Assistive Technology for Learners with Complex Needs A Practical Guide to Equitable Access in the Classroom

Foreword: The Impact of Assistive Technology – Harchie’s Story

Introduction
Samantha McNeilly
Chapter 1: The Changing Landscape of Assistive Technology
Katy Leckenby
Chapter 2: Assistive Technology within a Crowded Curriculum
Stephen Newport
Chapter 3: How Do We Choose the Best Assistive Technology?
Katy Leckenby
Chapter 4: Assistive Technology to Support Communication – What Is Augmentative and Alternative Communication?
Katy Leckenby
Chapter 5: How Can Assistive Technology Support Complex Learners with Sensory Impairments?
Michael Ritson
Chapter 6: Cost-Effective Solutions to Meet Learners’ Needs
Michael Ritson
Chapter 7: Access Fundamentals
Samantha McNeilly
Chapter 8: Access Methods – How and Why?
Samantha McNeilly
Chapter 9: Navigating Access Methods: A Skills-Building Journey
Samantha McNeilly
Chapter 10: Getting Set Up: Mounting and Positioning of Equipment
Samantha McNeilly
Chapter 11: Implementing Assistive Technology within an Educational Setting – Lessons Learned
Stephen Newport
Chapter 12: How Can Policy Drive Organisational Change?
Katy Leckenby
Chapter 13: Developing the Skills to
Support Assistive Technology Use
Stephen Newport
Chapter 14: The Real Impact of an Assistive Technology Team
Stephen Newport
Chapter 15: Usual Way of Working/Exam Access Arrangements
Katy Leckenby
Conclusion
Katy Leckenby and Samantha McNeilly

Index

Biography

Katy Leckenby is a senior augmentative and alternative communication (AAC) consultant and specialist teacher at Ace Centre, a national charity that provides support and advice to people with complex needs around the use of assistive technology and AAC. Katy is passionate about facilitating communication and removing barriers to ensure that all students can fully access education.

Samantha McNeilly is an occupational therapist and senior AAC consultant for Ace Centre, with a passion for assistive technology. She regularly develops and delivers training, showcasing her practical experience and enthusiasm for integrating and supporting assistive technology within educational settings. Samantha is also trustee for a charity volunteering with children in Romania.

Stephen Newport completed an education doctorate in Special Educational Needs and Disability Assessment and has recently completed an MSc in Educational Assistive Technology. He spent many years working at New Bridge Multi Academy Trust, teaching and leading the interactive base for pupils considered to have profound and multiple learning disabilities. He also spent several years working as the organisation’s assistive technology coordinator. Stephen is now an AAC consultant for Ace Centre.

Michael Ritson is a qualified teacher of the visually impaired with a passion for working with people who experience a wide range of additional needs and sensory impairments to help maximise their potential – especially through the most efficient and effective use of both assistive and mainstream technology. Michael is currently a senior AAC consultant for Ace Centre.