DART2 – Disseminating Assistive Roles and Technology - a JISC ADVANCE FE & Skills Project Developing an Assistive Technology focused role and its integration into the College structure DART2 Project Workshop Day 2

Welcome to Day2: Developing an Assistive Technology focused role and its integration into the College structure : Queen Alexandra College, Birmingham 24 th April 2013 DART Project Workshop Day 2

Running Order 09:30 Arrival / refreshments 10:00 Introduction & program of events (Rohan Slaughter) 10:05 Definition of the Assistive Technologist (Rohan Slaughter / Trevor Mobbs) 10:30 Examples of the JD/PS for this role & integration into a College - Example one ISC: Henshaws (MT) 11:00 Break 11:15 Examples of the JD/PS for this role & integration into a College - Example two (GFE): Runshaw College (RM) 12:00 Examples of the JD/PS for this role & integration into a College - Example three (ISC): National Star College (AS) 12:30 Lunch

Running Order 13:30 Funding the Assistive Technologist (RS) 14:00 College Structure and relationships between teams (Rohan Slaughter / Trevor Mobbs) 14:30 Training for the Assistive Technologist Role (inc. CPD journey of TM/AS/MT and Signposting to other organisations (ACE etc. England, BRITE etc. Scotland) - (TM/AS/MT) 15:00 Workshop: review of the day / things to take back to colleges (Rohan Slaughter) 15:30 Depart

Very brief backstory  2010/12 DART1, an LSIS funded project  Beaumont College and National Star College worked with 8 colleges, in a ‘deep support’ capacity  Beaumont and Star are ISC’s : Independent Specialist Colleges  One of those DART1 colleges was Henshaws  Now we are running DART2, a JISC Advance funded project:  Beaumont College, National Star College, Henshaws College, Colleges Scotland, NATSPEC, JISC all working together  10 deep support colleges, 2 in Scotland  3 workshops, delivered twice, once in Birmingham, once in Stirling  This is the second workshop session

Questions to think about  As the day progresses...  As at the end of the day...  There will be a test .... more questions...  1. What was new to you from today?  2. Do you want to create an assistive technologist role in your College?  3. How do you plan to do this? Who do you want to talk to when you get back? And about what?

Developing an Assistive Technology focused role and its integration into the College structure DART Project Workshop Day 2

Definition of the Assistive Technologist DART Project Workshop Day 2

Definition of the Assistive Technologist  The title ‘assistive technologist’ (AT) has a number of different interpretations:  One is Clinical, and refers to ‘clinical rehab engineers’  This is common in the NHS, and in one College (Treloar)  The DART project uses a somewhat different definition:  Have a look at the sample job description, person spec and role profile (from Beaumont).  This job is more education focussed, and as such the post holders:  Ideally should have a teaching qualification, minimum 7307/7407/PTTLS or equivalent, and preferably a PGCE/cert ed  Be educated to degree level in an IT related subject or have equivalent skills and knowledge gained from a suitable setting  We want ‘people’ people who are technically literate

Definition of the Assistive Technologist The Assistive Technologist –This role was developed during the Wheeltop Project at Beaumont College –Funded by BT from –Integrate off the shelf Tablet PC technology in place of dedicated communication aids –Reduced the cost of the hardware and increased flexibility of solutions –The technologist role was the most important development from the Wheeltop Project

Definition of the Assistive Technologist  The Assistive Technologist  Sits at the interface of people and technology  Works as part of a trans-disciplinary team, which includes OT, SLT, teachers, social care staff  A new ‘hybrid’ role that does not replace any existing role  The technologist becomes the ‘chief integrator’ of the assistive technology solution provided to the student

A Day In The Life  Sector scanning – what’s new today?  Carry out IT Access Assessment  Attend AAC COP meeting. Demo new software package.  Student Eye Gaze Appointment (with SLT)  Troubleshoot communication aid  Support Interactive Art session  Meet with OT to discuss switch siting options for student on caseload  Create Grid 2 resource for use in Citizenship session  Attend JISC Webinar on Tablets & Inclusive Learning  Speak to Network Administrators to address Kindle issue  Record work in AT journal

