‘Ascent’ Regional Assessment & Resource Centre

1. Overview: Athlone Institute of Technology in partnership with GMIT, IT Sligo, LyIT & NUI Galway established a regional assessment & resource centre early in 2007 to provide services for students with specific learning difficulty (SpLD). SpLD includes students with Dyslexia, Dyspraxia, ADD/ADHD. ‘Ascent’ Regional Assessment & Resource Centre Regional Partner Institutes (Map of BMW region and partner locations- AIT, GMIT, NUIG, IT Sligo, LYIT)

2. Project initiative… • Research into current practices & compile data on best practices within the 5 HEIs • Assist in the implementation of ‘agreed’ best practice procedures in participating colleges • Investigate into new interventions/innovations in AT or ‘inclusive technologies’ • Organise ‘trialing;’ of new technologies, share outcomes with participating HEIs & other interested parties

3. Role of Project Coordinator & Researchers • Provision of on site assessment of facilities (AT, LS, Exams, Library, Tutor system) • Research the AT needs of students • Evaluation of the effectiveness of AT interventions • Research into best practices in AT • Creation of links with educators and SPLD Interest organisations • Develop AT resources/programmes • Research to develop needs assessment in AT (in collaboration with other HEI’s)

4. Targets • Agree on best practice approach in the use of AT & other Interventions • Develop model for assessment and individual strategy development which is informed by the use of Psychological Assessment. • Formation of template for needs assessment based on detailed assessment and informed by experts and research developed in each area of intervention. • Promote mainstreaming of technologies used by students with SpLD. • Increase retention & progression of students

5. Research undertaken into current practice in AT LS and other Interventions amongst the 5 colleges • detailing AT supports available • strategies applied • models used • use of Assessments in relation to planning Additional research underway into the usage of assistive technology by students with Specific Learning Difficulty (in the 5 colleges participating in the Ascent Project)

6. Implementation of research outcomes: • Mainstreaming of the use of AT e.g. training of LS Tutors, Lecturers, library staff in ‘Read & Write Gold’ • Uniformity in baseline training of Learning Support Tutors e.g. CCET (Certificate of Competence in Educational Testing) • ‘Trialing’ of new products on market i.e. electronic pens between five HEIS to address issues identified in the research- e.g. the under use of AT in exam, lecture or placement settings and the functional independence benefits missed out on as a result of this. • Examination support- additional time, marking guidelines, use of digital recorders (use of Dictaphones/MP3 players in place of human readers -improves functional independence and belief in one’s self efficacy)

7. Current use of Readers for Exam Concessions • Groups Exam read for • Visually handicapped • Dyslexic • Severe and those who may misread parts of the paper

8. Disadvantages of the current system • Expensive- one reader/ person • Separate rooms are allocated /person • Possible solutions • Screen readers. • Text – Speech readers • Voice Recorders

9. Trialled Solution • Digital Voice Recorders Sony ICD 8500 • Exam papers read onto recorder for each exam • Student • Trained • Given written instruction sheet • Exam day given headphones + Voice Recorders • Invigilators • Trained

10. Results of Trial • Students- All asked no problems reported • Invigilators Happy to use the system • Financial 80% of costs saved Problems with larger numbers 1 Recording 2 Confidentiality 3 Ease of changing exams.