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Supporting Autistic Learners with Technology in Higher Education Amy Porter - Transition Officer Alec Archer - Needs Assessor Simon Crawley - Technical Adviser Rich Nind - Technical Adviser Sheffield Hallam University

Supporting Autistic Learners with Technology in Higher Education

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Amy Porter - Transition Officer Alec Archer - Needs Assessor Simon Crawley - Technical Adviser Rich Nind - Technical Adviser Sheffield Hallam University. Supporting Autistic Learners with Technology in Higher Education . Transition from Further Education (FE) to Higher Education (HE) - PowerPoint PPT Presentation

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Page 1: Supporting Autistic  Learners  with  Technology  in Higher Education

Supporting Autistic Learners with Technology in Higher Education

Amy Porter - Transition OfficerAlec Archer - Needs Assessor

Simon Crawley - Technical AdviserRich Nind - Technical Adviser

Sheffield Hallam University

Page 2: Supporting Autistic  Learners  with  Technology  in Higher Education

Introduction

• Transition from Further Education (FE) to Higher Education (HE)

• The Disabled Student Journey in HE• The Disabled Students' Allowances (DSA) process• The Study Needs Assessment (SNA) process• Assessing an Autistic Learners Needs• Technology demonstration

Page 3: Supporting Autistic  Learners  with  Technology  in Higher Education

Transition from FE - HE

• Under 18 Over 18• Move from ‘Integrated’ to ‘Individual’ Funding• Less supervision and more autonomous learning• Smaller classes to large lecture theatres• Often away from home and support networks• Fresh start – boost in confidence or risk of stress• Move from ‘Special Needs’ or 'Additional Learning Needs’ to

‘Disabled Student’

Page 4: Supporting Autistic  Learners  with  Technology  in Higher Education

Disabled Student JourneyOpen Days

UCAS

Visit

Firm Offer

SFE Loan

Enrolment

InductionLectures

Deadlines

Exams

Transition

Placement

Graduate

Course Design• Teaching• Placements• Equipment• Materials• Assessment

Page 5: Supporting Autistic  Learners  with  Technology  in Higher Education

Open DaysUCAS

Visit

Firm Offer

SFE Loan

Enrolment

InductionLectures

Deadlines

Exams

Transition

Placement

Graduate

Apply for DSA

Course Design• Teaching• Placements• Equipment• Materials• Assessment

D

D = Disclosure

Medical Evidence

Page 6: Supporting Autistic  Learners  with  Technology  in Higher Education

Open DaysUCAS

Visit

Firm Offer

SFE Loan

Enrolment

InductionLectures

Deadlines

Exams

Transition

Placement

Graduate

Apply for DSA

Course Design• Teaching• Placements• Equipment• Materials• Assessment

DSA Assessment

Institutional Support

D

D

D = Disclosure

Medical Evidence

Page 7: Supporting Autistic  Learners  with  Technology  in Higher Education

Open DaysUCAS

Visit

Firm Offer

SFE Loan

Enrolment

InductionLectures

Deadlines

Exams

Transition

Placement

Graduate

Apply for DSA

Course Design• Teaching• Placements• Equipment• Materials• Assessment

DSA Assessment

Learning Contract

Support Review - If

appropriate

D

D

D = Disclosure

Medical Evidence

Institutional Support

Page 8: Supporting Autistic  Learners  with  Technology  in Higher Education

Open DaysUCAS

Visit

Firm Offer

SFE Loan

Enrolment

InductionLectures

Deadlines

Exams

Transition

Placement

Graduate

Apply for DSA

Course Design• Teaching• Placements• Equipment• Materials• Assessment

DSA Assessment

Learning Contract

Access to Work

Placement Support

Support Review - If appropriate

DD

D

D = Disclosure

Medical Evidence

Institutional Support

Page 9: Supporting Autistic  Learners  with  Technology  in Higher Education

The DSA process

• DSA is a non means tested allowance that disabled students who are either already on, or moving towards studying on a higher education course can apply for.

• DSA covers any additional study costs a student will incur because of their disability including equipment and software and non medical helpers.

Page 10: Supporting Autistic  Learners  with  Technology  in Higher Education

The SNA Process

• The SNA is an opportunity for the student to discuss with an assessor how the effects of their disability may impact on their ability to meet their course requirements.

• Different support options will be explored and negotiated between the assessor and student until the most appropriate support strategies have been agreed.

Page 11: Supporting Autistic  Learners  with  Technology  in Higher Education

Information gatheringThis informs

Identification of needThis informs

Suitable support strategiesThis informs

Students Funding Bodies Service Providers

The SNA Process

Page 12: Supporting Autistic  Learners  with  Technology  in Higher Education

Assessing an Autistic Learners Needs

Identification of Need - This highlights the effects of the student’s disability on the following aspects of their academic life:

• Research • Composition• Note-taking• Proofreading• Time Management• Access to ICT / Course Technology / Practical Activities• Examinations and Assessments• Communication• Mobility

Page 13: Supporting Autistic  Learners  with  Technology  in Higher Education

Assessing an Autistic Learners Needs

Case Study:Adam is 18 and in his first year at university studying Environmental Sciences.

The student was referred to a clinical psychologist at the age of 8 due to behavioural, attention and interaction difficulties. A review took place when Adam was 16 which showed motivational and organisational difficulties.

Page 14: Supporting Autistic  Learners  with  Technology  in Higher Education

Assessing an Autistic Learners Needs

Recommendations for support:

• Laptop computer with Microsoft Office • Combination printer, scanner and photocopier• Mindview• Texthelp Read and Write• Digital Recorder • Audio Notetaker• Study Skills Tutor• Mentor

Page 15: Supporting Autistic  Learners  with  Technology  in Higher Education

Technology Demonstration

• Mindview• Digital Recorder• Audio Notetaker• Organisational Devices• Text to Speech Software

Page 16: Supporting Autistic  Learners  with  Technology  in Higher Education

Any Questions