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Getting Student Buy-In:

Getting Student Buy-In:. A Case Study Presented by: Shelley Burnside. Goal. To share and gather effective strategies for breaking down barriers to the use of assistive technology for our students who need it to succeed. How?.

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Getting Student Buy-In:

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  1. Getting Student Buy-In: A Case Study Presented by: Shelley Burnside

  2. Goal • To share and gather effective strategies for breaking down barriers to the use of assistive technology for our students who need it to succeed

  3. How? • By gaining understanding of one student’s challenges and his break through

  4. How? • By thinking and talking about similarities and differences in the students you serve

  5. How? • By thinking and talking about SPECIFIC things that you CAN do that you haven’t yet tried • By identifying specific resources that you have not yet accessed

  6. Quite ‘A’ journey History: ‘A’ has attended 7 different schools

  7. ‘A’ has had difficulties with :(in broad terms) • speech production • written production • attendance • behavior • work completion • academic success • health issues including diabetes

  8. Interventions over the years… • Psychologists • Speech/Language Therapists • Occupational Therapists • Social Workers • Family Law Agencies • Medical Doctors

  9. Pre-Schooling History • There is no written information about pre-school history in A’s Ontario School Records. • He is 18 and he would not give me permission to approach his parent(s) to interview them.

  10. According to ‘A’ He reported to me: • that he was a ‘normal baby, not premature or anything like that’. • that he missed a lot of school in JK because he had pneumonia and was diagnosed with diabetes which required lots of doctor’s visits. • that he thinks that he should be left handed but he made himself use his right hand so that he would ‘not stand out’ from his peers in JK any more than he already did because of his health issues.

  11. What do you see? (2004)

  12. What strikes you now? (2010)

  13. Insights gained from WIAT-II • This kid definitely has cognitive ‘horses’ • I saw a gap that I thought could be bridged with text-to-speech technology • A told me that he wasn’t stupid and ‘didn’t need to be read to’.

  14. Now what? • I had to find a way to use A’s strenghs (namely his analytical talents) to get him to see the value in assistive technology • So, I went looking… and found the reading tests on the CAT- IV

  15. CAT – IV for grades 10+ • Two reading comprehension tests, one informational, one literary • Both forty questions • Both 50 minutes long • I proposed to A that he ‘prove’ to me that the assistive tech would make no difference….he said yes.

  16. In all fairness: • I flipped a coin to see which test would be done with/without the assistive technology • I gave A a short introduction training on how to use Kurzweil, pick a voice, adjust the rate of reading etc.

  17. Anecdotal: After the first session: • I asked A how it went and he said ‘It was OK….I couldn’t finish the test.’ He was dispondent. We talked a bit about Kurzweil and the effect that I hoped using the auditory channel would have on his reading …I told him I thought he would be pleasantly surprised. He said, ‘I hope so.’

  18. Anecdotal:After the second test (with AT) • A completed the whole test with 8 minutes to spare. • He observed that he was ‘not tired after reading all that’ and he felt that it ‘sped me up’ and filtering out the mistakes that the voice made ‘was easy’.

  19. The Results

  20. Outcome • I didn’t say anything. I just handed A the score sheets with the table comparing the results. • He said ‘OK….so maybe I do need to be read to!’ • A is currently using AT to access the curriculum and edit his written work. • He is on track to graduate in January

  21. Future Plans • A has applied to a Business program at an Ontario College and been to an introductory program for students accessing assistance through the LD centre at that college.

  22. What I learned from this…. It is never too late.

  23. Pay attention to what the testing tells you… • All the information that I had was available from the WIAT-II test results done when A was 13 years old.

  24. How has this impacted the way I do my job?

  25. Authenticity • I never use ‘samples’ to train kids on their programs….I ask for work that they have to complete for marks and show them how the programs make it easier for them.

  26. Access • I work with the classroom teacher(s) to make access to the laptop as simple and seamless as possible.

  27. Acceptance ( Peers ) • The programs should be accessed by all the students in the class, not just the identified student. • I train teachers in the use of universally (in our board) available software that benefits all the students.

  28. Next Steps: • Authenticity • Access • Acceptance Think of one change you CAN make. Think of one person who can help you.

  29. Thank you

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