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Assistive technology, particularly computer based, plays an important role in assisting some students to access and successfully complete education and training courses. New software packages now make it possible to speak to your computer and have it type what you say or have the computer read to you what’s on the screen.

Some other examples:

Students who have difficulty:

• software that provides enlarged text, voice and/or Braille output and/or closed circuit televisions to magnify materials;

• voice recognition software which produces typed work on a computer;

• a personal FM system which amplifies sound;

• specialised computer software programs which assist some students with learning disability with essay writing;

• ergonomically designed chairs which support a person’s posture and help alleviate pain; and

• head pointers or mouth joysticks which can be used to control computers.

Factors to consider

• Technology is an assistive aid, not a `cure all’. Assistance from teaching staff is often more important.
• One piece of equipment may work well for one student but not for another, even if that person appears to have the same functional impairment.
• Students may be aware of and knowledgeable about technology, or they may have unrealistic expectations regarding its capabilities. They may require time to become proficient in its use.
• Access to assistive equipment may be restricted by cost;
• Students who need to use assistive technology and ergonomic equipment are not gaining any unfair advantage over other students. They use such equipment in an attempt to minimise the effects their disability has on their learning.
• "High tech" remedies are not always called for as a "low tech" solution may be possible. Many ingenious designs and uses of low cost materials have provided students with adaptations needed to participate.

 

Good Inclusive Practice

• Communicating early with students allows time for effective strategies to be put in place and 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 its capabilities will help in the process of determining teaching strategies and appropriate assessment methods to meet student requirements.
• Often students would prefer to hide the fact that they use such equipment. You can assist students by being sensitive to this and not drawing undue attention to them.
• Avoid making assumptions about what students can and can’t do as, in many instances, technology is available which can assist them to achieve what may appear impossible.

If you are unsure about any aspect of the technology or its use, contact someone with experience. (See Section 6 for details)

National Training Authority, 1997.

"The key element in curriculum planning is to forge strong links between planned educational intentions, course content, teaching and learning methods, and the assessment of student learning while taking full account of student characteristics." (UniAblity)

As is the case with assessment practices, many teachers feel hesitant about instigating or agreeing to adjustments being made to course curriculum. Concerns appear founded in a belief that course standards may be compromised and in turn, the students’ ability to attain professional registration/industry requirements may be impeded. Curriculum adjustment is not about `watering down’ training or academic requirements and standards or making the course `easier’ for some students. Curriculum adjustments should not compromise the required skills or knowledge for a particular course.

• examining content and/or delivery processes to find alternative ways for students to achieve equivalent learning outcomes/essential competencies/academic standards;
• providing a way to minimise the impact of students’ disabilities upon their performance without compromising course standards; and
• challenging existing practices and procedures in order to develop more inclusive ways of designing and delivering curriculum.

The Competency Based Training (CBT) can accommodate the needs of different styles of student learning whilst examination based courses appear less flexible in this regard. However, by carefully examining course requirements to identify what is essential, teachers, in close consultation with students, have determined alternative ways for students to achieve academic requirements.

Example: a situation occurred where the course required that a student perform practical experiments. The outcomes rather than the manual skills were deemed to be the essential course requirements. A student who had insufficient manual dexterity and fine motor control to do the experiments was instead able to work with a `buddy’ to observe and record the results.

There are a number of ways in which courses can be made more inclusive. Increasingly, teachers are successfully utilising technology to build in flexibility to the courses they design and deliver. The emergence of choices in:

• mode of learning (eg. external studies, "open learning", mixed mode, "on-line learning" or "flexible delivery"); and
• more considered attention to course scheduling (eg. part-time attendance being made more convenient, availability of "summer schools", mid year entry to some University courses) have proved beneficial for all students.

• greater focus on the practical demonstration of skills rather than theory
• making course materials available on the Internet
• modification of practical components to accommodate the needs of students who have a mobility or sensory impairment

• assistive technology
• tutorial support
• a `buddy’ to assist the student to complete physical tasks

• (See Fact Sheet 5 for suggested assessment adjustments)

Refer to Fact Sheets 4 for suggested guidelines for the flexible design and delivery of curriculum and specific examples of adjustments.

Flinders University of South Australia, The University of Adelaide and the University of South Australia, 1993.

2.8 INCLUSIVE ASSESSMENT PRACTICES

Assessment affects students in many powerful ways as for many, obtaining a pass or achieving competencies is their primary motivation. Should the assessment method prevent students, because of their disability, from demonstrating their skills and knowledge, then the potential for discrimination and for making serious errors of judgement about an individual is evident.

• a learning disability;
• acquired brain injury;
• psychiatric disability;
• deafness or hearing impairment (especially if the condition occurred as a child);
• a medical condition;
• side effects of medication.

Inclusive assessment strategies should always;

• be negotiated by the student and staff
• consider the individual student’s needs
• maintain the integrity of academic standards and competency requirements. The same academic and skill requirements should be applied to all students whether or not they have a disability.
• be applied flexibly
• where possible, be applied to all students, rather than singling individuals out, eg. extended reading time may not diminish the competency standard.

The purpose of inclusive assessment is to ...

• minimise the impact of the student’s disability upon assessment performance and so accommodate the functional differences which exist because of the disability;
• place such students on a more equal footing with non-disabled students, not to give them any additional advantage; and
• provide all students with the opportunity to perform to their potential.

Examples of possible inclusive assessment strategies

Listed are examples of the considerable range of alternative assessment which exist. Most of these strategies tend to be directed towards examination-style assessment which may not initially appear relevant to some courses. However, in the same way that assessment can be structured differently, student learning can also be measured in a variety of ways, and readers are encouraged to consider the following alternatives in light of whatever assessment practices currently exist within their courses.

Acknowledgment is made of material reproduced with permission from the following sources:

Roger and Jordan, 1993.

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