Assistive Technology:Exploring the Experiences & Perspectives of Canadian Post-Secondary Institutions

2010 Bridges to Learning ConferenceMay 14-15, 2010Mississauga, ON

Donna McGhie-Richmond, Assistant Professor, Faculty of Education, University of Victoria

Breanne Poland, Undergraduate Student, Faculty of Education, University of Victoria

Lynsay Han, Undergraduate Student, Psychology, University of Victoria

Anne Hill, Instructor, Fanshawe College Barb Welsford, Coordinator, Assistive Technology Centre, South

Shore Regional School Board; Acadia University Diane Galambos, Professor, Sheridan Institute of Advanced

Learning and Technology Gabrielle Young, Doctoral Candidate, University of Western

Ontario

Begin a conversation…

the role of Canadian post-secondary institutions in preparing teachers and educational assistants to teach students who require and use assistive technology

One student’s experience…

Breanne PolandUndergraduate student

Faculty of EducationUniversity of Victoria

43% of a sample of BC teachers reported feeling unprepared to teach the diverse range of students in their

classrooms (Naylor, 2002)

Naylor, C. (2002). BC teachers views of Special Education issues. British Columbia Teachers’ Federation, Vancouver, BC

26% of all aids needed for children with special needs are AT devices, such as text-to-speech

software, spell checkers, touch-screen computers, laptops, computers with Braille or

speech access and voice activated software (Statistics Canada, 2008).

Statistics Canada. (2008, May 27). Participation and Activity Limitation Survey: Education experiences of children with disabilities. The Daily. Retrieved March 22, 2010, from http:www.statcan.gc.ca/daily-quotidien/080527/dq080527a-eng.htm

Multiple studies have shown that the majority of teachers of students with

special needs consider themselves to lack knowledge of AT (Smith, et al, 2009)

Smith, D. W., Kelly, P., Maushak, N. J., Griffin-Shirley, N., & Lan, W. Y. (2009). Assistive technology competencies for teachers of students with visual impairments. Journal of Visual Impairment & Blindness, 103(8), 457-469.

• Inclusive education policies and practices • increasing use and benefit of assistive

technologies• requires that AT education and training is

requisite in all classroom contexts• All teachers need to be knowledgeable about

needs of students who require AT, AT tools and strategies, and their curricular implementation

U.S. Policies

The Council for Exceptional Children (CEC), the National Council for the Accreditation of

Teacher Education (NCATE) and the Association for Childhood Education International promote

instructional change by emphasizing the importance of the knowledge and training of

pre-service educators on the implementation of AT devices

Manning, J. B., & Carpenter, L. B. (2008). Improving Learning for Preservice Teachers. Assistive Technology WebQuest, 52(6), 47-52.

Ministry of Education Policy

…when students with special needs require specialized instruction, assessment and/or

assistive technologies, this should be done in consultation with a school or district/authority team, the parents, and, when appropriate, the

student.

• MOE Provincial Resource Program assists school districts in educating students whose access to the curriculum is restricted due to disabilities

• lend assistive technologies (reading, writing, and communication tools) where required, and

• assist school districts in providing training for students and educators in the use of technologies

Currently, how are Canadian universities and colleges preparing teachers and educational assistants to teach students who use assistive technology? – Teacher: pre-service & graduate levels– Educational Assistants– Required or elective coursework

Preliminary Investigation of Policies & Course Offerings (Lynsay Han)

• Province and territory policies on AT collected through website search of provincial Ministries of Education – 1st search of websites for specific regulations and

requirements for teacher license or certification – 2nd search of listings of workshops or courses for

teachers

McGhie-Richmond, D. & Han, L. (2010). Assistive technology training for teachers: A preliminary look at provincial policies and training Canadian university requirements and offerings. (in preparation)

University Pre-service & Graduate AT Courses

• Internet- search using Canada’s Higher Education and Career Guide (2010) of all universities that offer pre-service, graduate, post baccalaureate and diploma/certificate program in education

• Institutional websites searched for course catalogues & academic calendars for program requirements and electives

• Course titles & descriptions searched for descriptors, taken partly from Judge et al. (2009): Assistive Technology, special education technology, augmentative communication, alternative communication, adaptive technology, Braille, technology for students with disabilities and technology for the visually impaired.

