# Specific Staff Training

The process discussed in the [Roles and Responsibilities](https://docs.acecentre.org.uk/aac-policy/roles-and-responsibilities) section, led to the identification of specific training needs in order for staff to fulfill specific roles. For example, some staff engaged in learning how to administer a specific strategy, like using Talking Mats to elicit pupil voice. While others continue their professional development across the broader subject of implementation and assessment of assistive technology, through an accredited higher education course. 

### <mark style="color:blue;">Discussion Point! Identifying Specific Training</mark>

<mark style="color:blue;">Review your list or diagram of roles and responsibilities created in the earlier section to identify specific staff training needs.</mark>&#x20;

Examples may include:&#x20;

Makaton: [Makaton Tutor Training](https://makaton.org/TMC/Learn_Makaton/Tutor_training/Tutor_Training_Teachers.aspx) makaton.org&#x20;

AAC Assessment:  [Educational Assistive Technology Msc](https://www.dundee.ac.uk/postgraduate/educational-assistive-technology) dundee.ac.uk/postgraduate/educational-assistive-technology

Access Champions: [Access: Methods modules](https://acecentre.arlo.co/w/events/cat-4-access/) acecentre.org.uk/learning

Pupil Voice: [Talking Mats](https://www.talkingmats.com/) talkingmats.com