Assistive technologists work to improve access to learning or/and improving independence and participation for individuals with disabilities. They do this through learner support and staff support with activities such as assessments, training and guidance. Assistive technologists have a good understanding of learners’ needs and a wide technology knowledge relevant to learning, living or work context. The role requires knowledge of assistive technology hardware and software such as text to speech, prediction, dictation, vision and physical access tools.
Digital devices and equipment that support learners with learning, communication or mobility challenges to access educational resources and achieve their full potential. It includes software such as text to speech and optical character recognition.
The specific methods and practices used in providing care to people with physical, intellectual and learning disabilities.
Residential intelligent building installations for lighting, heating, security, etc that can be controlled remotely. Domotic systems aim at improving the quality of life inside houses and buildings, including enhancing the independence of people with disabilities and contributing to energy saving.
The study of the behaviour and interaction between digital devices and human beings.
The recommendations for making ICT content and applications more accessible to a wider range of people, mostly with disabilities, such as blindness and low vision, deafness and hearing loss and cognitive limitations. It includes standards such as Web Content Accessibility Guidelines (WCAG).
The strategies and methods used to interact online and moderate online users and groups.
The discipline of project management, the activities which comprise this area and the variables implied in it, such as time, resources, requirements, deadlines, and responding to unexpected events.
The materials used by a special needs teacher for training students with special educational needs in their classes, more specifically tools such as sensory equipment and equipment for stimulating motor skills.
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
The field of dealing with people in need of service animals and the working of assistive devices and technologies.
The often emotionally disruptive types of behaviour a child or adult can show, such as attention deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD).
The malfunction in a person's ability to comprehend, process and share concepts in various forms, such as verbal, non verbal or graphical during language, hearing, and speech communication processes.
The goals identified in curricula and defined learning outcomes.
The governmental policies concerning educational curricula and the approved curricula from specific educational institutions.
The condition in which a child or adult needs more time to reach certain development milestones than that needed by the average person not affected by a development delay.
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
The process of analysing a student's learning needs through observation and testing, potentially followed by the diagnosis of a learning disorder and a plan for additional support.
Software program which converts screen elements such as text, images, or buttons, displayed in the computer into Braille or speech. Assistive technology used by visually impaired or blind people to interpret what appears on the computer screen through braille output, audio icons or speech synthesisers.
The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.
Provide persons with assistive technology to enable them to perform activities more functionally.
Evaluate how users interact with ICT applications in order to analyse their behaviour, draw conclusions (for instance about their motives, expectations and goals) and improve applications' functionalities.
Assist children with special needs, identifying their needs, modifying classroom equipment to accommodate them and helping them participate in school activities.
Instruct and guide learners on how to use assistive technologies appropriate to their specific learning challenge: such as word prediction, text-to-speech or speech recognition. Explain the features of the technology and its benefits for the learner.
Check the convenience of the software product for the end user. Identify user problems and make adjustments to improve usability practice. Collect input data on how users evaluate software products.
Support the management of an education institution by directly assisting in the managerial duties or by providing information and guidance from your area of expertise to simplify the managerial tasks.
Instruct students in need of specialised attention, often in small groups, catering to their individual needs, disorders, and disabilities. Promote the psychological, social, creative or physical development of children and teenagers using specific methods such as concentration exercises, role-plays, movement training, and painting.
Encourage students with special needs to perform tasks independently, without the help from a caregiver and teach them personal independence skills.
Identify the strengths and weaknesses of various abstract, rational concepts, such as issues, opinions, and approaches related to a specific problematic situation in order to formulate solutions and alternative methods of tackling the situation.
Communicate with teachers or other professionals working in education in order to identify needs and areas of improvement in education systems, and to establish a collaborative relationship.
Guarantee compliance with established and applicable standards and legal requirements such as specifications, policies, standards or law for the goal that organisations aspire to achieve in their efforts.
Evaluate ongoing training programmes and advise on potential optimisation.
Identify the needs of students, organisations and companies in terms of provision of education in order to aid in the development of curricula and education policies.
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
Implement and monitor the development of projects subsidized by regional, national or European authorities.
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
Fill education gaps by organising projects and activities that help people to grow academically, socially or emotionally.
Display results, statistics and conclusions to an audience in a transparent and straightforward way.
Promote ongoing research into education and the development of new education programmes and policies in order to obtain support and funds, and to raise awareness.
Protect personal data and privacy in digital environments. Understand how to use and share personally identifiable information while being able to protect oneself and others from damages. Understand that digital services use a “Privacy policy” to inform how personal data is used.
No competences in this bucket.
The process through which the learnability, efficiency, usefulness and ease of use of a software application can be defined and measured.
The processes related to the administrative areas of an education institution, its director, employees, and students.
The area of law and legislation that concerns education policies and the people working in the sector in an (inter)national context, such as teachers, students, and administrators.
The financial possibilities for funding projects such as the traditional ones, namely loans, venture capital, public or private grants up to alternative methods such as crowdfunding.
The political activities, plans, and intentions of a government for a legislative session for concrete causes.
No competences in this bucket.
Keep up to date with new studies and related upcoming regulations concerning education for students with special needs.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Advise on the ways in which lesson plans for specific lessons can be improved in order to reach education goals, engage the students and adhere to the curriculum.
Advise education professionals on the proper adaptation of curricula in lesson plans, classroom management, professional conduct as a teacher, and other activities and methods related to teaching.
Gather information on and apply for subsidies, grants, and other financing programmes provided by the government to small- and large-scale projects or organisations in various fields.
Plan and coordinate educational and public outreach programs such as workshops, tours, lectures and classes.
Develop and supervise the implementation of policies aimed at documenting and detailing the procedures for the operations of the organisation in the lights of its strategic planning.
Plan, monitor, report on the budget and prepare set production budgets.
Communicate with the teacher in order to provide them with detailed feedback on their teaching performance, class management and curriculum adherence.
Incorporate the use of online learning environments and platforms into the process of instruction.