A Framework to Access Information

Theme: Thriving in environments that are rich in Expanded Core Curriculum experiences/teaching. The focus is on exposure, exploration, and developing foundational skills.

In the Kākano phase, ākonga become aware of and interact with different technologies as tools for exploration and communication, guided by full adult support.

1.1a Foundational Skills for Technology

Motor Skills Development

This initial phase prioritises the development of gross motor, proprioception, movement skills, and skills that form the foundation for future technology use. Through engaging, play-based activities such as manipulating playdough, completing puzzles, or using posting toys, ākonga build crucial finger strength, fine motor dexterity, and the ability to isolate individual fingers. These physical skills are direct precursors to being able to press a switch, interact with a touchscreen, or operate the keys of a brailler.

Sensory Skills Development

Ākonga begin to develop and refine their tactile and auditory senses, which are vital for non-visual access to information. Purposeful exploration of real objects with varied textures, shapes, and weights builds a rich tactile vocabulary. Experiences in sensory rooms, on resonance boards, or with sound-making toys help ākonga learn to attend to, localise, and discriminate between different sensory inputs. This prepares them to interpret the auditory feedback of a screen reader or the tactile information from a Braille display.

Understanding Cause and Effect

A fundamental concept in all interactive technology is the understanding of cause and effect – the recognition that an action creates a specific reaction. This principle is introduced through highly motivating and simple tools. Using switch-adapted toys, interacting with illuminated light boxes, or playing with simple cause-and-effect apps teaches ākonga that their touch, gaze, or press directly influences their digital or physical environment, forming the first step towards purposeful control.

1.1b Low-Tech and High-Tech Exposure

Introduction to Foundational Technologies

During this phase, ākonga are introduced to a range of low-tech and high-tech tools in a supportive, exploratory context. They are exposed to low-tech aids like tactile symbols, objects of reference, dome magnifiers, and slope boards, which are presented in a high-contrast and uncluttered manner to maximise accessibility. Simultaneously, they engage in "scribbling" on a Perkins brailler or a tablet, not for formal output, but to learn respect for the devices and build a positive, confident relationship with technology. Furthermore, they begin to learn the practical aspect of device care, such as how to handle a device respectfully and store it safely after use.

This exposure may also include interacting with cause-and-effect apps using adaptive switches or eye-gaze technology.

Early Introduction to Communication Devices

Ākonga are introduced to the concept that technology can be a powerful tool for communication. This may involve exposure to talking devices, a communication book, or simple, customised communication boards. The goal is not yet mastery, but awareness that these tools exist to help them express their wants, needs, and ideas, laying the groundwork for more complex communication in later phases.

1.1c Cyber Safety

Awareness and Supervised Use

Cyber safety education begins at the earliest stage with a focus on awareness and fully supervised use. Ākonga develop a basic understanding of technology as a shared tool that is used with the help of a trusted adult. They learn simple, concrete rules, such as "Ask before you go online", which establish a foundational habit of seeking permission. This phase also instils the critical concept of approaching a trusted adult if anything they encounter online makes them feel confused, wrong, or scared, establishing a vital safety net.

Theme: Expanding horizons of knowledge and collaboration. The focus is on purposeful use of technology with scaffolding and developing safe habits.

In the Tupu phase, ākonga begin to use one or more technologies to meet specific needs, with adult support gradually fading as their confidence and skills grow.

1.2a Skill Development and Application

Developing Foundational Tablet Skills

Ākonga move beyond simple cause-and-effect interaction to develop functional control over a tablet. They practise fundamental gestures essential for navigation, such as pinching to zoom in on an image or text and dragging icons or objects across the screen. They also learn to use the device for simple creative tasks, like taking photos, which allows them to capture and interact with their world in a new way.

Early Braille and Early Literacy Technology

This phase marks a transition towards using technology for formal literacy tasks. Ākonga purposefully use a brailler to create tactile marks, reinforcing early Braille skills and an understanding of spatial layout. They explore tactile books to build literacy concepts and are introduced to the layout of a standard keyboard. Early touch-typing concepts are introduced to develop muscle memory and correct hand positioning, preparing them for more efficient text entry later.

Purposeful Use of Low-Tech Tools

The use of low-tech aids becomes more intentional and integrated into specific learning tasks. For instance, ākonga may use dark-lined books to guide handwriting, apply keyboard stickers to create high-contrast keys for easier identification, or use bar or dome magnifiers to access print materials. These tools are no longer just for exposure but are actively used to overcome specific barriers and support academic work.

