Building capacity in assistive technologies

The Northern Territory Department of Education (DoE) provided assistive technology to support the teaching and learning of students with disability, and teacher training in integrating this technology in the classroom. A professional learning consultant was recruited in October 2012 with responsibility for researching and sourcing appropriate resources based on an evaluation of the needs of students, and facilitating professional learning programmes in the use of assistive technologies. Support was targeted at providing access to the curriculum for students with speech, language and communication needs. Key elements and actions The geographic isolation of Northern Territory communities, combined with issues of significant social and economic disadvantage, particularly in remote communities, creates particular challenges in delivering educational services. With the assistive technology initiative, the overarching approach of DoE was to implement change in teaching and learning for students with disabilities by making available appropriate assistive technology for students, strengthening teacher capability in its use and increasing the capacity of schools to introduce and manage learning technologies. Following consultations with a diverse range of stakeholders, the decision was made to place priority on addressing the needs of students with Autism Spectrum Disorder and speech, language and communication needs. Consultations indicated that the system did not have sufficient capacity to meet the needs of this cohort of students, which were increasing in numbers and complexity. School staff reported that they did not have the requisite skills to differentiate the curriculum to meet the learning needs of this identified cohort of students, and that they were not ‘tech savvy’ or confident about their ability to use assistive technology in the classroom. Professional learning consultancy services A professional learning consultant was appointed in 2012 and commenced the groundwork for the initiative. By 2013 attention was focused on researching suitable assistive technology resources and equipment to support students with disabilities, and implementing a school grant process. This specialist position is a multi-faceted role in leading and managing the initiative in assistive technology. There has been a concentrated effort on integrating assistive technology through a whole school approach to building capability and capacity. The initiative also established and embedded professional networks, enabling shared professional learning, disseminating effective practices, and creating a mechanism for ongoing communities of practice and collegial support. Frameworks were put in place based on a model designed by the United States Centre for Applied Special Technology. The expected benefit of this model was to improve learning opportunities particularly for students with disabilities, through Universal Design for Learning to assist schools to select appropriate devices and software so that students could access the curriculum. The TPACK model (Technological Pedagogical and Content Knowledge) was used