• E-mail sent to the registrar’s office on whether courses in AT devices were offered or required.

McGhie-Richmond, D. & Han, L. (2010). Assistive technology training for teachers: A preliminary look at provincial policies and training Canadian university requirements and offerings. (in preparation)

What we found…

• 42 Canadian post-secondary institutions offering pre-service and graduate teacher education programs

• No institution was found to require an AT course as part of their program

• Technology courses are variably required• AT courses are variably offered as electives in

certificate, diploma, graduate programsMcGhie-Richmond, D. & Han, L. (2010). Assistive technology training for teachers: A preliminary look at provincial policies and training Canadian university requirements and offerings. (in preparation)

• 2 undergraduate (introductory) and graduate (advanced) level courses

• Electives• Hybrid and seminar delivery

Eastern Canada University & College Experiences…• Anne Hill, Instructor, Fanshawe College• Barb Welsford, Coordinator, Assistive

Technology Centre, South Shore Regional School Board; Acadia University

• Diane Galambos, Professor, Sheridan Institute of Advanced Learning and Technology

• Gabrielle Young, Doctoral Candidate, University of Western Ontario

Course Focus Topics

INTRODUCTORY

• Accessible learning• Integration of AT into

curriculum• Assessment, planning

& decision-making

• UDL• Planning & decision-making models

(SETT, WATI, Participation Model, IEP, implementation plan, unit & lesson planning)

• Common technologies: Tools for participation; literacy, numeracy & concept development; organization; communication

ADVANCED Research/theoretical Perspective: Relative to role of AT for student participation & learning

As in Introductory

Ontario College ResponsesAnne Hill, Instructor, Fanshawe College

College Course Focus Topics

FANSHAWE - DSW Augmentative Communication

Communication Boardmaker

MOHAWK - EA Computers in an Educational Setting

Introduction to basic computer programs - lab

Ministry licensed OSAPAC software

Adaptive Technology

Introductory lab to use and complete assignments based on the software

Dragon NS; Writing with Symbols and others; but for some Kurzweil - website demo

College Course Focus Topics

NORTHERN - EA Introduction to Assistive Technology

Implementation; what to look for when selecting AT; environments that need to be considered; who needs to be consulted; and who needs to be trained among other things.

Four Programs Introduced: Dragon NS, K3000, TextHELP, and Inspiration

College Course Focus Topics

SHERIDAN - EA Assistive Technology course (required)

‘Mobile’ Laptop program; required to use 24/7 to support learning

ST. CLAIR - EA Assistive Technology

Directly taught Boardmaker; visit local school and in tour see SMART boards, other AT in action

Lab: Boardmaker & assignment on one piece of demo AT software

• Laurentian University – AT course as AQ (Fall 2010)

Barb Welsford, Coordinator, Assistive Technology Centre, South Shore Regional School Board; Acadia University

Gabrielle Young, Doctoral Candidate, University of Western Ontario

What are your experiences? • Are post-secondary AT courses offered by your jurisdiction?

By whom?• What standards or guidelines are used to guide course

development? Consistency?• What knowledge, understandings, and competencies are

being developed?• What instructional models are followed? What is effective?

(Stand alone courses, infusion)• What are the opportunities for practice?• At universities and colleges what incentives, support, and

resources are available to faculty to incorporate AT into their coursework (i.e., time, mentoring, course release, recognition re: promotion, etc.)?

Roundtable Discussion(~ 30 – 45 minutes)

• Consider and discuss questions in group • Document perspectives, experiences, vision,

recommendations • Be prepared to report back

Next Steps…