Introduction to High-Tech Assistive Software

Ākonga are introduced to more sophisticated assistive technologies that open up access to mainstream digital content. This includes using a tablet with accessibility features like large print or text to speech or using gesture navigation with audio feedback. They are also introduced to dedicated screen readers like JAWS or NVDA. In addition, they learn to use voice assistants such as Siri or Google Assistant for simple commands – like asking a question or opening an app – thereby expanding their digital toolkit.

Transitioning in Communication Systems

As their cognitive and conceptual understanding grows, ākonga begin to transition from using concrete, real objects for communication to understanding more abstract representations. This developmental leap using 2D tactile symbols is a critical step in building a more versatile and portable communication system, allowing for a wider range of expression.

1.2b Management and Independence

Responsibility and Ergonomics

Ākonga begin to take greater ownership of their technology and develop an awareness of their physical wellbeing while using it. They take on the responsibility for respecting equipment, which includes using it for its intended purpose and ensuring it is stored correctly at the end of a session. Concurrently, they are taught the importance of good posture, learning to use supportive chairs and slope boards to maintain a healthy position and prevent strain during use.

1.2c Cyber Safety

Developing Safe Online Habits

The focus of cyber safety shifts from simple rules to the development of consistent, safe online habits. Through explicit instruction and guided practice, ākonga build a fundamental understanding of what it means to be safe online. This involves learning to pause and think before clicking on links and reinforcing the practice of checking with an adult before downloading new apps or visiting unfamiliar websites.

Understanding Personal Information

Ākonga are introduced to the critical concept that personal information is private and must be protected. They learn to identify what constitutes personal data (such as their full name, home address, school name, and photos) and understand the rule that this information should never be shared with strangers online. This principle is taught as a non-negotiable rule for online engagement.

Promoting Online Responsibility

The social dimension of digital citizenship is introduced by talking about the importance of kindness in online interactions. Discussions are held about what it means to be a good friend online and how words can affect others. Ākonga become aware of the concept of cyberbullying, learning to recognise what it might look like and understand that it is never acceptable, empowering them to seek help if they or someone they know experiences it.

Theme: Seeing ourselves in the wider world, advocating with and for others. The focus is on gaining confidence and independence with a range of technologies.

In the Kōhuri phase, ākonga can independently use a range of technologies and begin to make informed choices about the most efficient tool for a specific task.

1.3a Skill Development and Application

Proficient Tablet Skills

Ākonga progress from basic consumption and creation to more complex tasks on their tablet. They develop the ability to annotate digital documents, such as highlighting key information in a PDF or adding notes to an image, which deepens their engagement with learning materials. Furthermore, they acquire the practical skill of sharing their completed work with teachers and peers via email or other collaborative platforms, facilitating a more dynamic, and interactive and efficient workflow.

Developing Literacy and Braille Proficiency

The focus on literacy tools intensifies as ākonga work towards greater efficiency. They actively develop their touch-typing skills, aiming for speed and accuracy, while reinforcing their proficient use of the brailler for producing hard-copy Braille. This phase also marks the introduction of refreshable Braille devices, allowing ākonga to experience and interact with digital text in a tactile format, a critical step towards seamless access to electronic information.

Basic Research Skills

Ākonga begin to use technology as a tool for inquiry and investigation. They are explicitly taught and given opportunities to practise basic research skills, such as formulating search queries, navigating websites, and identifying relevant information. This foundational skill set empowers them to move beyond teacher-provided materials and begin independently exploring topics of interest, fostering curiosity and self-directed learning.

Technology for Self-Expression

Ākonga increasingly use technology to communicate their needs and express their ideas with greater autonomy. This may involve using simple yes/no switches to answer questions and make choices or using more sophisticated communication apps to construct sentences and engage in conversation. This application of technology reinforces their agency and ensures they have a reliable voice in their learning environment.

1.3b Management and Independence

Full Responsibility for Technology

Ākonga transition from shared responsibility to taking full ownership for the care and maintenance of all their technological tools, both low-tech and high-tech. This includes independently managing charging routines to ensure devices are always ready for use, as well as handling equipment with care to prevent damage. This level of responsibility is a significant step towards self-management and independent living.

Digital Organisation

To manage the increasing volume of digital work, ākonga are introduced to the principles of digital organisation. They begin to create and name folders in a logical manner and develop systematic approaches for filing their documents, photos, and other projects. This organisational skill is crucial for maintaining an efficient workflow and ensures they can easily locate and retrieve their work when needed.

