Mentoring and
Assistive Technology:A model for Implementation
in Schools
Mentoring
AT and Managing Behaviour – Do they go together?
Apps for those who struggle with literacy
AT Tools to support reading and writing
More Than Gadgets Presentations
Mentoring
Behaviour
Curriculum
Literacy
Mentoring
Behaviour
Curriculum
Literacy
Disruptive Innovation
Mentoring Project: Baseline
lack of integration
into curriculum / programs
Support the identification, assessment and trial of equipment with students who require AT. Support the use of AT to facilitate access to the curriculum, minimize barriers to learning and improve learning outcomes for students. Develop teacher skills and resources in AT, and support the sharing of their knowledge and skills with other teachers and staff.
Mentoring Project
Coaching
SETT
Assessment Tools
Action research
Mentoring Project Components
Capacity Building
conversation skills
listening skills
nonverbal language
giving constructive feedback
developing trusting relationships
Coaching
www.joyzabala.com
S.E.T.T.
Assessing Students’ Needs for Assistive Technology (ASNAT) - Wisconsin Assistive Technology Initiative (WATI)
QIAT - Quality Indicators for Assistive Technology Services
Assistive Technology Rubrics
Assistive Technology Guidelines – NZ Ministry of Education
Assessment Tools
“Investigations conducted by and for the
people taking the action, on their
own action to inform their future actions”
Richard Sagor (2005)
Action Research
Action Research
17
Action Research
Sagor, R. (2005). The Action Research Guidebook: A Four Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin Press.
Bugaj & Norton-Darr (2010)
1. SETT Framework & Action Research training
2. Assessment
3. Coaching visits
4. Ongoing evaluation and teacher collaboration
Mentoring Project Stages
North Coast Region Assistive Technology Mentoring Project
Broken Bay High School and Texthelp Read & Write GOLD :
Limited access to program
Lack of staff training
Lack of student training
Mentoring Project
Mentoring Project
Q1. Will a site licence for Texthelp Read&Write GOLD increase student access to the software?
Q2. Does increase access have an impact on student1 learning outcomes?
1Five targeted students
Mentoring ProjectQ1. Increased Access
1. Increased teacher knowledge of program and requests for training
2. More students accessing program
3. All classes in Year 7 are introduced to the program
4. Staff taking responsibility with an decreased need for 1:1 teacher aide support
Mentoring ProjectQ2. Improved Outcomes
1. Positive attitude of students
2. More on task and independent behaviour
3. Improved internet use
4. Increased quality of assignments
5. Decreased student stress
Mentoring ProjectQ2. Improved Outcomes
Student A Student B Student C Student D Student E0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
HSIE Exam Marks
Student
Per
cen
tag
e M
ark
It Can’t Teach
• Successful inclusion requires differentiation
• Teachers reluctant to change• Differentiation requires expertise,
planning and preparation(Shaddock 2006)
Implications
http://www.cheri.com.au/PDF_Files/CHERI%20XI%20Conf%202006/2ShaddockTony.pdf
Student outcomes
What facilitates changes to teaching?
Teachers• Possibilities
Principals• Provide planning, collaboration and reflection
System• Practical, content-relevant professional
development
(Shaddock 2006)
Implications
http://www.cheri.com.au/PDF_Files/CHERI%20XI%20Conf%202006/2ShaddockTony.pdf
Thanks.
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