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ATANET Sheila Baillie. Tuesday 5 th July 2011. Inclusion project Coordinator. AMBDA SpLD Tutor. me. DSA Assessor. Patoss SpLD Assessor. AbilityNet and Brite training. Causal Model of Dyslexia and SpLDs (from Morton and Frith, 1995). Biological. Left temporal lobe (word form area). - PowerPoint PPT Presentation
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ATANET
Sheila Baillie
Tuesday 5th July 2011
AMBDA SpLD Tutor
Patoss SpLD Assessor
AbilityNet and Brite training
DSA Assessor
Inclusion project Coordinator
me
Causal Model of Dyslexia and SpLDs (from Morton and Frith, 1995)
BiologicalLeft temporal lobe(word form area)
BehaviouralProblem dealing with written communication
Cognitive Phonological processing
Env
ironm
enta
l med
iatin
g ef
fect
s
sound /ʤ / George and judge
Morton, J. & Frith, U. (1995) Causal modelling: A structural approach to developmental psychopathology. In: D. Cicchetti and D.J. Cohen (eds), Manual Developmental Psychopathology (pp.357-390) New York, Psychological Assessment of Dyslexia and John Wiley & Sons
Content
Stats and Facts well kinda
Tutor Support and AT
Inclusive technology
Scottish HEI Stats 2009-2010
237,765
Total Student Population
Total Disabled Students
17,330
7.3%
Dyslexia/SpLD Students
7,260
41.9%
DSA Figures
5,560
32.1%
56.7% do not claim DSA
11.2% unknown if DSA claimedSource: http://www.scotland.gov.uk/Topics/Statistics
• Funding of DSA in its current format is a topical issue especially so as:– Some SpLD students in receipt of DSA do not use their
equipment as recommended; if at all in some cases (Litterick, 2006)
– Low attendance figures for AT training
• Q. Why is this?• A. discuss
The ‘Well Kinda’ Stats
Student voice
• Some students feel overwhelmed by having to complete AT training whilst coping with the demands of an HE level course
(Draffan, 2009; in Pollak, 2009)
“ I did feel like I was doing two courses and that was, frankly, too much. I had to stay with my old bad habits because I just didn’t feel I had the time to take out to learn something new to help me. It was a vicious circle, really.”
Draffan, E.A. (2009) Assistive technology. In: D. Pollak (Ed) Neurodiversity in Higher Education. Positive Responses to Specific learning Differences. John Wiley & Sons, West Sussex
What’s the answer?
• We need to find a way to encourage SpLD students to attend AT training
• Why?– AT can enhance learning of students with SpLD
and offers them independence (McKissock & Pritcher 2010)
• How?– Make AT training relevant to:
• Context in which kit will be used• Students preferences and skills
McKissock, C & Pritcher, M. (2010) Applying Technology to assist Study Skills Development. Patoss Bulletin The Journal of the Professional Association of Teachers of Students with Specific learning Difficulties. Vol.23 No. 1
Can we…
• Liaise and coordinate AT training with SpLD study skills support?
• Why?– Dyslexia Professionals vary in their knowledge of AT and
many may wish more AT professional input/training in their continued work with students
– DSA assessments and AT training are generally topic driven but workload is the main driver for students so technology is only part of the support needed
– SpLD students need to develop metacognitive skills for success in HE
TASS
There are few courses that explicitly combine academic skills and assistive technology:
• Iansyst are involved with TASS (Teaching Technology Assisted Study Skills) (McKissock & Pritcher 2010)
• Such courses/programmes are needed particularly so as students come to HE with a wealth of experience using real world technology (especially mobile technologies)
• Of 238 respondents :– 17% said their mobile was more important than their computer– 74% use their phone calendar– 62% use the internet on their phone– 78% plus interact with text based information on their phone
James, A. (2010). Latest trends in assistive technology solutions. First national Iansyst assistive technology conference. http://www.slideshare.net/NeilMilliken/applying-technology-to-assist-study-skills-development
McKissock, C & Pritcher, M. (2010) Applying Technology to assist Study Skills Development. Patoss Bulletin The Journal of the Professional Association of Teachers of Students with Specific learning Difficulties. Vol.23 No. 1
Principles of SpLD 1:1 Support
• ADSHE 7 guiding principles:
– Metacognitive– Multisensory– Motivational– Relevant– Modelling– Over learning– Little and Often
• Solution focused – skill audits, ILP, templates, technology
Constructivist
Approach
SpLD and learning how to learn
• Students who have SpLDs often have difficulty developing metacogntive skills without guidance and support
• Role of SpLD tutor is to facilitate this
Note taking
SpLD students often need to:• learn to be active listener• Allocate limited cognitive resources to different tasks
and then assimilate in quick time• learn how to structure and organise thoughts and
information with fluency and clarity• understand plagiarism• monitor and attend to specific detail• Develop efficient clerical skills
Note taking
Skill Metacognition AT
Active listening engagement concentration
Learn about signpost languageTemplates for structure(Maps, Cornell or 4x4 method)
Recording device/ Audionotetaker on LT, NB, SPMapping program for interactive engagement
MultitaskingReading overheads, listening and writing
Awareness of Learning Styles and StrategiesTemplates for structure(Maps, Cornell or 4x4 method)
Recording device/ Audionotetaker on LT, NB, SPMapping program for verbal into visual
Technical literacy Develop consistent shorthandTouch typingSpelling strategiesVerbal into visual
Auto spellcheckers/predictionMapping program for verbal into visualVersatile Tablet LT/I Pad
Awareness of plagiarism Paragraph structureParaphrasingVisual into verbalRecord keeping and filing
Mapping program for keywords and easy file storageWeb tutorials on plagiarism
Issue with AT
• There might be no better replacement for good old fashioned paper and pen
• Some students prefer hard copy e.g. visual stress
• Some programs/applications are over-complex or bloated (Draffan, 2009)
• Should we use the term AT in light of mainstream technologies at our disposal that can be easily adapted to our unique needs?
Brite Usability Criteria
• Effective - How well individual performs with and without product?
• Efficient – How much effort is required to learn to use it to perform a task?
• Relevant – Will it help perform task?
• Comfortable – Will there be any detriment in using product?
• Safety - Will there be any detriment in using product?
Cox, A. (2011) Lecture on Usability. vFILS Session 4 24th March 2011
Inclusive Technology - the way forward
• HEA Change project
• 16 universities involved - Abertay being one of them
• Inclusive use of technology is one area that Abertay is interested in. With the help of Craig Mil from RSC:
– Accessapps now available via disability service – but need to persuade IT Services to relax lockdown
– Create&Convert being piloted for creating Alt formats – ? roll out
• Next step is to complete the Online Accessibility Self Assessment Service (OASES) created by the JISC TechDis service audits
http://www.techdis.ac.uk/getevaluated.
What is Inclusion?
• Consideration and response to diverse needs of all (staff and students)
• Not about alternative provision or integration• By design where possible/practicable• Needs whole institution approach – led top
down then cascading• No compromise of academic standards
Inclusive technology• Utopia is computing facilities for all students – laptop for all?• Open source programs/applications are the way forward especially as we move from AT
to mainstream technology (mobile) • Need to address IT lock down in our institutions• Need to embed IT/AT skills in T&L context and employability for transition into workplace• Diversity = more need than ever for combined IT and metacogntive approach to
supporting students in HE
www.rsc-ne-scotland.ac.uk/eduapps/mystudybar
Thank you for listening
Any questions?