Mentoring and Assistive Technology: A model for Implementation in Schools
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Mentoring and Assistive Technology: A model for Implementation in Schools
- 2. Mentoring and Assistive Technology: A model for Implementation in Schools
- 3. More Than Gadgets Presentations Mentoring AT and Managing Behaviour – Do they go together? Apps for those who struggle with literacy AT Tools to support reading and writing
- 4. Mentoring Behaviour Curriculum Literacy
- 5. Mentoring Curriculum Behaviour Literacy
- 7. Mentoring Project: Baseline lack of integration into curriculum / programs
- 8. Mentoring Project Support the identification, assessment and trial of equipment with students who require AT. Support the use of AT to facilitate access to the curriculum, minimize barriers to learning and improve learning outcomes for students. Develop teacher skills and resources in AT, and support the sharing of their knowledge and skills with other teachers and staff.
- 9. Mentoring Project Components Coaching SETT Assessment Tools Action research
- 11. Coaching conversation skills listening skills nonverbal language giving constructive feedback developing trusting relationships
- 14. Assessment Tools Assessing Students’ Needs for Assistive Technology (ASNAT) - Wisconsin Assistive Technology Initiative (WATI) QIAT - Quality Indicators for Assistive Technology Services Assistive Technology Rubrics Assistive Technology Guidelines – NZ Ministry of Education
- 15. Action Research “Investigations conducted by and for the people taking the action, on their own action to inform their future actions” Richard Sagor (2005)
- 16. Action Research
- 17. Action Research Sagor, R. (2005). The Action Research Guidebook: A Four Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin Press. 17
- 18. Bugaj & Norton-Darr (2010)
- 19. Mentoring Project Stages 1. SETT Framework & Action Research training 2. Assessment 3. Coaching visits 4. Ongoing evaluation and teacher collaboration
- 21. Lack of staff training
- 23. Mentoring Project Q1. Increased Access Increased teacher knowledge of program and requests for training More students accessing program All classes in Year 7 are introduced to the program Staff taking responsibility with an decreased need for 1:1 teacher aide support
- 24. Mentoring Project Q2. Improved Outcomes Positive attitude of students More on task and independent behaviour Improved internet use Increased quality of assignments Decreased student stress
- 25. Mentoring Project Q2. Improved Outcomes
- 27. It Can’t Teach
- 29. Implications Successful inclusion requires differentiation Teachers reluctant to change Differentiation requires expertise, planning and preparation (Shaddock 2006) http://www.cheri.com.au/PDF_Files/CHERI%20XI%20Conf%202006/2ShaddockTony.pdf
- 30. Student outcomes
- 31. Implications What facilitates changes to teaching? Teachers Possibilities Principals Provide planning, collaboration and reflection System Practical, content-relevant professional development (Shaddock 2006) http://www.cheri.com.au/PDF_Files/CHERI%20XI%20Conf%202006/2ShaddockTony.pdf
- 32. Thanks.
Editor's Notes
- Greg
- Greg
- GregSummary
- Briefly outline NSW DET process for applying for AT. Problems with uptake of AT when recommended by external agency, school staff not trained in AT recommended. Lack of “Ownership” of AT solution reduces likelyhood of success
- By learning outcomes we mead completion of in-class activities, completion of assessment tasks, improved assessment results, increased student engagement.
- Every computer lab (except IT because it is Mac) has access to R&W. Also in Library.Aboriginal education tutors utilised the program earlyMostly English staff have used the program in their classrooms - in other classes students able to go to a lab to complete their work if no access to computers in the roomScience and HSIE also using program - this is apart from targeted individual students using it in their classesAll five students used R&W in exams for English, Science and HSIEAll five students used R&W in class for English, Science and HSIE
- Positive attitude after exam - “much better than having someone reading to me” - felt good about the examsMore on task in examsLuke passed all in-class assessment - wasn’t the case before - never had access to R&WAmy, Luke and Brock using R&W in class - all notes taken with R&WBefore Amy didn’t use R&W - she had to take her own notes. She is quicker than using an aide to write the notes by handStudents displaying more independence in class in relation to literacy needsBrock becoming more independentIn Jude’s class big improvement - students asking for help and completing tasks - a great improvement from before R&W was introduced. Class more on task. Is it the program or the headphones?Year 9 English class undertaking internet research activity. 100% task completion - previously would be 30%In an englisg class 3 out of 21 students handed in an assessment task on time - 2 of those students were using R&WImproved internet use - more discerning when doing research - will select blocks of text rather than just whole pageIncreased quality of assignments - from handwritten (sometimes by parents) to typed. Half done to complete finished product - increase in the handing in of assignments - Luke would not have handed in an assignment in 2006, now finishing his assignments - “Luke it is your year of independence”Brock very stressful in ½ yearly exam - caused a lot of pressure for TA supporting - @ yearly not the same level of stress
- emerging and developing technologies delivering compensatory strategiesLiteracy support tools for reading and writing text to speech, spelling and grammar checkers, word prediction, speech recognition
- SOS
- trainingaccess – physical and socio-econoicUDLassessment