Mentoring and

Assistive Technology:A model for Implementation

in Australian Schools

Greg O’ConnorEducation Services Manager, Spectronics

Mentoring Project: Baseline

lack of integration

into curriculum / programs

iPad

Transformational • Differentiation / UDL• 21st Century Learning• Portability• Convergence

Gray & Silver-Pacuilla (2011) Breakthrough Teaching and Learning

SOS

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

Capacity Building

Coaching

SETT

Assessment Tools

Action research

Mentoring Project Components

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 – New Zealand 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

23

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

http://gregoconnor.wikispaces.com

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/teaching 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.pdfhttp://bit.ly/o3uIn6

Student outcomes

What facilitates changes to teaching?

Teachers• Diversity as a Possibility

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.pdfhttp://bit.ly/o3uIn6

http://gregoconnor.wikispaces.com

http://twitter.com/gregoconnor

http://delicious.com/ocgreg

http://www.spectronicsinoz.com

Email: grego@spectronics.com.au

Phone: +61 7 3808 6833

Thanks.