Assistive Technology Support Initiative Volunteer Training Workshop Toolkit Part 1

1. Assistive Technology Support Initiative Volunteer Training Workshop Toolkit Part 1 This training tool kit is for use in any school board, learning disability association or other non-profit organization to train volunteers to support students who use assistive technology.Dec.1.11

2. Background, Tips and Information • The following slides provide the background on ATSI. • Tips on volunteering. • Additional AT training can be found in the ATSI Volunteer AT Training Part 2 PowerPoint.

3. ATSI is made possible with donations from Northern Micro donated laptops and scanners Micro Computer Software donated software

4. Welcome and Thank you • Welcome • Introductions • Thank you for volunteering • Housekeeping

6. Myth or Fact? • Can learning disabilities be cured? • True or False

7. False • There is no "cure" for learning disabilities. They are life-long. However, children with learning disabilities can be high achievers and can be taught ways to get around the learning disability. With the right help, children with learning disabilities can and do learn successfully.

8. Myth or Fact? • Are learning disabilities inherited? • True or False

9. True • Learning disabilities tend to run in families, so some learning disabilities may be inherited. • Learning disabilities are more common in boys than girls, possibly because boys tend to mature more slowly.

10. Myth or Fact? • Is Assistive Technology a “cop-out”? • True or False

11. False • Just as an individual in a wheelchair needs a ramp to go around stairs, an individual with learning disabilities needs tools to help work around obstacle in the areas of reading, writing, spelling, numbers, memory and/or organization.

12. About ATSI • Ottawa Volunteers in Education is an Ottawa, Ontario, Canada, community volunteer program that began in 1993. • Volunteers are recruited from the community, screened, and trained to support teachers and students in K-12 schools. • We share the mutual goal of helping educators ensure academic success for students. • Educators need Assistive Technology trained volunteers.

13. Goal of ATSI • ATSI aim - enhance support to students new to AT so they can reap the benefits of these tools as quickly as possible.

14. Community Partners in Ottawa • Students – elementary, high school and post secondary • Parents/guardians • Algonquin College Centre for Students with Disabilities • Carleton University Paul Menton Centre for Students with Disabilities • University of Ottawa Learning Technology Mentoring Centre • La Cité collégiale

15. Community Collaboration • Conseil des écoles catholiques du Centre-Est • Conseil des écoles publiques de l’Est de l’Ontario • Ottawa-Carleton District School Board • Ottawa Catholic School Board • Learning Disabilities Associations • Ottawa Network for Education

16. How you can help • Volunteer to help students who use AT • Share your own LD experiences • Mentor a student • Make a difference • Connect to the community • Start an AT volunteer program at your school

17. Assistive Technology in Education • Computer-based (AT) is being used successfully within the education system to support the learning process. • The goal for AT use is to allow learners to use their strengths and participate as fully as possible in school.

18. AT Software For Learning • Text to speech – Kurzweil 3000, TextHELP , Natural Reader, Premier • Speech to text - Dragon NaturallySpeaking • Reading and writing – Read&Write GOLD, Word Q • Organization, writing, mind map – Inspiration, SMART Ideas

19. AT Devices • iPod Touch • Talking calculator • Franklin Spell Checker • Electronic Dictionary • Digital Voice Recorders • LiveScribe Echo Smart Pen

20. Purpose of AT • Effective tools • Not to replace other students services or academic accommodations • Augment current support • Extend both academic independence and academic options • Follow student from post secondary to the workplace

21. Challenges Right fit Significant learning curve Technical difficulties Need for support

22. Benefits for Students • Independence • Levels playing field • Access to curriculum • Academic Success

23. Responsibility to Accommodate • Required by law • Accommodate LD students • Equal access to AT • Inclusion in mainstream classrooms • Access to curriculum

24. ESL FSL Support • AT is a powerful tool to teach second languages • Can be used in all classrooms • Accelerates language learning

25. AT Training in Schools • Students are identified for AT through the IPRC process • Ministry of Education SEA grants provide equipment and limited training • Students need long term training and support • Volunteers needed to support AT students

26. Types of Learning Disabilities • Visit http://www.ldac-acta.ca/ to learn more about learning disabilities • How AT is a learning strategy for some students • AT with proper learning strategies work with strengths, weaknesses, challenges

27. Step One—AT Preparation • Watch the Don Johnson video “The Case Against Assistive Technology” • http://www.donjohnston.com/media/flash/case_against_technology/index.html

28. “Must See” Film • Watch this video "HOW DIFFICULT CAN THIS BE?" The F.A.T. City Learning Disability Workshop by Richard Lavoie • F.A.T. City stands for the Frustration, Anxiety and Tension which comes from living with a learning disability. • View video online at the following website: http://digital.films.com/play/8JBT6ZCut and paste the URL into your browser if you have difficulty.

