Assistive Technology and Associated Training
Abi James & E.A. Draffan with thanks to Deb Viney and Sue Wilkinson
http://www.flickr.com/photos/mwichary/2346230057/sizes/o/in/photostream/
Current situation
Action Required
Goal
GAP
Overview• Terminology – Facets of Assistive
Technology• Training – Review, Revise and Rethink• Future Trends – Support needs
http://tdevice.net/philips-flud-futuristic-flexible-smartphone-concept/
A Vision of Students Michael Wesch, Kansas State University (2007)
YouTube video – now updated Jan 2011 http://visionsofstudents.org/
Access
Personalisation and Accessibility
Productivity Tools
Free, Portable and Online Technologies
Many Facets of ATAs
sist
ive
Tech
nolo
gies
When is a technology
NOT assistive?
What is assistive?
What is assistive?
“I can wake up to my phone’s alarm and check the weather. This task previously required a specialized Braille or talking watch and/or lock and use of radio or television for weather information.”
Does the name matter?Assistive Technology (AT) is any product or service designed to enable independence for disabled and older people. (User group consultation at the King's Fund, 2001)
• Understanding the meaning of AT from the point of view of the student and the wider audience, supply, advice and training plus funding implications
“what's AT? do you mean IT? I learnt how to use my software/hardware. IT was also a great confidence booster.”“I doubt u could get someone who's pro in IT pro in grammar
and pro in art theory all together.”
Terminology“The boundaries between general and specialist IT equipment are blurred with a total interdependence of one upon the other.” BIS response 2013• “…I was able to store my important pieces of work on there
[the laptop] and use the 'Read & Write' software on there as well. This hardware has helped me to keep up with my work and completing them on time.” (Student with SpLD)
• “MS office. I could personalise documents and make them colourful to make them easier to read. I could print out and look at powerpoints and notes before lectures meaning i got more out of lectures. It meant i could work on my assignments at home at my own level and pace. Wouldn't have been able to it without it!” (Student with SpLD)
Discussion timeDoes the fact that there are blurred boundaries between the types of technologies available affect student, instructional and funders expectations, technology provision and training outcomes?
10 minutes
• Read the student comments provided then share the results of your deliberations with the wider group providing us with your thoughts on how to define Assistive Technology within the current funding structure.
Hardware Recommended & Usefulness
Laptop
Desktop P
C
Scanner/prin
ter
Handheld s
pell checker
Talkin
g dic
tionary
Digita
l Record
er
Personal D
igita
l Assis
tant
Smartp
hone
Tablet P
C/iPad
Audio/e
Reader
Magnifi
er
HI equip
ment
0
10
20
30
40
50
60
70
80
90
recommendeduseful
Per
cen
tag
e
DSA Survey 2012
Software Recommended & Usefulness
MS O
ffice
Ref Manager (
e.g. E
ndnote)
Optim
al Chara
cter R
ecognition
Text to S
peech
Speech to T
ext
Min
d Mappin
g
Screen R
eading
Screen M
agnificatio
n0
10
20
30
40
50
60
70
80
recommendeduseful
Per
cen
tag
e
DSA Survey 2012
DSA benefits students by…
All
Asperg
ers, a
utisum sp
ectru
m
Chronic m
edica
l & fa
tigue
Hearin
g Impair
ment
Mental
Health
Mobility I
mpairmen
t & Pain
SpLD
, ADHD
Vis Imp
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Classification of comments made by students about using Technology
Using shared facilities Keeping up & performing to abilities Accessing AT
Technology Training
Training by a specialist IT trainer in my home
Training by a specialist IT trainer on campus
Training by a member of the Disability Team
on campus
Training by the equipment supplier
on delivery
Grand Total0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Rating of training by delivery method
Very helpfulHelpfulQuite helpfulNot helpfulNot at all helpfulTook up all the training hours
Technology Training
Diagnosed at FE/HE Diagnosed before FE/HE No AT before DSA Access to AT before DSA
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Breakdown of training take vs. students pre-university experience
didn't take up trainingtook up training
Drop in Centres to ‘Review, Revise and Rethink’!
F2F and online?
27.2%
17.2%10.9%
35.9%reminder sessions each academic year
shorter sessions more regularly
one off training session
drop in facility
How could the AT training be better? (Survey 2012)
Discussion• 98.9% students indicated that the DSA technology support
had helped them overcome barriers to learning. • 60% took up training and of those, 54% found it helpful or
very helpful. Thinking about the ratings provided by students about training consider the reasons why 40% fail to take up training and 45% query its helpfulness?
10 minutes
• Read the student comments provided then share the results of your deliberations with the wider group providing us with some possible solutions to this dilemma
Cloud Computing, Mobile Apps, Social
Reading, Tablet Computing
Adaptive Learning Environments,
Augmented Reality, Game-Based Learning,
Learning Analytics
Digital Identity, Gesture-Based Computing, Haptic Interfaces, Internet of Things
Future IT Trends a help or a hindrance?
(Horizon Report HE shortlist 2012 followed by their 2013 report )
1 year or less
2-3 years
4-5 years
MOOCS & tablet computers (2013)
3D printing & wearable technology (2013)
“Digital literacy is less about tools &more about thinking.”
Learning Tech and the future“Students in the 2011/2012 survey showed a marked preference for equipment that was light and portable and easy to use when in lectures, around the university and for organisational purposes. “ (BIS survey 2013)
• “Ipad or tablet. I am quicker at writing on a keyboard but I am unable to carry my laptop everywhere with me due to its weight and size.” (Student with Mental Health issues)
• “Because of neck problems it is very difficult to read notes etcetera from a flat surface. An e-reader would be very useful because of the small print/feint print of books” (Student with Chromic medical condition)
Other Technologies
Requested General
IT
Self-fi
nance
d
Speech
reco
gnition
portable sp
ell checke
r
"stan
dard" A
T
Tablet/
touch
-scre
en device
eBook read
er
Smart
Phone M
ac
curri
culum so
ftware
Ergonomic
Request due to
portabilit
y / batt
ery power
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Students commenting on the need for other technologies that may have been of benefit
Discussion timeConsidering the changes in portable technologies and the way students will be engaging with learning materials in the future via online learning portals with MOOCs etc – How will this affect the future supply and support of Assistive Technologies?
10 minutes
• Read the student comments provided then share the results of your deliberations with the wider group.
Explore options
Functional Response
Personal Changes
Evaluations and
Feedback
Personal Perceptions
Functional Demands
Environment and Context
Home Education or Work Community
External Support
Personal Resources
The Missing Piece
Agile Technology (AT) UserNeeds (e.g. Curriculum
tasks, activities, setting, social communication,
access and independence)
Strategies and Technology Choices
(e.g. Assistive / Productivity /
mobile /free and online)
Considerations (e.g. time, skills,
personalisation, training, attitude and preferences,
available technology, costs)
AT User
Research Strategies Evidence Based choices
Thank You
E-mail: [email protected] and [email protected] http://www.slideshare.net/eadraffan/assistive-technology-and-associated-training
“It is only with this assistance that I can remain in University learn to think for myself have an opinion, gain knowledge and broaden my hoizens and future. I cannot thank DSA enough for this help and support and the boost it has given me in hopefulness and courage. Please keep this going to others in my position it is the best value for money I have seen in the public sector for many a year.” ( exact quote SpLD Student – DSA Survey 2012)