Developing a competency framework for effective assistive technology training

This report considers the provision of digital assistive technology (AT) in special schools and specialist colleges. The definition of digital assistive technology includes software, hardware and services specifically designed to support people with a disability or learning difficulty, as well as accessibility features found in mainstream software and operating systems. Provision of AT in specialist education contexts is often dependent on localised expertise, or on individuals with an interest and enthusiasm for the topic. To date, no formal training pathways exist for the majority of learner-facing staff who support AT, and no agreed framework of skills and competencies informs the training that does exist. This has been cited as a barrier to the development of new AT training pathways for learner-facing staff.

This work addresses this gap by proposing a competency framework of knowledge and skills required by different job roles across the AT implementation pathway: assessment, provisioning, ongoing support and review. This framework is the result of a comprehensive review of published literature in the field, combined with exploratory work conducted by the research team with participants from specialist schools and colleges in England. Expert sources (staff working in various roles in ‘AT mature’ special schools and specialist colleges) have been consulted to determine what current AT professionals in specialist schools and colleges see as the minimum required standards for staff working across the AT implementation pathway. This work focuses on specialist provision where staff have an understanding of both the learning environment and the skills and knowledge needed to support pupils or students with additional support needs to use assistive technology effectively.

The framework highlights the benefits derived from all staff working in special schools and specialist colleges having some level of competence and skills in the AT implementation pathway. The work also identifies that, given the range of needs that are supported in special schools and specialist colleges, it is not realistic to expect all staff to have knowledge of the range of AT systems that are in use. Staff may not have the skills to undertake assessment for AT in all cases, and referral routes to specialist services should be developed where this is the case. Staff can be trained in the use of AT frameworks to support implementation, ensuring they have the core skills to identify, critique and apply new AT tools. Knowledge at the person level, understanding of specific disabilities as well as users, their preferences and relevant environmental factors is also important. Knowledge of local and national funding routes is useful. The work highlights that basic IT skills are a foundational factor in the successful support of AT by learner facing staff. At an institutional level, management buy-in and the creation and maintenance of an AT-positive environment are key, as shown in both the literature review and the focus groups.

The research also identifies the value that participants place on AT specialist roles and, indicates that where these roles exist, they provide support across the AT implementation pathway. This report highlights the potential benefits of providing support for the creation of dedicated AT specialist roles, with expert levels of skills and competence developed through experience or ring-fenced time to access specialist training. Based on the literature review and focus group findings staff in schools and colleges clearly see value in access to AT specialists and their skills, as they can support local training provision through a ‘train the trainer’ model, fostering communities of practice which increase AT proficiency.

Training for all learner-facing roles in special schools and specialist colleges is helpful at both pre-service and in-service career stages, and the outcomes of this work evidence the benefits of increasing the availability of the currently limited training opportunities for staff. However, resource constraints on funding and available training time remain major barriers to staff undertaking AT training, even where training needs can be identified.

The report also shows the importance of interdisciplinary working, acknowledging that different professional groups bring a range of skills and background knowledge, all of which contribute to successful AT outcomes for learners. This work supports and builds on previous DfE funded research by Prof Dave Edyburn (2020), whose recommendations directly informed the project. In particular, this report highlights the benefits of increased AT training provision and also identifies that it would be helpful to develop ways of measuring training outcomes and impact.

This work may serve as the basis for future enquiry around currently available AT training and resources which, once identified, may be mapped against the competency framework. This will enable staff to identify sources of training relevant to their role and future development. The process may also facilitate a gap analysis to identify where important elements are missing, under-developed or not addressed in the current training and resource offer.

Other areas of future development identified in this report include exploring the benefits realised by development of specialist AT support services, which may act as a pan-sectoral body to organise and oversee training and development, dissemination of best practice and to act as a conduit between learner-facing staff and policy makers. In addition, this report may begin the conversation on the development of standards of practice across the four phases of AT implementation, in order to standardise the expected level of service provision in special schools and specialist colleges. These ideas are presented to support staff working in special schools and specialist colleges to make best possible use of AT to support learners with SEND.