RSCtv Disseminating Assistive Roles and Technologies DART2 Project


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Three leading independent specialist colleges in England- Beaumont College, National Star College and Henshaws College - are working with staff from Jisc Regional Support Centres and with experts from across the sector to help providers make better use of access and inclusion technology. This will increase staff’s knowledge and expertise in supporting students with disabilities and learning difficulties.

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  • RS/SM
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  • Nathan case study
  • 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 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   (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)”finding the person -environment -performance fit”Christiansen C and Baum C (1991) The Occupational performance ModelOccupational Therapy: Enabling Function and Well-Beinghttp://
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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.
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  • RSCtv Disseminating Assistive Roles and Technologies DART2 Project

    1. 1. DART2 – DisseminatingAssistive Roles andTechnologyA JISC ADVANCE FE & Skills Project
    2. 2. Very brief backstory 2010/12 DART1, an LSIS funded project Beaumont College and National Star College worked with 8colleges, in a ‘deep support’ capacity Beaumont and Star are ISC’s : Independent SpecialistColleges One of those DART1 colleges was Henshaws Now we are running DART2, a JISC Advance fundedproject: 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 inStirling Two workshops have taken place in both Stirling andBirmingham, the third workshop takes place in June.
    3. 3. The Workshop Series DAY1: Assessment for Assistive Technology at QueenAlexandra College / Argyll Court - February 2013. This training was aimed at practitioners such as teachers /tutors, learning support workers/assistants and people in anAT role. Managers of these post holders may also beinterested. 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 GFEand 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: Slides from English event:
    4. 4.  Day2: 24th April 2013 at QAC, 30th April 2013 in Stirling This event is for managers who may wish to establish the AssistiveTechnologist role in their college and also for practitioners who are in thisrole but wish to develop it. The event will be based on small group interactive practice / experiencesharing and is intended to be kept small so that participants all getopportunities to contribute to discussion, as such places are few in numberso 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. onobservation 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 orhamper the introduction of this role Slides from the Scottish event: Slides from the English event: Workshop Series
    5. 5.  Day3: 6th June at Beaumont College, 12th June in Stirling This will be a hands on session mainly designed forpractitioners such as teachers / tutors, learning supportworkers/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 peoplewith disabilities (PM) NOTE: ENGLISH DATE FULL, SCOTTISH DATE (ArgyllCourt, Stirling on 12th June 2013) HAS PLACES: Workshop Series
    6. 6.  Following an application and shortlisting process that wasoverseen by JISC TechDIS 10 Colleges were selected Applications for the ‘deep support’ element were heavilyoversubscribed, with approximately three times moreapplications than places available This indicates that there is a large unmnet need in the sector. Unsuccessful applicants received priority booking for theworkshop series. After the priority booking period, places willare allocated on a first come, first served basis We plan to move to a paid consultancy basis for this supportgoing forward, but fear that contracting budgets will limit theappeal of thisThe ‘Deep Support’ Colleges
    7. 7.  The DART project board applied a set of eligibility criteriawhen discussing each application, and selected the following10 colleges to receive the ‘deep support’ element of theproject: 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
    8. 8. Assessment forAssistive Technology(These slides by Mike Thrussell @ Henshaws College)
    9. 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. 10. Who to assess? Learners with disclosed disabilities Referrals where there is an area of concern Time to assess varies
    11. 11. What is an assessment? The aim is to implement a bespoke solution to enable thelearner to access IT More of a process than an event Individual Multi disciplinary where appropriate
    12. 12. What skills and knowledge arerequired? Awareness of others therapies (OT, SaLT) Overview of AT Hardware and Software People skills Observation Record keeping / Report writing Dissemination (plain english)
    13. 13. Areas To Consider Visual Physical Access Cognitive Understanding Positioning Motivators
    14. 14.  Slide credit – Margaret McKay from JISC RSC Scotland”achieve to find thebest fitor match betweenthe learner and theenvironment”Beattie R(1999)”finding the person -environment -performance fit”Christiansen C andBaum C(1991)"asking not what iswrong with thestudent but what isneeds to be changedwithin theenvironment”Tilston et al(1998)"avoid locatingthe difficulty withstudent but focus onthe capacity ofeducational institution torespond to the studentsrequirements”Tomlinson(1997)
    15. 15. Introduction to ATHardware(From: DART Project Workshop Day 1)With thanks to Mike Thrussell
    16. 16. Mainstream Hardware Accessibility ‘baked in’ Cost effective Some adaptations needed
    17. 17. AV Cameras Digital Voice Recorders CD Players
    18. 18. Touch Motivational Simple Tablets Touch Screens
    19. 19. Alternative Keyboards Are many and varied, here are some examples:
    20. 20. Alternative Keyboards Where to buy: Or try mainstream suppliers like: OrderCode: CS20650 @ £25.62 for example:
    21. 21. Alternative Mice Also many and varied
    22. 22. Alternative Mice Again, Inclusive Technology has a great range: Again try mainstream suppliers, even PC world:
