The Impact and Efficacy of Synchronous Online Assistive Technology Training in Nova Scotia 

Barbara Welsford, M.Ed.,  ATP, ATS, LDATS, ADE, Assistive Technology Specialist SSRSB  St.FX University Online AT Course Instructor

Anita Kingdon B.A., Assistive Technology Facilitator SSRSB

Wendy L. Kraglund-Gauthier, BA, BEd, MAdEd, PhD (ABD), Instructional Designer / Editor, Continuing and Distance Education, Saint Francis Xavier University

Assistive Technology & Synchronous Online Training

Assistive Technology (AT) is any device or service that maintains or enhances the functional capability of individuals with disabilities.  Improving performance of the individual is the focus of assistive technology.  Assistive Technology training of school based teams is critical for effective implementation with primary users in any environment. Assistive Technology is a fairly new field that has really only emerged with fervour in the school board scene in the past 10 years. 

More often than not AT expertise in remote areas of Nova Scotia and beyond is difficult to locate.  Creative means to provide assistive technology training is required to address adapted and specialized learning tools supporting students with disabilities in Nova Scotian schools.  There are a few asynchronous online Assistive Technology certification training programs in Canada and the United States.  Due to the broad nature of Assistive Technology, from pencil grips to specialized onscreen scanning software to fidget toys for children with autism and iPod Touches with specialized learning Apps, many in the past have felt that Assistive Technology training needs to be face to face or have asychronous methodologies with face to face components.  We have challenged the Elluminate Live! interface and designed  highly interactive, engaging and effective synchronous training modules for Assistive Technology training of teachers, teacher assistants, parents and caregivers of students with disabilities.  Results of the modules are presented and efficacy and impact discussed.

Abstract

Objectives

Enhance Assistive Technology Training Services in Nova Scotia

To address the need for geographically accessible, broad based Assistive Technology training of teachers, caregivers, parents and support workers of children with any disability we:

1. •Designed, developed and delivered a series of online Synchronous Assistive Technology Training Modules focussed on AT skill development of Paraprofessionals in the South Shore Regional School  Board
   

1. •The majority of Paraprofessionals had not engaged in any online training experiences prior to engaging in these online training modules
   

1. •Modules included Assistive Technology and Reading including engaging and interactive use of various software programs designed to provide struggling readers the opportunities to employ compensatory strategies to access information.   Software included Kurzweil 3000, Start to Finish Books, a variety of reading remediation software including demonstrations of Wordmaker, Simon Sounds it Out, Earobics for phonemic awareness skill development
   

1. •The Elluminate Live AT experience involved Powerpoint presentations on the Reading Process, Video viewing via Training Blogs developed in Blogger.com (shared via offering the link in the Chat box), Web Safaris to search and locate various Assistive Technology service sites and much more
   

1. •Assistive Technology Software programs were Application Shared with the class of 15 Teacher Assistants.  AT software was demonstrated via Application Share and appropriate use and application, match to the students skill sets and needs were discussed.  Teacher Assistants were assigned a task that required indepth reflection of the training and application of skills and demonstration of the knowledge gained.  In Kurzweil 3000 for example (a sophisticated and popular text to speech program) the task was to develop a Kurzweil Book and Test Packet that involved scanning the fixed print document, designing and developing bubble note activities, highlighting features and voice notes to guide and cue students on key information in the reading.  Assignments were completed in pairs in the break out rooms.  The AT and Reading Module was 2 hours in length in the evening from 6-8 pm. and the AT and Writing Module was 1 hour in length from 5:30 - 6:30 in the evening. 
   

Assistive Technology and the iPod Touch Synchronous Online Fee for Service Training

Portable digital devices are popular, effective and affordable Assistive Technologies.  The SSRSB is employing iPod Touches and iPads for many different students with disabilities including those with autism, students who are non verbal, those with Down Syndrome, global delay, learning disabilities and many more.  The range of Apps used with students with disabilities is far reaching and diverse from Sensory Regulation Apps, to ebooks, Text to Speech Apps, OCR Apps that reads aloud text from a captured image, Voice Input Apps, Literacy skill development, Numeracy to Apps that serve as Augmented Communication.  Training on these Apps is required for appropriate match to the student, task and curriculum outcome.  

Methods

Results

Results

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Synchronous, interactive and engaging online Assistive Technology training was well received by all class participants.  They enjoyed the benefits of in-home training, the interactive nature of the modules, depth of knowledge they acquire, clarity, engagement and mode of delivery.  Results indicate that Assistive Technology training, despite the diversity of tools, techniques and strategies can be applied to an online synchronous classroom successfully.  The employment of a document camera for demonstration of handheld digital devices was also proven to be a successful mode of AT online training.  Participants appreciated being able to see the “Apps in Action” prior to purchasing and utilizing with students.  The online synchronous classroom is a highly engaging, affordable, accessible and effective mode of AT training delivery and has tremendous benefits for school boards, NGO’s, Government agencies and private industry.

Conclusions

Participant feedback was extremely positive.  All class attendees indicated they would be more than willing to participate in future Assistive Technology online training in the Elluminate classroom.  They found the presentation mode was easy to follow and the room easy to navigate and learn, the “location” was ideal for those who live in remote locations and who did not want to, or could not, leave the home for training.  People attending the March 3rd online ipod touch training were from Ontario, Newfoundland, New Brunswick, Ontario and Nova Scotia.  They particularly enjoyed the video demonstrations of the Apps used by children with various disabilities.  They found the information to be extremely iinteresting, engaging and beneficial.  Other presentations via online training do not, that we know of, employ the use of a doc camera to demonstrate live iPod Touch activity.  This is extremely beneficial when making decisions on appropriate Apps for students with disabilities.  The Elluminate classroom also proved extremely efficient in teaching Assistive Technology software like Kurzweil, Dragon, CoWriter Word Prediction and many more with the use of Application Share.  Students could download demos on to their own computers and follow the moderator as she taught the program.  Assignments could be completed in pairs in break out rooms and discussions in small groups proved beneficial to all participants.  We also were able to demonstrate using the close captioning of the moderator’s lecture when using Voice Recognition software application shared with a basic Word processing program in Elluminate.  This negated the need for a ghost writer or scribe for hearing impaired participants.