Using Assistive Technology (AT) to Support Learners with Additional Support Needs

As we look forward to the Additional Support Needs (ASN) Scotland Conference, we are excited to interview Kirsteen Steven, Assistive Technology and Additional Support Needs Teacher at CALL Scotland, University of Edinburgh.

According to the Scottish Government’s annual census of pupils and teachers in 2023, 259,036 children have additional support needs in schools, equating to 37% of all pupils.

With extensive experience in integrating assistive technology (AT) into educational settings, Kirsteen answers our questions on the effective use of assistive technology (AT) to support learners with various support needs, implementation challenges, and the future of technology in ASN education.

How can educators effectively use assistive technology to support learners with different forms of ASN, such as dyslexia and autism?

While technology can significantly aid learners with ASN, it’s important to acknowledge that it’s not a one-size-fits-all solution. It’s unrealistic to expect technology alone to close the gap between learners with ASN and their peers completely. At CALL Scotland, we focus on ensuring that the chosen technology meets the specific needs of each learner. This is why our assessments are guided by the Joy Zaballa SETT framework, which emphasises collaborative decision-making throughout the assistive technology service design and delivery process.

To maximise the effectiveness of AT, it’s crucial that all staff have a deep understanding of how to use the specific tools effectively. Providing time for comprehensive staff training is essential to our involvement, ensuring that the tools are used to their full potential.

What are the key challenges in implementing assistive technology in classrooms, and how can they be overcome?

Implementing assistive technology in classrooms comes with several challenges:

• Time: Teachers often struggle to dedicate enough time to individual learners in a busy classroom environment due to numerous demands.
• Personnel: When a teacher is responsible for an entire class without additional support, implementing modern technologies can be challenging, especially if a learner is dysregulated or unwilling to engage with learning materials.
• Hardware: Schools might not always have the necessary AT hardware available because the right devices are not in stock or due to budget constraints. A school not having a device available for a learner can prove to implement recommendations challenging. At CALL Scotland, we offer a loan bank of equipment for trial periods. If the technology proves beneficial, we recommend that the Local Authority purchase the items.
• Software: Centrally controlled school devices can make it difficult to add new software, especially if it involves data, requiring Data Protection Impact Assessments (DPIAs). Each Local Authority needs to complete this paperwork, which can be time-consuming. However, discussions are ongoing through Glow key contacts about potentially sharing this paperwork with authorities in the future.

Can you share some examples of how assistive technology has transformed the learning experience for students with ASN?

For many learners, it can often be small adjustments that can make all the difference; it is about knowing your learner and ensuring that the staff supporting the learner having the necessary training, so they can get the most out of any assistive technology recommendations that are made. For instance, we have seen great success stories like that of Hamish, a learner with dyslexia shared on our website.

It can take time to ensure that a learner’s needs are being met. As we know, needs can change over time and can also be dependent on the setting.

Malcom is a learner who has been supported by CALL Scotland throughout his learning journey from Nursery through to Secondary. It is a journey, particularly for a learner with complex physical needs, it also requires a team effort from the learner, their family, and all education and health professionals supporting them.

How do you ensure that assistive technology tools are accessible and user-friendly for both students and educators?

Ensuring that AT tools are accessible and user-friendly for both learners and educators involves several key strategies to be in place: –

Firstly, they need to be selected with the end user in mind. This means involving them in the process of understanding their needs and taking account of their preferences at all times. This always forms part of our in-person assessment visit.

Next, we need to ensure that proper training is provided for both the learner and key staff who will be supporting the learner. Not only is this initial training to set up new tools but also provides ongoing support to ensure the learner is gaining maximum benefit from the technology.

Educators need regular opportunities to engage with new AT tools to help them develop best practices for integrating them into their teaching. To support this, we offer a high-quality programme of Professional Learning at CALL Scotland, full details of which can be accessed here. We also share regular updates via our social media channels.

Finally, adhering to established accessibility standards (such as the Web Content Accessibility Guidelines) ensures that AT tools are usable by individuals with various disabilities. This includes features like text-to-speech, screen readers and alternative input methods.

What future trends do you see in the development of assistive technology for supporting learners with ASN?

With a growing population of learners being identified with ASN, it is an area that must continue to develop and grow. There are currently several areas of fast paced development: –

AI (Artificial Intelligence) integrations provide particularly personalised support as they adapt to the individual needs of learners and can be refined as the learner progresses.

Augmented and Virtual reality can be used to create an immersive learning experience. These can help learners with ASN engage more deeply with educational content, making the learning experience more interesting and effective.

Wearable technology such as smartwatches is being developed to assist learners with their needs. For example, providing required reminders, offering sensory feedback, tracking health data all these functions can support learners to manage their daily activities.

Voice-activated assistants such as Alexa, Google Assistant and iOS’s Siri are also increasingly used in educational settings. These can provide hands-free access to information and reminders.

Universal Design for Learning (UDL) emphasises designing educational resources and environments accessible to all learners. The principles of UDL ensure that AT tools are flexible and that they are customised to meet diverse learning needs in today’s neurodiverse classrooms.

Platforms being used which provide a more collaborative learning experience for learners, such as Teams and Google Classroom. These can facilitate better communication and enable collaboration between learners and educators.

We now live in a very data-driven world and education is no different. With the availability of data analytics from AT tools, we can better support our learners as we are more able to closely track progress and identify areas of difficulties.

With all these developments AT will continue to be more commonly integrated and personalised, therefore resulting more positively in supporting our learners with ASN.

We are looking forward to further exploring these topics at our Additional Support Needs (ASN) Scotland Conference. Join us to learn more about how we can continue to enhance the educational experience for all learners.