Assistive Technology Choices

1
Assistive Technology Choices
2
Pre-requisite knowledge

• Before exploring this pack you should have looked
  at
• What is Accessibility?
• An Introduction to the Disability Legislation

3
General Issues

• Platforms
• Hardware
• Software
• Support
• Evaluation

4
Choosing Assistive Technologies

• When choosing assistive technologies there are a
  number of factors, which should be taken into
  account
• The academic requirement and demands of a
  students course.
• The ICT skills and competencies of a student.
• The students strengths and weaknesses.
• The students preferred learning style and study
  strategies.

5
Implementing Assistive Technologies

• When implementing assistive technologies there
  are number of factors, which should be taken into
  account
• Commitment - Ensure the student knows they need
  to take each technology one at a time and give
  time for them to accommodate and learn.
• Training - An appreciation of the importance of
  good training and the time required and therefore
  costs involved. 

6
Implementing Assistive Technologies

• 3. Support Human support should always be
  available, technology is not always the right
  choice.
• 4. Reinvestment Technology needs maintenance
  and updating at regular intervals.

7
Follow up from case study activity

• The remaining 9 slides in this presentation
  consider the further issues that need to be taken
  into account when looking at the Assistive
  Technology choices in the case study activity.
• The slide comments broaden the focus to the
  surrounding classroom environment and course
  requirements.
• Additional comments specific to assistive
  technology choices can be found in the notes
  fields of each slide. These are selective
  comments based on real students behind the case
  studies. The choices made do not reflect generic
  best practice, but what worked particularly for
  these learners. Best practice is always highly
  individual!

8
Case Study 1 - Michael

• Further points to consider
• What other adaptations may be necessary for the
  course e.g. mixer bowl electric mixer
• Writing notes paper holder
• Protection for technologies in a kitchen
  environment avoiding unintended sticky keys!

9
Case Study 2 - Fiona

• Further points to consider
• Wheelchair access to teaching areas and storage
  space when folded
• Being able to use scanner, printers and
  photocopier with ease.
• May require notetaking support if technologies
  not available
• Awareness about taking breaks and checking for
  comfort standing and sitting.

10
Case Study 3 - Susan

• Further points to consider
• Awareness of issues that would arise if
  technologies fail.
• Who handles the technical support?
• Alternative means of communication e.g.
  personalised communication cards/book
• Set aside time to engage with the student and not
  depend on the assistant.

11
Case study 4 - Jane

• Further points to consider
• Wheelchair access to teaching areas.
• Support with access to peripherals attached to
  the network such as printers.
• Technological support as not a Windows user.
  Basic level training required.
• Time and awareness of communication needs in a
  busy environment.

12
Case study 5 - Karen

• Further points to consider
• The sound output from Karens computer will
  require her to wear headphones so she may not
  hear instructions.
• All additional software and web pages used on the
  course will need to be checked for accessibility
  issues related to screen reading for example
• Training for precision use of top end screen
  reader (eg JAWS, SuperNova etc)
• A quick guide available for staff to support
  Karen
• General staff training on how to assist screen
  reader users.

13
Case study 6 - Anne

• Further points to consider
• Check for profile settings on the network with
  access to specialist software and desktop
  preferences.
• How will the student cope in rooms where no
  technologies are available?
• Timetabling implications and technical support
• Seek low tech alternatives.

14
Case study 7 - Adrian

• Further points to consider
• Security issues as well as portability
• Investigate some helpful low tech options with
  learning support staff.

15
Case Study 8 - Nathan

• Further points to consider
• Be alerted to access issues alongside inherent
  changes to the condition with tiredness and
  absenteeism timetable changes may be necessary
• Seek alternative technologies and increased
  support as the condition progresses or goes into
  remission.
• Time extensions and breaks may be necessary

16
Case Study 9 - Robert

• Further points to consider
• Be alerted to tiredness and absenteeism
  timetable changes may be necessary
• Misconceptions may occur due to comprehension
  difficulties
• Peer dynamics may be affected by mood swings
  ensure personal tutor support.

17
Conclusion

• All students are unique.
• Learners with the same medical condition can find
  vastly different solutions support their
  individual needs.
• For success, there needs to be a partnership
  between the learner, those supporting the learner
  and those supporting the assistive technology.