    23. 23. Switches Lots of options (once more) Quite expensive Specialist suppliers only: Require a switch interfacebox for a computer: I like the joycable:
    24. 24. Head Mouse / Eye Gaze Head mouse uses a reflective dot, light emitter and acamera:
    25. 25. Head Mouse / Eye Gaze Eye-Gaze has been very expensive, but the price is dropping See Market leader is PC-eye now (only!) £3,000
    26. 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:
    27. 27. AAC Devices Low tech: Stored message devices Some have layers Overlays with symbols Cheap<er>
    28. 28. AAC Devices High tech: Often computer based Sophisticated Multiple page setsavailable Incredibly expensive Require specialisttraining to implement On-going support isvery important
    29. 29. AAC Devices High tech mainstream: Enter the iPad Not the first, or most accessible tablet Literally hundreds of apps See: And: 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)
    30. 30. Introduction to ATSoftware(From DART Project Workshop Day 1)With thanks to Mike Thrussell
    31. 31. JISC Access Apps / Edu Apps / MyStudy Bar
    32. 32. The Grid 2 Highly Flexible Communication aid Operating System Supports all methods of access Excellent customer support
    33. 33. Websites ‘mobile’ sites (e.g. Bespoke sites (e.g. Mouseless Browsing (Firefox add-on)
    34. 34. Clicker 6 See: Literacy tool Some free stuff too:
    35. 35. Read & Write Gold See: 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. 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 Applekit, and not without good reason: Licencing Apps is not easy Apple VL (Volume Licencing) does exist now, but it’s fairlycomplex to do (legally) What follows is a list of apps that were prepared by TrevorMobbs (Beaumont College) for an LSIS LSW initiative.
    37. 37. iOS Grid Player – iOS, FREE
    38. 38. iOS Clicker Docs – iOS, £17.99 / Clicker Sentences – iOS,£14.99 2 apps to support learners with literacy.
    39. 39. iOS Dragon Dictation – iOS, FREE Pictello – iOS, £13.49 Bloom – iOS, £2.49 MorphWiz – iOS, £6.99
    40. 40. iOS Beatwave – iOS, FREE Koi Pond – iOS, Android. FREE Fluid – iOS, FREE
    41. 41. iOS See also: Guided Access: Guided Access is not an app, but a new feature in iOS 6 whichenables the device to be locked in to one app by disabling thehome button. Here is a useful guide about how to use it : Assistive Touch: AssistiveTouch lets you enter Multi-Touch gestures using onefinger or a stylus
    42. 42. Case Study 1: RunshawCollege, a general furthereducation College(From DART Project Workshop Day 1)
    43. 43. Runshaw College Medium sized GFE (General Further Education College) Worked with Beaumont College in ‘deep support’ capacity inthe DART 1 project. The work included: Work shadowing Training Support with assessment Recruitment Support from Beaumont for the Assistivetechnologist role.
    44. 44. Runshaw College In their own words: And from Richard (their Assistive Technologist):
    45. 45. Case Study 2: RSCScotland / UHI (MagsMcKay & Mark Ross)(From DART Project Workshop Day 1)
    46. 46. University of the Highlands andIslands (UHI) Using VC for needs assessment In their own words: UHI consists of a number of HEis and also FE Colleges andhas a wide remit in terms of numbers and geography.Although it is called a University much of the provisiontakes place FE college - often based in very small learningcentres in small towns and villages across the UHIgeographical area.
    47. 47. University of the Highlands andIslands (UHI) Using VC for needs assessment Some of the learning centres are very remote e.g. OuterHebrides - (Lewis, Harris, Benbecula) also the Northern Isles -(Orkney and Shetland). Take Shetland for example - its mostnortherly point is 200 miles from Aberdeen and also a mere 200miles from Norway. This last point highlights the benefit of this remote assessmentof need as a viable option. Find out more: Find out more: Full write up of the UHI case study: Link to recorded webinar archive about remote DSA assessment ofneed:
    48. 48. CPD opportunities forAssistive Technologists(From: DART Project Workshop Day 2)
    49. 49. CPD opportunities for AssistiveTechnologists Ace Centre training: Day courses Accredited courses: MMU courses:
    50. 50. CPD opportunities for AssistiveTechnologists The BRITE initiative (Scotland based, online offer toanywhere):
    51. 51. CPD opportunities for AssistiveTechnologists University Opportunities, start with FAST: Trevor Mobbs of BC is on this MSc course at Coventry: New MSc in AAC at Dundee:
    52. 52. CPD opportunities for AssistiveTechnologists The technology companies: AAC: Smartbox: Dynavox: Liberator: Other AT: Inclusive Technology: And specific software opportunities . . .
    53. 53. CPD opportunities for AssistiveTechnologists JISC JISC TechDIS: Events: Resources: JISC RSC’s: Find out who your accessibility and inclusion advisor is
    54. 54. Inclusivity CPD Jisc!
    55. 55. RSC Scotland ShowcaseCase studies highlighting effective practice fromFE/HE in Scotland Learning & Teaching Access & Inclusion Assessment Learner & Support Services Technology & Business Systems Regional Collaboration
    56. 56. RSC Scotland Inclusion Blog
    57. 57. CPD opportunities for AssistiveTechnologists THE DART PROJECT WORKSHOPS – Day3: 6th June,Beaumont College This will be a hands on session mainly designed forpractitioners such as teachers / tutors, learning supportworkers/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 peoplewith disabilities (PM) NOTE: ENGLISH DATE FULL, SCOTTISH DATE (ArgyllCourt, Stirling on 12th June 2013) HAS PLACES:
    58. 58. CPD opportunities for AssistiveTechnologists Informal opportunities: ALT mail list JISC mail lists (ask your JISC RSC advisors) Karten Network Google Group
    59. 59. CPD opportunities for AssistiveTechnologists Web sites for self directed CPD: Specific Software Tutorials eg:
    60. 60. THANK YOU SAFE JOURNEY HOME Email us: Follow us: @rohanslaughter @mikethrussell @axessibility (Andrew Sparkes) @Mobbst @FilMcIntyre (BRITE) @kevhickeyuk (JISC RSC NW) @Mags_McKay (JISC RSC Scotland) @Sporygog (Richard Maclachlan)