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Initial Project Flow from a Technology Standpoint

 

  1. Identify and document "user scenarios" surrounding the use of SmartDrive technology in the following settings [top]:

  • School;

  • Home;

  • Work; and,

  • Places of public accommodation.

  1. Identify and document "user needs" surrounding the actual use of SmartDrive technology by the following stakeholders [top]:

  • Students;

  • Parents;

  • Mentors;

  • Educators;

  • Employers; and,

  • AT support staff

  1. Training Content [top]:  

Identify the content needed to support:

  • Configuring the SmartDrive;

  • Using the SmartDrive;

  • Incorporating SmartDrive technology into the student/employee’s life at:

    • School;

    • Home;

    • Work; and,

    • Other places of public accommodation.

A general training session focused on describing and demonstrating various types of assistive technologies, their purpose, function and benefits to the user seems to make sense.

  1.  Training Methods [top]:

Identify what our stakeholders believe to be the most effective method(s) of training for:

  • Students;

  • Parents;

  • Mentors;

  • Educators;

  • Employers; and,

  • AT support staff

Training methods could be delivered in a variety of ways depending upon the learning preferences of the individuals being educated, including:

  • Onsite;

  • Online, self-paced;

  • Online, live; and,

  • Combination of the above.

  1.  Post Training Responsibilities [top]:

Post training responsibilities need to be clearly defined.  We need to keep in mind the extent to which educators, librarians, mentors and employers are being asked to assume additional responsibilities.

Once training has been provided we need to identify the responsibilities of each stakeholder including:

  • Students;

  • Parents;

  • Mentors;

  • Educators;

  • Employers; and,

  • AT support staff

For example, the student could be responsible for:

  • Learning to configure and use the SmartDrive technology appropriately; and,

  • Protecting the technology.

The AT trainer could be responsible for:

  • Providing technical assistance or identifying another person or organization to do so;

  • Periodically assessing the student's use of the technology;

  • Identifying when alternative technology may be more appropriate;

  1. Identify degree of match between AT functions and the access needs of our users for each of the following preliminarily identified free assistive technologies (AT) [top]:

  • Screen Reader

  • WebbIE

  • Accessible Podcatcher

  • Accessible RSS

  • Accessible Radio

  • Click-N-Type

  • NaturalReader

  • iZoom

  • FatBits

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