Abstract
Learners with barriers to learning are often placed at a disadvantage in educational environments. Learners with neurodevelopmental disorders such as ADHD and SLD, frequently underperform, especially during assessments, compared to their agerelated peers. In recognising that all learners have the right to an education, the DOE drafted and implemented the Screening, Identification, Assessment, and Support (SIAS) policy in 2014. This policy aims to provide a framework for identifying and addressing barriers to learning through collaborative, individualised support plans. Through the SIAS policy, a range of accommodations are available to support learners with barriers to learning. This study investigated how assistive technology (AT) could be utilised during assessments to support one specific learner through a qualitative case study design. Multiple data collection methods were used to produce a detailed report of a Grade 8 learner with barriers at a remedial school using AT during assessments. The study revealed several challenges with providing accommodation support and highlighted the critical importance of individually adapted support plans. These challenges with staffing, scheduling, availability of separate venues, training and implementation, individual differences as well as specific device features. AT exists on a continuum, ranging from low-tech to high-tech. As such, a range of ATs can benefit learners with barriers when they are carefully considered in relation to each assessment and individual's demands. When considering the allocation of accommodations to support a learner with barriers, individual circumstances such as diagnostic features, preferences, perceptions, competencies, and technological skills and support needs must be carefully considered. In addition, social and contextual factors such as organisational and community perceptions, policies, competencies and practices, as well as infrastructure, are vital contributors towards ensuring the effectiveness of the support provided.
M.Ed. (Educational Psychology)