Case Study 1: Mike Thrussell Henshaws, Independent Specialist College DART Project Workshop Day 2

The AT role at Henshaws College  History  Started as part-time pilot  Survey and report of effectiveness of role  Full-time post created  Supported through DART 1  Duties  Organic role  Given freedom and time to develop post  "non-networked" teaching and learning technologies  Assessment  Resource creation  R&D  Bookable resource

The AT role at Henshaws College  Remit  “Develop and implement bespoke technology solutions to increase student independence drawing upon other specialisms where needed"  Examples:  'Alice'. Bespoke language pack. Developed with Mum. Mounting.  ‘Nathan'. Assessment for eye-gaze. Liaison with NHS  'Sophie'. Booking taxis independently. then phone.  'Dan'. Autonomy over leisure time. Extended to other work tasks.

The AT role at Henshaws College  Typical tasks  Creating Grid sets  Teaching 1:1 high needs students  Delivering / tracking AAC Qualification  Setting up communication aids  Video editing  Staff training  Bookable  Screencasts  ing out Sign of The Week

The AT role at Henshaws College  Situation  Initially came under ICT Curriculum  Strong liaison with SaLT & IT support  Now report to curriculum manager / head of college  Opportunities  Project funding  DART 2  ACCESS websites  Award  Networking  ISCs  Jisc TechDis / RSC

Case Study 2: Richard Maclachlan, Runshaw College, General Further Education College DART Project Workshop Day 2

The AT role at Runshaw College 

Case Study 3: Andrew Sparkes, National Star College, Independent Specialist College DART Project Workshop Day 2

The AT role at National Star College The National Star College is a provider of specialist further education, training and personal development for young people aged 16 to 25 with complex physical disabilities, acquired brain injuries and associated sensory, learning, medical, emotional and behavioural difficulties.

The AT role at National Star College Job Description:  Organisation responsibilities:  Reports to – Studies Manager  Liaises with – IT Access Advanced Practitioner  Supervises – Education facilitators & Volunteers  What is the main purpose of the IT Access Developers role:  To research and develop IT Access technologies  To provide IT Access solutions to meet the requirements of learners within the college, using both hardware and software adaptations and technologies.  To liaise with inter-disciplinary teams e.g. Speech & Language Therapy and Occupational Therapy.

The AT role at National Star College  Primary tasks:  To work with the IT Access Advanced Practitioner to develop standardised assessments procedures for all students requiring support to access a computer  To research and develop “in house” solutions and adaptations to meet the specific requirements of learners. To develop multi-- disciplinary solutions, that meet requirements of learners with profound and multiple disabilities.  To keep up-to-date with the latest technologies – hardware and software e.g. computer access equipment devices, voice activated software, web access technologies and software to support literacy and communication e.g. symbol software.  To conduct external research and development to support the college to maintain excellence in the field of IT Access

The AT role at National Star College  Primary tasks continued:  When appropriate to promote accessing IT through the use of Alternative Augmented Communication (AAC).  To work with students one to one and via Workshops sessions to support students in developing their independent access.  To establish and maintain a stimulating learning environment.  To maintain professional records, to meet college and course requirements  To produce suitable reports on student progress in accordance with the college and requirements.  To implement and deliver staff training in the area of IT Access technologies.  To contribute effectively to appropriate course teams and to communicate and disseminate professional information.  Etc….

The AT role at National Star College Person Specification:  Experience (Essential)  Working with people with disabilities/learning difficulties  Proven knowledge and experience working with IT Access Hardware equipment/devices and Software technologies  Promotion of Inclusive Learning  Research and presentation skills to represent college at external regional and national events  Experience (Desirable)  Experience of specialist teaching environment for young adults with complex disabilities and/or difficulties  Qualifications (Essential)  Relevant IT Qualifications  Qualifications (Desirable)  Level 1 Teaching Certificate

The AT role at National Star College  Skills  Understand the concept of inclusive learning and be able to apply its principles  Communicate effectively (written, oral and interpersonal)  Use information technology confidently and competently  Personal attributes  Have respect and understanding of the needs of learners, families and other stakeholders and work effectively with them  Be proactive and able to work to meet deadlines  Sense of humour and diplomacy skills  Good time management skills

