the AT role

Dart Key Outcomes / Outputs

• 28 Colleges provided with Deep Support, approaching half

have now created new Assistive Technologist roles

• Note feedback from supported Colleges on the DART website

• Well over 100 people attended the workshop series in England

and Scotland in 2013/14

• The 2013/14 Natspec sponsored report has provided an

interesting overview of the status of Assistive Technology in the

Colleges who responded

• A community of practice spanning GFE and ISC Colleges has

been created around the Assistive Technologist position

Dart 2 feedback links

• Feedback links:

• Landmarks College: http://goo.gl/Senj8x

• Seashell Trust: http://goo.gl/oE5ANI

• Bridge College: http://goo.gl/hA9vUP

• Myerscough College: http://goo.gl/CtSPev

• Edinburgh College: http://goo.gl/yof3rK

• Kilmarnock College: http://goo.gl/B0XZD1

http://goo.gl/Senj8x

http://goo.gl/oE5ANI

http://goo.gl/hA9vUP

http://goo.gl/CtSPev

http://goo.gl/yof3rK

http://goo.gl/B0XZD1

Questions and

discussion

Thank You

Email me:

[email protected]

Follow me:

@rohanslaughter

@dartproject

http://dart.beaumontcollege.ac.uk

mailto:[email protected]

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