Comments from the Field: A Two Way Assistive Technology Partnership at Glenroy Specialist School
This paper describes a mentoring program that was introduced in a classroom at Glenroy Specialist School in 2009. The program aimed to introduce and demonstrate different assistive technologies to students and staff, show how they are used in the community and how they can enhance an individual’s lifestyle. The mentor is an ex-student at Glenroy Specialist School and an extremely confident and competent assistive technology user. He uses a DynaVox speech generating device, mobile phone and music system and accesses these technologies via a single switch positioned at his knee.
The students were aged between 12 – 14 and had physical disabilities, communication and other impairments. Three students were using or trialling speech generating devices and the others used a combination of speech, Makaton and light tech to communicate. Students were also using assistive technologies in their literacy program. Students received therapy services from Yooralla Society of Victoria, a not-for-profit community services provider in the context of a comprehensive educational program.
Our challenge was to develop a series of presentations and workshops that would inspire students and staff. Students were encouraged to contribute to topics. Some of the participants (staff and students’) learning, topics and reflections will be explored.
Our mentor will describe the impact this role has had on his own learning experiences. He will emphasise the importance of having skills recognised, using these skills to assist others to instil a belief that “there need not be a communication barrier and know that the future will be facilitated with technology.” The mentor will describe other parts of his journey; that is learning about planning, organisation and time management. He has also had to learn about workplace accounting structures (e.g. tax, invoice and receipts) – as he was paid for his expertise. Finally, consideration is given to the expansion and development of the mentor role – one which we hope to continue at Glenroy Specialist School.