Figure 1 Assistive Technology system with existing and new equipment
As Kate progresses through her schooling, she is finding that she needs to regularly review the technology she is using to access the curriculum.
She is also finding that she often needs to use different combinations of tools and strategies dependent on the tasks.
Meredith Pitcher (BLENNZ Resource Teacher Vision) gives an overview of the process Kate negotiates as she explores some of the technology options during a recent assistive technology review. Continue Reading →
Figure 1 Student using Mountbatten and cake board
Shannon, aged 10, accesses reading and writing by using Braille. As she is becoming a more confident and competent reader and writer, she has needed to evaluate her technology options to ensure that they are supporting her learning rather than holding her back.
Alison Prskawetz (BLENNZ Resource Teacher Vision) describes the process of finding a successful technology solution in collaboration with Shannon, her parents and whānau and Shannon’s wider education team. Continue Reading →
At 11 years old, Michael is a proficient braille user who has recently moved to intermediate school.
At primary, Michael had been using the Mountbatten brailler, but both he and his team felt he was ready to move onto a more sophisicated and mobile notetaker.
Isobel describes the process of selecting the “best fit” to meet Michael’s needs.
She also highlights the need for flexibility, resilience and humour in both the student and the teaching team, as they adjust to new ways of working. Continue Reading →
Mitchell uses a CCTV with a distance camera to access worksheets, print materials and the class taskboard.
Sue Fletcher talks about how providing a supportive, well planned environment for Mitchell has helped him to learn within a mainstream setting. Continue Reading →
