This blog is part of our Quality Times series, inviting professionals working with young people with SEND / ALN in further education to speak about their work developing quality provision.
Fatima Prol Vidal is the Assistive Technology Specialist at QAC.
I am the assistive technologist specialist at Queen Alexandra College (QAC). In this article, I describe the work that QAC has been involved in leading to the creation of my post in 2022. I will also share the significance of needs based assessment for assistive technology (AT) and the impact this has on some of the students I support.
Many of my students overcome challenging barriers using AT. Communication devices such as Gridpads allow students to have a voice and communicate their needs. Some students also benefit from the use of built-in accessibility features like immersive reader in Microsoft 365 or contrast themes in Windows 11. Others may need special equipment, for example, a CCTV or a reading pen. When it comes to AT, there is no “one size fits all”. Not every tool or piece of technology will suit every student. A high-quality AT provision requires a bespoke AT assessment.
Rome was not built in a day! In 2012, Queen Alexandra College (QAC) and another nine colleges took part in the DART2 project (Disseminating Assistive Roles and Technology 2), the second research project that followed the original DART project in 2010. This was supervised by Natspec and Colleges Scotland. QAC was offered training and guidance in areas such as assessment procedures, alternative and augmentative communication (AAC) devices, AAC software and alternative input devices. The DART project identified the positive impact of using AT and highlighted how a dedicated assistive technologist significantly enhances the quality of provision in the colleges that took part. In 2018, QAC had an AT consultation from TechAbility. The consultancy report provided guidance to improve the college provision using AT. One of TechAbility’s recommendations was for the college to create a dedicated assistive technologist role. Finally, in 2022, the position was officially created for the first time at QAC, and I was appointed to the role. This was the result of a decade of reflection, collaboration, and strategic planning with quality provision as its core.
In ancient Roman times, there were different types of bridges depending on the needs. A pontoon was a temporary and cheap bridge, perfect for military purposes where a quick solution was needed. Aqueduct bridges were specifically designed to convey water over long distances across valleys, and so on. We previously established that assessments were an important part of the role. But why? To put it simply, an AT assessment is like a bridge. A bridge between “what’s the challenge our students are facing?” and “how can AT help overcome that challenge?”. Similarly, my job could be considered another bridge between our students and the tools they need to succeed in their curriculum. For example, a student with reading difficulties or with a diagnosis of dyslexia will probably struggle with reading, spelling, and grammar. AT can help overcome these barriers by offering text-to-speech technology, a pen reader and spelling/grammar checkers. The assessment also gives us valuable information; it is an opportunity to meet the student and listen directly to what they think about technology and what they think they need from it. But depending on the students’ needs, “the bridge” (assessment) may vary. Given the diversity of my line of work, where each student brings a unique set of strengths and challenges, a flexible, personalised approach is paramount. Some of our students are too anxious to commit to a full assessment, which sometimes may be an hour long. We also have students with a reduced timetable. In these cases, I can offer a more informal approach, and we can have a conversation that targets specific needs, such as accessibility settings in Windows 11. There is no standardised assistive technology assessment, but all roads lead to Rome!
Managing expectations is a necessary part of any job. In an ideal world, all students would receive an AT assessment. We have 400 plus students at QAC and only one AT specialist, therefore, we have an initial identification process; students are shortlisted for assessment through their EHCP if AT is mentioned. However, tutors, families and even the students themselves can request an AT assessment at any point, even if there is no mention of AT in the student’s EHCP.
Before starting any assessment, I always introduce myself and explain what I do. I make sure the student understands that I am here to help them with technology. I also clarify that there will not be any tests or grades. I make it clear that as part of my job, I offer suggestions and advice, but it is always their choice if they want to follow them. Finally, I explain to them what to expect next. In this way, I reduce anxiety by explaining the process, and the student is in control as they make the decision whether they want my support. Relevant staff are also informed of the process and outcomes. AT assessment reports are written upon request by families, local authorities and other stakeholders as required. 
TechAbility (AT support service to Natspec colleges) provides guidance on how to carry out a good AT assessment. Through TechAbility’s champions support, I came across an assessment form that I adapted to my organisation’s needs. My AT assessment is broken into 4 sections:
- I gather the student’s basic details and information (name, classroom, special needs considerations, etc.)
- Discussion and questions that help me know the student better, including their current level of ICT skills (do you have a phone? do you have a PC or laptop at home? What do you use technology for? Do you find technology difficult? etc.)
- AT assessment, where I ask questions about what AT provision the student has used before, including any hardware, software and in-built accessibility features. We try different AT solutions at this point.
- Notes and comments where we both agree on an AT strategy that suits the student.
The AT assessments are carried out in my office. Recently rebranded as the “AT Room”. This rebranding was to avoid any misconceptions and reinforce the purpose of my interventions. What I do is not “an office job”, nevertheless, a well-equipped, safe and accessible environment is crucial for a high quality assessment. So the name “AT Room” seemed more appropriate.
Based on the information I compile during the assessment, I make recommendations for individualised AT solutions. I support staff to ensure the AT is integrated into the curriculum and the student’s learning activities. Importantly, I do follow-ups in the classrooms to find out if the AT provision is working for the student or if a revision is needed. I gather feedback directly from the student, but also from relevant staff. In addition, I always encourage my students to contact me if they have any enquiries, questions or problems with technology.
During one of my assessments, I came across a wheelchair user with poor fine motor skills and recurrent wrist pain. It is not difficult to imagine that she struggled using a standard mouse. When I showed her the different mouse devices available at our college, she was surprised to find out there were different alternatives, as she had never seen one before. After trying a few models, she preferred an assistive mouse with a softball that supported her with her coursework. Another example of the impact of an AT assessment is how one of our students with cerebral palsy defined speech-to-text technology as “life-changing”. This technology, which was never offered to him before, helped him to progress to university. Neither of these students had an AT assessment before.
An AT assessment may sound daunting at first, but the benefits are significant. As pointed out previously, AT can have an impact that cannot be ignored. The assessment of AT needs can only be achieved through a comprehensive AT assessment. I feel strongly that it is time to promote both the role of an assistive technologist and the importance of AT assessments, because every student deserves the AT tools to access learning and work, to enable them to be as independent as possible and to thrive as they take the next steps to adulthood.
If you would like further information about how Natspec TechAbility can help to improve outcomes for learners in your college, visit the website or email Fil McIntyre, TechAbility’s manager and lead assistive technologist directly.
