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ATANET Sheila Baillie

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).

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ATANET Sheila Baillie

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  1. ATANETSheila Baillie Tuesday 5th July 2011

  2. Inclusion project Coordinator AMBDA SpLD Tutor me DSA Assessor Patoss SpLD Assessor AbilityNet and Brite training

  3. Causal Model of Dyslexia and SpLDs (from Morton and Frith, 1995) Biological Left temporal lobe (word form area) sound /ʤ / George and judge Cognitive Phonological processing Environmental mediating effects Behavioural Problem dealing with written communication 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

  4. Content Stats and Facts well kinda Tutor Support and AT Inclusive technology

  5. Scottish HEI Stats 2009-2010 Total Disabled Students Dyslexia/SpLD Students DSA Figures Total Student Population 5,560 32.1% 237,765 17,330 7.3% 7,260 41.9% 56.7% do not claim DSA 11.2% unknown if DSA claimed Source: http://www.scotland.gov.uk/Topics/Statistics

  6. The ‘Well Kinda’ Stats • 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

  7. 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.” Student voice 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

  8. 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

  9. 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

  10. 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 TASS 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

  11. ADSHE 7 guiding principles: Metacognitive Multisensory Motivational Relevant Modelling Over learning Little and Often Solution focused – skill audits, ILP, templates, technology Principles of SpLD 1:1 Support Constructivist Approach

  12. 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

  13. 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

  14. Note taking

  15. 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 Issue with AT

  16. 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.

  17. 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

  18. 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 Inclusive technology www.rsc-ne-scotland.ac.uk/eduapps/mystudybar

  19. Thank you for listening Any questions?

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