March 2008 Report
This fall saw the launch of an exciting new pilot project to provide assistive technology services to First Nations’ schools in British Columbia in the 2007 – 2008 school-year. SET-BC (Special Education Technology - British Columbia) and FNESC (First Nations Education Steering Committee) collaborated to create this project, and our students received technology and support in throughout this school year.
This report outlines the services that have been provided by SET-BC up until March 15, 2008.
Students Participating in the Pilot Project
Representatives from FNESC’s Special Education Department and SET-BC reviewed the requests and prioritized students to receive equipment and support. The screening committee has identified 27 students to receive equipment in the project in 2 service cycles. One additional student has transferred into the program with SET-BC equipment she received in a previous school district.
In our first cycle, twelve students were selected by the screening committee and the SET-BC consultant met with school teams for the students in September and October.
- Schools: Brentwood Bay, Ladysmith, Gold River, Port Hardy, Mt. Currie, Agassiz, Ahousaht
- Age/grade: from 5 to 16 years, from pre-school to grade 9
- Disabilities: Students have various challenges, including autism, deaf blindness, cerebral palsy, spina bifida, hydrocephalus, Down Syndrome, developmental delay, vision impairment, communication disorder, language development delay, and fine motor difficulties.
In our second cycle, we identified 15 more students for service. Equipment delivery and training is still in process for some of the students in this cycle.
- Schools: Chase, South Hazelton, Kispiox, Moricetown, Fort Nelson, Duncan, Nanaimo, Lower Nicola, Masset, Bella Bella, Fort St. James, Agassiz
- Age/grade: from 5 to 47, from kindergarten to an adult program in an Education Centre
- Disabilities: Students have various challenges, including vision impairment, autism, sensory-motor integration disorder, Down Syndrome, severe articulation and receptive/expressive language disorder, moderate to severe cognitive delay, and fine motor difficulties
Equipment Provided During this School Year
- Computers:
- 6 desktop computers
- 7 laptop computers, 4 with large monitors
- Specialized devices:
- 11 SmartSpeak voice output communication devices
- 1 Voice output communication device – still trialing to find appropriate device
- 1 Flipper CCTV and Room Viewer – magnifies text from printed page onto a computer monitor, also magnifies objects from a distance onto the computer monitor
- 1 Palm Pilot – used with a student with autism to organize his daily schedule and assignments, to make up visual schedules and work completion lists
- Specialized hardware for computer access:
- Switches and switch interfaces
- Alternate keyboards
- Trackballs
- Specialized software:
- Scan and read: Kurzweil 3000
- Talking word processor with picture support -Clicker 5, IntelliTools Classroom Suite 4
- Word prediction - Co:Writer and WordQ
- Communication software - Speaking Dynamically Pro
- Picture communication symbols - Boardmaker
- Early literacy development– Balanced Literacy
- Access for math worksheets - MathPad Plus
- Switch training – Teaching Access Ability, Everybody Has Feet, Old MacDonald’s Farm, Choose & Tell Nursery Rhymes, Switch It Maker 2
Training
Training is arranged to take place as the equipment arrives in the schools. Various training opportunities are available for teams in this project:- In First Nations schools – one to one, small group sessions and/or larger school workshops
- Every team that has received equipment has had training opportunities
- In two instances, SET-BC regional staff have assisted in training for students in their teams; in Fort Nelson and in Fort Saint John
- Two larger-group training sessions for Clicker 5 have taken place in schools for general staff training
- Online – individuals and/or small group sessions. SET-BC provides these online training opportunities for all BC schools.
- Some remote teams have received training through online sessions
- Some equipment trouble-shooting and implementation collaboration has occurred through online sessions
- SET-BC regional workshops in BC provincial schools – larger group sessions, when available in area.
- School teams have been contacted by SET-BC regional staff to invite them to regional training opportunities
Follow-up forms are being sent from SET-BC six weeks after the arrival of equipment to track implementation and support needs. A designated member of the team receives and reports information on behalf of all team members. To date we have not received any follow-up forms back from our teams. We expect to have these by the end of the school year.
Comments on the Project to Date
We have received much support and a warm welcome from all of the First Nations schools involved in the project this year. School teams are excited to have the opportunity to provide technology support for their students.
- Previous knowledge and experience of assistive knowledge varies between schools, but all are keen to learn more and provide effective and innovative implementation for their students.
- Most schools have expressed a desire to learn more, including a deeper knowledge of tools and more implementation strategies using these tools.
- Some schools have expressed an interest in developing culturally-appropriate materials to share with other communities. Specifically, XIT’OLACW Community School in Mount Currie would like to develop Clicker 5 activities around themes specific to their geographic area and Quw’utsun Smuneem Elementary School in Duncan is creating accessible books in their First Nations language.
- School administrators have been very supportive, and sometimes creative, in their acquisition of things such as printers, scanners, purchase of supporting software, and release time for staff to receive training.
- School-based technical staff has also been supportive, assisting when they can with internet connections and access to school networks, printers and educational software.
The introduction of assistive technology to First Nations schools in British Columbia this school year has been a worthwhile and successful project. Some students who experience difficulty expressing themselves with words now have a communication device to enhance their ability to express their needs, wishes and knowledge. They now have a way to participate more effectively in learning and play activities with their fellow students. Students who have physical difficulties now have writing tools, a computer and/or specialized access tools that give them a way to access curriculum and demonstrate their knowledge and skills. Students with visual impairments have tools that allow them to participate in classroom activities and complete assignments more easily and effectively. In some cases, students with behaviour difficulties are able to express their needs and wishes in more appropriate and effective ways.
School teams that work with these children are gaining new skills and are enthusiastic to create customized and motivating activities for their students using these tools. They are beginning to see the potential of technology to assist their students to become successful in their learning.
The introduction of this project has been very successful. We recommend strongly that continuation and expansion of support for these students and others take place in the future.
It has been a pleasure and an honour to participate in this very exciting project, and we thank you for the opportunity.
Respectfully submitted March 15, 200
Carol Graham, SET-BC Assistive Technology Consultant
Joe Cash, SET-BC Provincial Consultant
Elaine Ferguson, SET-BC Provincial Coordinator