Education & Assistive Technology Specialist

Knowledge and understanding

The EdATS understands and is knowledgeable about the implementation and benefits of assistive technology and literacy support for children who require specialist support in their education, including those with cerebral palsy and acquired brain injury.

The EdATS understands how children / young people differ in their approaches to learning; creates opportunities that are adapted to diverse learners and the staff that work with them; and supports the child / young person's technology needs.

The EdAS has a sound understanding of the need to address the child's individual outcomes using assistive technology and will address the child / young person's needs on a needs-led basis in schools and in the home if the child is home educated.

The EdATS will provide planning and resources for colleagues and clients to meet the needs of children and young people who have individualised learning programmes.

The EdATS is directed and guided by the LEAD EdATS and education team members and:

• Has an understanding of up-to-date software packages and apps that may support a young person and can deliver training to the team working with the child/young person.
• Works with the Lead EdATS, education team and the client's multi-disciplinary team, to develop short and long term plans that are consistent with learner's assistive technology needs.
• Understands literacy development including the use of alternative reading and writing approaches
• Demonstrates working knowledge of current legislation, regulations, policies, and ethical issues related to assistive technology.
• Understands the requirement to consider both statutory and independent funding pathways.
• Understands the needs of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their impact on development, behaviour and learning.
• Appreciates the importance of technology not only in an educational setting but for social and leisure purposes.
• Provides effective advice to incorporate the use of technology across the curriculum.
• Plans and prepares for the integration of assistive technology into the school setting.
• Maintains inventories of assistive technology equipment and software.
• Provides follow-up reviews and ongoing summary updates of the young person's progress using assistive technology, where appropriate, linking this to the EHCP.
• Can advise on E safety risks and management.

The Classroom or Home Learning Environment

The EdATS understands the importance of technology in the classroom setting or home education setting and the need to manage this effectively in order to access learning alongside other children and young people.

The EdATS:

• Considers the learning environment when making recommendations.
• Understands factors that promote development and learning. Demonstrates ways in which technology / software can assist with supporting the child / young person in the learning environment.
• Provides modelling and guidance for the staff who support the child / young person or the young person
• Consults with teachers and therapists to plan for the child / young person's needs and works in partnership to find solutions and therefore maximises engagement in learning.
• Consults with families about their views and aspirations for the child/young person.
• Will advise on ways to capture progress and attainment, using assistive technology such as the implementation of software packages such as Evidence for Learning.

Ongoing development

The EdATS will be guided by the Lead EdATS and:

• Will research and keep up to date with technological / software development that enhances educational access for students with a range of complex needs.
• Will trial and explore different possibilities in order to identify ongoing improvement of assistive technology access for their children and young people. Creates varied opportunities for all child / young person to use effective written, verbal, nonverbal, and visual approaches to demonstrate progress.
• Understands assessment as an educational process including how to interpret information and data obtained from assistive technology tools in order to develop the assistive technology plan.
• Implements a variety of procedures for identifying the child / young person's progress and building upon this to enable the child to reach their potential.

Professional Responsibilities

The EdATS understands teaching as a profession, maintains standards of professional conduct, and is a reflective practitioner who continually evaluates how choices and actions affect the child / young person, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.

The EdATS:

• Provides information to the Lead EdATS, education advisor, case manager, other professionals and families about the assistive technology equipment and conveys information about the child / young person's progress in a sensitive manner.
• Has working knowledge of resources, strategies, networks, organisations, and services for individuals with disabilities and their families.
• Engages in professional development to stay current on researched-based assistive technology strategies and services, and seeks additional resources and assistance as needed to meet the individualised needs of children / young people.
• Understands the importance of behaving as a role model and advocate for all children / young people.
• Participates in meetings as required by the client's education advisor / case manager / lead EdATS.
• Understands rights to privacy, demonstrates confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
• Collaboratively works with all agencies and outside therapists for the child / young person and understands the reciprocal relationship of sharing confidential information with these individuals.

Generic responsibilities

• To work at all times under the direction of the Lead EdATS to ensure agreement with the instructing party and to deliver agreed services in line with the educational advice plans.
• To behave at all times within the standards of conduct, performance and ethics within the governing professional bodies associated with the fields of work you are engaged in.
• To adhere to and promote the high quality working practices of Education and Case Management Services.
• To keep accurate and up to date records for all clients and to complete reports and documents within the required timescales.

Do you have a valid Driving License license?, Do you have experience in Teaching?, We are looking for an educational assistive technology specialist with a passion for finding the best ways for children and young people to learn and with a focus on literacy development., * A teacher or very experienced teaching assistant who loves using technology to support learning

• Excellent knowledge of the development of reading and writing skills and a willingness to learn more about alternative approaches to literacy development
• A background in SEN support in mainstream or specialist settings - experience in working with children with cerebral palsy or acquired brain injury would be a significant advantage, Please note: The applicant must be a car owner and willing to drive to locations up to 3 hours away. This is a full time post and needs some occasional flexibility to accommodate travel time., * Relevant professional qualifications in education - either a teacher or an experienced HLTA
• Minimum 5 years post qualification experience in education, which includes demonstrated experience in SEND
• Excellent teaching skills in a relevant education setting
• Full driving licence with no more than 3 points.
• Up to date DBS check at enhanced level.
• Registration with relevant professional body

Technical Skills / Knowledge

• Excellent use of assistive technology / software or SEN support in education settings.
• Knowledge of Education and Case Management Services Policies and Procedures
• Skills in participating in meetings
• Knowledge of relevant technology for a client
• Working knowledge of appropriate professions
• Presentation skills
• Report / document and letter writing skills

Non-technical Skills / Knowledge

• Self-motivation
• Planning and organisation
• Time management and prioritisation
• Judgement and decision making
• Problem solving
• Delegation
• Communication skills; listening, interpersonal and email
• Persuading and influencing skills
• Flexibility / adaptability
• Tenacity / resilience
• Diplomacy

• Must be a car owner and willing to drive to some locations up to 3 hours away. (Train travel is provided when possible). Needs to have some flexibility to travel early / arrive home later for example, for after school visits. Time in lieu can be accrued if early / late meetings are needed but the role does not offer 'flexi' working.
• This is a full-time post. Part time will be considered. This is an office-based role and is not open to remote working due to the need for colleague liaison and team working.
• The role offers a holiday entitlement of 28 days, plus birthday off, plus bank holidays. The company offices close over Christmas and New Year which extends holidays to an average of 45 days per year.

Job Types: Full-time, Permanent

Pay: £35,000.00-£45,000.00 per year