AT in educational programmes module (AC52053)

Learn how Assistive Technology (AT) can be used, sustained, and expanded within the curriculum and beyond. You will explore how to set goals, measure progress, and gather the right evidence to show achievement.

You will also consider relevant documentation and regulatory guidance, including:

• Scottish Care Inspectorate and Education HMIs (His Majesty's Inspectors) in Scotland
• CQC (Care Quality Commission) and Ofsted in England
• Welsh Care Inspectorate and Estyn in Wales

The module content is also useful for those who do not work directly in education. This is due to the “train the trainer” nature of the assistive technologist role, which is relevant across different contexts.

What you will learn

In this module, you will:

• Learn how to set AT goals and targets, including RARPA (Recognising and Recording Progress and Achievement)
• Explore the importance of creating accessible educational materials
• Determine how to incorporate safeguarding, e-safety, and risk assessment
• Focus on SEND (Special Educational Needs and Disability)

By the end of this module, you will be able to:

• Reflect on how AT can support educational goals
• Successfully embed AT within educational programmes, including inter-, multi-, or trans-disciplinary working
• Discuss examples from mainstream and specialist learning contexts, including curriculum overviews from Scotland, England, and Wales

Assignments / assessment

• Practical discussion session and report (50%)
• Essay (50%)

This module does not have a final exam.

Teaching methods / timetable

You will learn through a hands-on approach, taking part in lectures and tutorials.

• Lectures
  • Presentations and discussions of assistive technologist role contexts
• Tutorials
  • Opportunities to explore your own working context and learn from others

Support is provided by Dundee academic staff, guest lecturers active in the field, and PhD tutors.

Typical weekly topics

• Week 1: Inter-, multi-, and trans-disciplinary working; professional standards in education and how these map to the educational assistive technologist (EduAT) role
• Week 2: AT-related goal and target setting
• Week 3: National curriculum overviews
• Week 4: Creating a learning programme
• Week 5: Educational assessment processes and systems
• Week 6: Including AT in specialist provision
• Week 7: Discussion week
• Week 8: Including AT in mainstream schools, General Further Education (GFE), and Higher Education (HE)
• Week 9: Safeguarding
• Week 10: AT role in social media access for students with learning difficulties or disabilities
• Week 11: e-Learning, EdTech, and accessibility
• Week 12: HE AT service profiles; funding and regulation

Exact dates of teaching and reading weeks will be confirmed.