This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered the survey call and we are extremely grateful for their help.

1. Assistive Technology and
Associated Training
Abi James & E.A. Draffan with thanks to
Deb Viney and Sue Wilkinson

2. http://www.flickr.com/photos/mwichary/2346230057/sizes/o/in/photostream/
Current
situation
Action Required
Goal
GAP

3. Overview
• Terminology – Facets of Assistive
Technology
• Training – Review, Revise and Rethink
• Future Trends – Support needs
http://tdevice.net/philips-flud-futuristic-flexible-smartphone-concept/

4. A Vision of Students
Michael Wesch, Kansas State University (2007)
YouTube video – now updated Jan 2011 http://visionsofstudents.org/

5. Access
Personalisation
and Accessibility
Productivity Tools
Free, Portable and Online
Technologies
Many Facets of AT
When is a
technology
NOT
assistive?

6. What is assistive?

7. What is assistive?
“I can wake up to my phone’s
alarm and check the weather. This
task previously required a
specialized Braille or talking watch
and/or lock and use of radio or
television for weather information.”

8. Does the name matter?
Assistive Technology (AT) is any product or service designed to
enable independence for disabled and older people. (User
group consultation at the King's Fund, 2001)
• Understanding the meaning of AT from the point of view of
the student and the wider audience, supply, advice and
training plus funding implications
“what's AT? do you mean IT? I learnt how to use my
software/hardware. IT was also a great confidence booster.”
“I doubt u could get someone who's pro in IT pro in grammar
and pro in art theory all together.”

9. Terminology
“The boundaries between general and specialist IT equipment
are blurred with a total interdependence of one upon the
other.” BIS response 2013
• “…I was able to store my important pieces of work on there
[the laptop] and use the 'Read & Write' software on there as
well. This hardware has helped me to keep up with my work
and completing them on time.” (Student with SpLD)
• “MS office. I could personalise documents and make them
colourful to make them easier to read. I could print out and
look at powerpoints and notes before lectures meaning i got
more out of lectures. It meant i could work on my assignments
at home at my own level and pace. Wouldn't have been able
to it without it!” (Student with SpLD)

10. Discussion time
Does the fact that there are blurred boundaries
between the types of technologies available affect
student, instructional and funders expectations,
technology provision and training outcomes?
10 minutes
• Read the student comments provided then share the results
of your deliberations with the wider group providing us with
your thoughts on how to define Assistive Technology within
the current funding structure.

11. Hardware Recommended &
Usefulness
0
10
20
30
40
50
60
70
80
90
Percentage
recommended
useful
DSA Survey 2012

12. Software Recommended &
Usefulness
0
10
20
30
40
50
60
70
80
Percentage
recommended
useful
DSA Survey 2012

13. DSA benefits students by…
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
All Aspergers, autisum
spectrum
Chronic medical &
fatigue
Hearing Impairment Mental Health Mobility Impairment
& Pain
SpLD, ADHD Vis Imp
Classification of comments made by students about using Technology
Using shared facilities Keeping up & performing to abilities Accessing AT

14. Technology Training
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Training by a specialist
IT trainer in my home
Training by a specialist
IT trainer on campus
Training by a member of
the Disability Team on
campus
Training by the
equipment supplier on
delivery
Grand Total
Rating of training by delivery method
Very helpful
Helpful
Quite helpful
Not helpful
Not at all helpful
Took up all the training hours

15. Technology Training
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Diagnosed at FE/HE Diagnosed before FE/HE No AT before DSA Access to AT before DSA
Breakdown of training take vs. students pre-university experience
didn't take up training
took up training

16. Drop in Centres to ‘Review,
Revise and Rethink’!
F2F and online?
27.2%
17.2%
10.9%
35.9%
reminder sessions each academic
year
shorter sessions more regularly
one off training session
drop in facility
How could the AT training be better? (Survey 2012)

17. Discussion
• 98.9% students indicated that the DSA technology support
had helped them overcome barriers to learning.
• 60% took up training and of those, 54% found it helpful or
very helpful.
Thinking about the ratings provided by students about training
consider the reasons why 40% fail to take up training and 45%
query its helpfulness?
10 minutes
• Read the student comments provided then share the results
of your deliberations with the wider group providing us with
some possible solutions to this dilemma

18. Cloud Computing, Mobile
Apps, Social
Reading, Tablet
Computing
Adaptive Learning
Environments, Augmented
Reality, Game-Based
Learning, Learning
Analytics
Digital Identity, Gesture-
Based Computing, Haptic
Interfaces, Internet of
Things
Future IT Trends a help or a
hindrance?
(Horizon Report HE shortlist 2012 followed by their 2013 report )
1 year
or less
2-3
years
4-5
years
MOOCS & tablet
computers (2013)
3D printing & wearable
technology (2013)

19. “Digital literacy is less about tools &
more about thinking.”

20. Learning Tech and the future
“Students in the 2011/2012 survey showed a marked preference for
equipment that was light and portable and easy to use when in lectures,
around the university and for organisational purposes. “ (BIS survey 2013)
• “Ipad or tablet. I am quicker at writing on a keyboard but I am
unable to carry my laptop everywhere with me due to its
weight and size.” (Student with Mental Health issues)
• “Because of neck problems it is very difficult to read notes
etcetera from a flat surface. An e-reader would be very useful
because of the small print/feint print of books” (Student with
Chromic medical condition)

21. Other Technologies
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Students commenting on the need for other technologies that may have
been of benefit

22. Discussion time
Considering the changes in portable technologies and the way
students will be engaging with learning materials in the future
via online learning portals with MOOCs etc – How will this affect
the future supply and support of Assistive Technologies?
10 minutes
• Read the student comments provided then share the results
of your deliberations with the wider group.

23. Explore
options
Functional
Response
Personal
Changes
Evaluations
and
Feedback
Personal
Perceptions
Functional
Demands
Environment and Context
Home Education or Work Community
External Support
Personal
Resources
The
Missing
Piece

24. Agile Technology (AT) User
Needs (e.g. Curriculum tasks, activities, setting, social
communication, access and independence)
Strategies and Technology Choices (e.g.
Assistive / Productivity / mobile /free and
online)
Considerations (e.g.
time, skills, personalisation, training, attitude
and preferences, available technology, costs)
AT
User
Research
Strategies
Evidence
Based
choices

25. Thank You
E-mail: a.james@soton.ac.uk and ead@ecs.soton.ac.uk
http://www.slideshare.net/eadraffan/assistive-technology-and-
associated-training
“It is only with this assistance that I can remain in
University learn to think for myself have an
opinion, gain knowledge and broaden my hoizens and
future. I cannot thank DSA enough for this help and
support and the boost it has given me in hopefulness
and courage. Please keep this going to others in my
position it is the best value for money I have seen in
the public sector for many a year.” ( exact quote SpLD
Student – DSA Survey 2012)