Access Technologies

Access technologies are crucial for ākonga who are blind, deafblind, or have low vision, enhancing their participation in education and daily life. By engaging with a variety of relevant tools and platforms, ākonga can build confidence and autonomy through equal access to information and their environment. Developing access technology skills is an ongoing journey that requires adaptability and resilience. Technological competence empowers ākonga to actively participate in a digital world that values inclusivity. By being adaptable, resilient, collaborative, reflective, and being able to self-advocate, ākonga can effectively use access technologies to navigate and succeed in various contexts.

What ākonga will understand, know and do across their learning pathways

As ākonga develop access technology capabilities and knowledge they come to understand that:

• Participation in learning and in the community is enhanced by active engagement with a range of relevant technologies specific to age and stage.
  • Active participation in education is enhanced by embracing a kete of relevant tools and platforms. Equal opportunities for success through access to information and the environment builds confidence and autonomy.
• Developing access technology skills and strategies build as contexts change.
  • The development of access technology skills and strategies is an ongoing journey. Active engagement and adaptability contribute to building resilience for ever-evolving technological contexts.
• Having competence in technology skills increases access to information, content and learning.
  • Technological competence increases access to information, content, and learning, and empowers active participation in a digital world that values inclusivity and equal opportunities.

As ākonga develop access technology capabilities and knowledge they come to know:

• About access technologies, their uses and how to use them in a range of contexts.
  • Adapting to continual change and ongoing development plays a pivotal role in ensuring successful integration of these technologies into the learning process.
• About the relevant tools and platforms.
  • Technologies provide equitable access to information and content, enhancing participation through the choice of tools and the use of accessible platforms.
• About the variety of access tools that can empower, enhance and foster their independence.
  • Developing risk taking and problem-solving skills encourages effective use of access technology. These include being able to adapt in different contexts, reflect, and collaborate with others.

As ākonga develop access technology capabilities and knowledge they will be able to:

• Be Adaptable
  • Ākonga are open to learning and adapting to new tools and platforms.
• Be Resilient
  • Ākonga recognise that mastering access technology may take time and persistence.
• Self-advocate
  • Ākonga advocate for their needs and ensure equitable access to information.
• Be Collaborative
  • Ākonga collaborate with peers, teachers, and support staff to optimise technology to access the curriculum.
• Be able to problem solve 
  • Ākonga evaluate their experiences and adjust their approach as needed.

BLENNZ teachers will have knowledge and skills to match the best technology to suit the needs of ākonga through quality assessment using the SETT Framework (SETT Framework Joy Zabala – joyzabala.com):

• Student (current abilities)
• Environments (arrangement, support, materials and equipment commonly used by sighted peers)
• Tasks (specific tasks which occur that enable progress towards ākonga goals, and which are required for active involvement)
• Tools (devices, services and strategies needed for active participation in identified environments)

This is best determined by an ākonga-centred team approach involving ākonga, family/whānau, educators and specialists. This requires the need to:

• Develop effective use of equipment to access learning.
• Review and assess use of technology to ensure continued access to curriculum.
• Promote strategies that foster a problem-solving approach to curriculum access.