Inclusive Practice is Good Practice - Fact Sheet 3.1: Assistive Technology


CONTENTS Section 1: Introduction Section 2: Strategies Section 3: The Law Section 4: Rights and Responsibilities Section 5: Code of Practice Section 6: Who can Assist? Appendix A: Examples Appendix B: Appropriate Language and Behaviour Appendix C: Fact Sheets Bibliography References Tasmanian Organisations Acknowledge- ments To read PDFs Get Acrobat Reader.		This Fact Sheet is available in PDF Format. To Access and download this version click here. Introduction and General Guidelines The following series of Fact Sheets contain information about a range of equipment commonly used by students to help them in their studies. Each Fact Sheet includes: a brief description of the technology; an indication of who the equipment may assist ; some suggestions regarding how you can assist your student; and a list of sources of further information and assistance. The intention of these Fact Sheets is to provide you with basic information about the technological possibilities that currently exist and practical guidelines for inclusive teaching practices that will assist your student to gain maximum benefit from the use of the equipment. Important Information ... The range of technological equipment available today is immense and changing constantly. The information contained in these Fact Sheets does not attempt to comprehensively cover the full range of equipment currently in use, nor does it provide full technical details of all the features and functions of specific computer software and assistive equipment. This information is not an endorsement or review of assistive products. Where specific products are cited, they are done so purely to illustrate examples of the technology and how it can assist a student and do not represent recommendations of one product over another. Good Inclusive Practice ... Communicating early with your students will allow enough time for effective strategies to be put in place and provide the opportunity for you to gain an understanding of how the technology works in assisting students. Find out about the limitations of the technology. Having realistic expectations about it’s capabilities will help you in the process of determining teaching strategies and appropriate assessment methods to meet the individual needs of the student. Most students would prefer to hide the fact that they use such equipment. Please be aware that there is often a stigma associated with using this equipment. You can assist your student by being sensitive in the way you interact with them in the class setting. If you are unsure about any aspect of the technology, contact someone with experience. The contacts listed on this sheet are a good place to start. It is important to remember that, whilst technology and equipment is useful, assistance from teaching staff is often more important. Who Can Assist ... At University - Disability Advisers South Ph. 6226 2381 North & North West Ph. 6324 3787 At TAFE - Disability Liaison Officers South Ph. 6233 7347 North Ph. 6336 2702 North West Ph. 6434 5804 Australian Maritime College Ph. 6335 4792 OVET - VET Access & Equity Ph. 6233 4570 ACCESS & Equity Project of Northern Group Training Tasmania Ph. 6334 2266 Independent Living Centre of Tasmania Ph. 6334 5899 Useful information can be found at the following websites: Australian Rehabilitation & Assistive Technology Association (ARATA) http://www.iinet.net.au/~sharono/arata/index.html DISinHE: (Teaching Everyone - Disability and new Technology, a Guide for Teachers) http://www.disinhe.ac.uk/resources/guides/teaching_everyone GOOD PRACTICE A student who had cerebral palsy enrolled in an Information Technology Course but was soon having problems keeping up with class computer work. His impairment made it difficult for him to efficiently use a conventional mouse. Staff of the Department first talked to the student to find out exactly what his requirements in this area were. As the student himself was unsure about what he needed to overcome his difficulties, staff, with the students consent, contacted relevant agencies, researched the availability of assistive equipment and arranged for the purchase and installation of a `track ball’ which suited the students needs.
		Introduction \| Strategies for Inclusive Practice \| What The Law Says \| Legislative Requirements \| Rights and Responsibilities \| Code of Practice \| Who Can Assist? \| Examples of Inclusive Practice \| Appropriate Language and Behaviour \| Index to Fact Sheet Series \| Bibliography \| Recommended References \| Tasmanian Organisations \| Acknowledgements