Developing Troubleshooting Skills

As their confidence grows, ākonga are encouraged to become more resilient problem-solvers. Instead of immediately seeking adult help, they are prompted to try different apps or techniques when a task proves challenging. This fosters a mindset of experimentation and perseverance, empowering them to overcome minor technical hurdles independently and build confidence in their ability to manage their technology.

Password Management

With an increasing number of accounts and platforms comes the need for effective password management. Ākonga are taught the importance of creating strong, secure passwords and are guided to develop personal strategies for remembering them or storing them safely. This may involve using password managers, journals, or other secure methods, instilling a critical habit for lifelong digital security.

1.3c Cyber Safety

Understanding Digital Footprint and Privacy

Cyber safety education evolves to address more abstract concepts, such as the permanence of online actions. Ākonga are taught that everything they share online, from photos to comments, contributes to their digital footprint, which can be permanent and public. This understanding is linked to the practical skill of managing privacy settings on social media and other platforms, empowering them to control who sees their information.

Developing Critical Thinking and Media Literacy

Ākonga are introduced to media literacy, a crucial skill for navigating the modern information landscape. They are taught to approach online content with a critical eye, questioning what they see and learning to distinguish between content, advertising, and misinformation (e.g. fake news). This cultivates a healthy scepticism and encourages them to become more discerning consumers of digital information.

Education and Reporting of Inappropriate Content

Building on the foundational rule of telling a trusted adult, ākonga are equipped with a clear protocol for responding to inappropriate content. They learn to confidently and immediately inform an adult if they see or accidentally access something that is offensive, scary, or confusing. This reinforces the safety net around them and normalises the act of seeking help for online issues.

Theme: Having a purpose, being empathic and resilient. The focus is on proficient use, troubleshooting, and ethical responsibility.

In the Rākau phase, ākonga proficiently select the best technology for the task and solve many of their own technical problems.

1.4a Skill Development and Application

Proficiency with Mainstream and Access Technologies

Ākonga demonstrate a high level of competence across multiple devices. They are proficient and efficient users of touch technology, such as tablets, for a wide range of academic and personal tasks. Crucially, their touch-typing speed surpasses their handwriting speed (e.g. reaching at least 30-40 words per minute), establishing typing as their primary and most efficient method for text production.

Advanced Word Processing and Navigation

The use of a laptop for word processing becomes highly proficient. Ākonga can independently create, format, edit, and share documents to meet academic standards. They move beyond mouse-based navigation and master a range of keyboard commands and shortcuts to navigate operating systems and applications efficiently, a skill that significantly enhances their productivity and reduces physical strain.

Consolidating Advanced Skills

Ākonga consolidate their skills with specialised access technologies, using them as primary tools for learning. This includes the proficient use of a refreshable Braille device for reading and writing, as well as the seamless use of screen readers to access digital content across different platforms. These tools are no longer novelties but are fully integrated into their daily workflow.

Competent Research Skills

Basic research skills mature into competent and strategic information gathering. Ākonga independently navigate the internet, evaluate the credibility of sources, synthesise information from multiple websites, and cite their sources appropriately. They can conduct research effectively for complex projects with a high degree of autonomy.

Complex and Reciprocal Communication

For ākonga using Augmentative Alternative Communication (AAC), communication becomes more nuanced and interactive. They personalise complex symbol sets to better reflect their personality and communication style, enabling more spontaneous and reciprocal conversations. Furthermore, they can independently use tools like email to communicate with teachers, peers, and others in their community, demonstrating their ability to manage formal and informal written correspondence.

1.4b Management and Independence

Independent Troubleshooting and Resilience

Ākonga develop significant independence and resilience in managing their technology. When they encounter a technical issue, their first response is to troubleshoot the problem themselves using a range of learned strategies. This problem-solving mindset reduces their reliance on adult support and builds a strong sense of self-efficacy.

Managing Multiple Devices

In a modern learning environment, ākonga often need to manage multiple devices simultaneously. Ākonga at this phase can effectively juggle the use of a laptop, a Braille device, and a smartphone, seamlessly transitioning between them as they move across different subjects and locations throughout the school day.

Accessing Formal Support

While able to solve many problems on their own, ākonga also know when and how to seek formal help. They can independently identify issues that require technical expertise and confidently approach school IT personnel or other support services, clearly articulating the problem and working collaboratively towards a solution.