29. AT Training First Steps • Watch ATSI Videos and testimonials http://www.onfe-rope.ca/k12/?categoryid=students&pageid=videos • Watch the post secondary videos http://www.onfe-rope.ca/ps/?categoryid=videos

30. Additional resources for teachers and Faculty of Ed Students • Work through the Teacher Training Modules on this site http://www.onfe-rope.ca/k12/?categoryid=students&pageid=videos

31. Discussion and Reflect • Walk through ATSI website resources • Discuss and answer questions after each video • Be sure to work through the 2nd Power Point for AT software training.

32. Who are the students? • Average or above average intelligence • Unable to show what they know • May have additional stress of being responsible for learning and using AT independently • Received some AT training from school board • May not have access to AT at school or at home

33. Role of the Volunteer • Importance of building relationship first • Importance of positive reinforcement—these students know what they are not good at—your role is to focus on their strengths • Coaching—not training or teaching • You are not their teacher, nor their parent—you are their coach, mentor, tutor—positive energy. • Let them lead—you guide them

34. Tips to Remember • If you are going to miss a session, be sure to tell the student (write it down for them as well as inform the teacher in advance.) • Ask for the teacher’s email address so they can inform you in advance of any class trips, etc. and vice versa. • You are not allowed to contact the student independently by email, phone etc. All communication to the student must be through the teacher.

35. Protect Yourself • Ask for and review school board volunteer policy and procedures • You are never to be alone with student (school policy) • All volunteer positions in schools require a current Police Records Check to volunteer with the vulnerable sector

36. Step One: Build the Relationship • Find common ground—use your own childhood and share stories: “I struggled with learning to read when I was a child.”, share your challenges, your learning style, how you learn differently.

37. Everyone is Good at Something • Find out what the student likes to do or what they are good at. • LD students have amazing strengths (public speaking, being super organized, creative, gifted athlete, etc.) • Celebrate their strengths at every opportunity.

38. Importance of Commitment • Students and teachers quickly rely on you to show up at the agreed upon time and look forward to your visit with anticipation. • Students will take it personally if you don’t show up and will think that they are not important enough to you.

39. Students Take it Personally • Children usually internalize a volunteer “no show” experience with negative self-talk “Joe thinks I’m stupid so I guess he doesn’t want to help me anymore”. • To many students you are the highlight of their week.

40. Honour the Relationship • If you are no longer able to volunteer it is very important to have closure with the student and teacher to say goodbye and to honour the relationship. • Schools will often hold a “Thank You to Volunteers Day”—attend!

41. Be Positive • Build trust • Build confidence • Above all be positive—comment on success no matter how small. “I think you are amazing at” …being organized, using the keyboard, seeing the small details, etc.

42. Normalize the Experience • Remember some students may not have support at home or do not understand their learning challenges; they may think there is something wrong with them. • Reinforce that AT is on their team. It’s a learning strategy that will let them show what they know.

43. Remember—Be Positive • Some students never hear positive feedback. • It’s human nature to remember the negative things you hear about yourself. • Be positive. • You are on their team as their coach!

44. Step Two: Determining Student’s Needs for Support • Ask the teacher for some background on where the student needs support. The teacher may not know if they have not had the student in their class for very long. • Ask to speak to the resource teacher if possible. Don’t assume the teacher knows the AT learning strategies that work for your student.

45. You Can Figure it Out! • If you do not receive any input or direction from the teacher or resource teacher this is OK—you can figure it out after you meet the student.

46. Step Three:How to Begin your AT Support Session • Start with showing the student the AT videos and website. • Let the student show you what software they have on their computer. • Ask the student to show what they know how to use. • Ask the student where they need help.

47. Coaching versus Training • Guide and encourage the student to use AT to do their schoolwork. • For example they have a writing assignment: use Mind mapping to create a writing outline, use DNS to create the first draft in MS Word, use MS Word editing software as needed to make the final version.

48. Student Actively Engaged • Remember to keep your student actively engaged. • Always let your student be in control of the computer and mouse. • Sit on the side and point and guide—do not take over the mouse and computer. • Your student may have learned to be helpless and to rely on others to do their work—it is your role to encourage their independence and build their confidence in using AT.

49. Step Four: Encourage Teacher Participation • Key to student success is your relationship with the teacher. • Encourage the teacher or resource staff to participate in AT support sessions (with permission from the student).

50. Let Them Teach You • Ask the student to offer “show what you know” sessions with the teacher and resource staff to give them a chance to “teach the teacher” and let them shine. • Remember you only retain 10% of what you learn but if you can teach it to someone you will retain 90%.