Lunch! DART Project Workshop Day 2

Funding the Assistive Technologist DART Project Workshop Day 2

Funding the Assistive Technologist  This has not been an easy process, ‘top slicing’ student fee income may be possible, but BC has ‘made our own opportunities’.  Sources of funding we have used:  LSIS  DART1 (Flexibility and Innovation Fund)  Regional Collaboration funds (x2)  Design and Delivery of ISC focussed e-leadership courses  TechDIS  InBook and other smaller projects  JISC  DART2 (FE and Skills Program)  JISC Infonet pilot work  Commercial partners  BT (The Wheeltop Project and Connect to Control)

Funding the Assistive Technologist  This has not been an easy process  Sources of funding we have used:  Paid Consultancy  Large GFE  Universities  Trusts  Sir John Fisher Foundation (small grants)  The Karten Trust  Other:  Technology Strategy Board (TSB) – small projects  NIACE – Molenet  Becta – Technology Exemplar Network (both rounds)  Over 5 years, this adds up to just under £1,000,000  This year 60% of the cost of running the BC tech team was directly offset by income other than the student fee

College structure and relationships between teams DART Project Workshop Day 2

College structure and relationships between teams  The AT role stands or falls based on:  Relationships between teams  The College Structure  Relationship of the IT team with  Teachers  Therapists (where present)  Supporting staff  People in the AT role  Extracts from the NATSPEC report  This report will be released shortly by JISC / NATSPEC  It will be hosted by JISC  Linked to by DART site and others  s with the link will also be sent out by  JISC, JISC RSC’s, NATSPEC, JISC TechDIS etc.

CPD opportunities for Assistive Technologists DART Project Workshop Day 2

CPD opportunities for Assistive Technologists  Ace Centre training:  Day courses  Accredited courses: unithttp://acecentre.org.uk/assistive-technology- unit  MMU courses:

CPD opportunities for Assistive Technologists  The BRITE initiative (Scotland based, online offer to anywhere):  

CPD opportunities for Assistive Technologists  University Opportunities, start with FAST:  Trevor Mobbs of BC is on this MSc course at Coventry:  

CPD opportunities for Assistive Technologists  The technology companies:  AAC:  Smartbox:  Dynavox:  Liberator:  Other AT:  Inclusive Technology: consultancyhttp:// consultancy  And specific software opportunities...

CPD opportunities for Assistive Technologists  JISC  JISC TechDIS:  Events:  Resources:    JISC RSC’s:   Find out who your accessibility and inclusion advisor is

CPD opportunities for Assistive Technologists  THE DART PROJECT WORKSHOPS – Day3: 6 th June, Beaumont College  This will be a hands on session mainly designed for practitioners such as teachers / tutors, learning support workers/assistants and people in an AT role.  The topics on offer include:  The free ‘My Study Bar’ / ‘Edu Apps’ (AM)  The Grid 2 for computer and curriculum access (AM)  Clicker 6 (PM)  The use of tablet PC’s (iPad, Android, Windows) by people with disabilities (PM)  NOTE: ENGLISH DATE FULL, SCOTTISH DATE (Argyll Court, Stirling on 12 th June 2013) HAS PLACES:

CPD opportunities for Assistive Technologists  Informal opportunities:  ALT mail list  JISC mail lists (ask your JISC RSC advisors)  Karten Network Google Group

CPD opportunities for Assistive Technologists  Web sites for self directed CPD:        Specific Software Tutorials eg:  

CPD opportunities for Assistive Technologists – CPD Journey  Rohan Slaughter  Trevor Mobbs  Andrew Sparkes  Mike Thrussell  Richard Maclachlan

Workshop: review of the day / things to take back to colleges DART Project Workshop Day 2

Questions to finish  1. What was new to you from today?  2. Do you want to create an assistive technologist role in your College?  3. How do you plan to do this? Who do you want to talk to when you get back? And about what?

THANK YOU  SAFE JOURNEY HOME  us:         Follow us: (Andrew Sparkes) (BRITE) (JISC RSC NW) (JISC RSC Scotland) (Richard Maclachlan)