1.4c Cyber Safety

Developing Online Independence and Ethics

Ākonga begin to navigate the online world with greater independence, which necessitates a strong internal ethical framework. Discussions focus on ethical dilemmas, such as respecting copyright, avoiding plagiarism, and understanding the impact of their online behaviour on others. They are encouraged to make responsible choices even when not under direct supervision.

Managing Online Reputation

The concept of a digital footprint evolves into a conscious understanding of one's online reputation. Ākonga engage in discussions about how their social media profiles and online activities can be viewed by future employers, colleges, and other institutions. This encourages them to curate their online presence thoughtfully and professionally.

Self-Management of Screen Time

Ākonga begin to develop the crucial skill of self-management regarding their screen time. They are encouraged to reflect on their technology use, recognise the signs of unhealthy online habits (such as excessive gaming or social media use), and implement their own strategies for maintaining a healthy balance between their online and offline lives.

Responding to Online Threats

Ākonga are equipped with specific strategies to respond to negative online interactions. They learn how to handle unpleasant messages or cyberbullying by using tools to block users, report content, and, most importantly, disengage from the situation rather than escalating it. This proactive approach empowers them to protect their emotional wellbeing online.

Theme: Navigating the pathways and developing agency to help shape the future. The focus is on mastery, transfer of skills, and lifelong learning.

In the Tāpae phase, ākonga are competent and confident users of technology, able to transfer skills across new platforms and environments and address safety issues independently.

1.5a Skill Development and Application

Mastery and Strategic Selection

Ākonga achieve mastery in their use of technology. They are competent and highly efficient with a diverse range of devices and software, and they can strategically select the best tool for any given task in different environments, whether academic, personal, or professional. This decision-making is fluid, intuitive, and driven by a deep understanding of their own needs and the technology's capabilities.

Independent Transfer of Skills

A hallmark of this phase is the ability to independently transfer skills across different technologies and platforms. For example, ākonga can apply their knowledge of speech to text on a tablet to quickly learn how to use a screen reader on a personal smartphone or a new operating system. This adaptability ensures they can keep pace with the rapid evolution of technology without requiring retraining for every new device.

Life Skills and Independence Apps

Technology becomes a key enabler for independent living. Ākonga confidently use a variety of mainstream apps to navigate their community and manage their lives. This includes using GPS apps like Google Maps for navigation, rideshare apps like Uber for transport, identification apps like Seeing AI or Be My Eyes to access visual information, and financial management apps to handle personal banking and budgeting.

1.5b Management and Independence

Commitment to Lifelong Learning

Ākonga recognise that technological competence requires continuous learning. They independently seek out information about new developments, software upgrades, and training opportunities for their access and mainstream technologies. This proactive approach ensures their skills remain current and relevant long after they leave the school environment.

Advocacy for Future Needs

Ākonga develop strong self-advocacy skills, knowing where to go for support with their technology needs beyond school. They are familiar with organisations such as Blind Low Vision NZ (BLVNZ), Workbridge, and Tertiary Disability Services, and they understand how to access these resources to ensure they have the tools they need to succeed in higher education and employment.

Informed Purchasing Decisions

As they prepare for life after school, ākonga acquire the knowledge needed to purchase their own equipment. They can research devices, understand technical specifications, and make informed decisions that meet their specific accessibility needs. They are also able to find an advocate or work with suppliers to ensure their investment in technology is sound and future-proof.

1.5c Cyber Safety

Competence and Self-Regulation

Ākonga demonstrate a competent and internalised understanding of cyber safety principles. They are not just following rules but are actively applying their knowledge to keep themselves and others safe online. This is driven by strong self-regulation and a mature understanding of the potential risks and responsibilities of being a digital citizen.

Proactive Threat Identification

The cyber safety skills of ākonga become proactive rather than reactive. They can actively identify potential online threats, such as sophisticated scams, phishing attempts, and other forms of malicious content. They use critical thinking to evaluate the legitimacy of emails, messages, and websites, effectively protecting themselves from fraud and manipulation.

Independently Addressing Issues

When faced with negative online content or interactions, ākonga competently address the situation using a wide range of strategies without needing adult intervention. They confidently report, block, and disengage, and they possess the emotional resilience to manage the impact of such encounters.

Exemplary Digital Citizenship

At this highest level of development, ākonga embody the qualities of a successful and safe digital citizen. They consistently practise self-regulation, apply critical thinking to all online interactions, and act with ethical integrity. They are not only protecting themselves but also contributing positively to the online community, serving as role models for others.