Ten Things Everyone Needs to Know About Assistive Technology in 2006

1. Ten Things Everyone Needs to Know About Assistive Technology in 2006 Joy Zabala, Ed.D, ATP Assistive Technology & Leadership Lake Jackson, TX

3. Assistive Technology is essentially a legal term.

4. Individuals with Disabilities Education Improvement Act of 2004 • AT and Hearing Aids AT Devices Definition • AT Services Definition • Special Factors • Universal Design • NIMAS • Notes on UDL and AT

5. Individuals with Disabilities Education Improvement Act of 2004 • DISCLAIMER… • “Without benefit of the final rule – our interpretation” • April, 2006

6. Assistive Technology; Proper functioning of hearing aids (a)(1) Each public agency must ensure that assistive technology devices or assistive technology services, or both… are made available to a child with a disability if required as a part of the child’s— • Special education • (ii) Related services (iii) Supplementary aids and services

7. Assistive Technology; Proper Functioning of Hearing Aids (2) On a case-by-case basis, the use of school-purchased AT devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE 34 C.F.R § 300.105

8. Assistive Technology; Proper Functioning of Hearing Aids (b) Each public agency must ensure that hearing aids worn in school by children with hearing impairments, including deafness, are functioning properly 34 C.F.R § 300.105

9. Proposed § 300.5Assistive Technology Device • Assistive technology devicemeans any item, piece of equipment, or product system...that is used to increase, maintain, or improve the functional capabilities of a child with a disability. • The term does not include a medical device that is surgically implanted, or the replacement of that device

10. Proposed § 300.6Assistive technology service • …any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

11. Assistive Technology Services (a) Evaluation…including a functional evaluation in the child’s customary environment; (b) and (c) …Acquisition of AT devices (c) …Customizing, maintaining, repairing, or replacing AT devices; (d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

12. Assistive Technology Service • Training or technical assistance for child, and, if appropriate, the child’s family; • Training and technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

13. Proposed § 300.43 Universal Design Universal design has the meaning given the term in section 3 of the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002.

14. Universal Design A concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities… AT Act of 1998, P.L. 105-394, S. 2432

15. Universal Design …which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies. AT Act of 1998, P.L. 105-394, S. 2432

16. Access to Instructional Materials • General.The State must adopt the NIMAS for the purposes of providing instructional materials to blind persons or other persons with print disabilities, in a timely manner after publication of the NIMAS in the Federal Register 34 C.F.R § 300.172

17. Notes on UD and UDL Programs that are universally designed do not = UDL Universal Design for Learning • Multiple representations of material • Multiple means of engagement • Multiple means of response Is not always computer-based

18. Assistive Technology and Universal Design for Learning • Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves • Universal Design looks to make the learning environment as flexible and accommodating as possible • Both approaches strive to insure the access, participation & progress of students with disabilities.

19. Assistive Technology and Universal Design for Learning AT and UDL do not eliminate the need for instruction in skills pertinent to the tasks of learning and living. (educational, vocational, social, recreational, and others) THEY ENHANCE IT!

20. Big Ideas about Assistive Technology Assistive Technology is essentially a legal term related to use and need, not to specific items Includes a broad range of possible devices and services Not always something to be acquired

21. Big Ideas about Assistive Technology Source is not relevant Categories of tools that can be AT if required by a student for FAPE may include Assistive Technology Instructional Technology Universally Designed Technology Universally Designed Instruction (UDL)

22. Big Ideas about Assistive Technology Legal requirements tell us WHAT we need to do, but not how to do it.

23. The primary purpose of Assistive Technology is enhancing of capabilities and lowering barriers to achievement.

24. Implementation Sequence The Student in typical Environments uses Tools to accomplish Tasks

25. Linda Roberts “Technology is a tool that serves a set of educational goals, and if we don’t think about what we want the technology for first, we end up with technology-driven solutions that have very little impact in the lives of children and in our educational system.”

26. Ways to Use Assistive Technology • Support achievement of goals • Expand educational/vocational options • Increase participation in educational settings and activities • Increase productivity • Increase independence • Improve quality of life

27. “Where there was once an observer, let there now be a participant.” - Eliot Eisner

28. Assistive Technology is related to function, rather than to a specific disability category.

29. Reading Written Expression Math Problem-solving Communication Recreation Daily organization Seating/Positioning Hearing Seeing Self-Care Mobility Behavior Specific task-related skills Functional Skills

30. Continuum from No/Low Tech to High Tech

31. Assistive technology may be applicable to all disability groups and in all phases of education.

32. Notes on Use of AT Look beyond compliance for evidence that AT is being used. Papers in the file do not move any child forward! Ask teachers: how they are using AT. what AT they are using. what differences they are seeing in academic achievement and functional performance.

33. Notes on Use of AT Ask yourself… Could use of AT provide more independence in testing? How is use of AT in your district documented and communicated? How is AT included in your district or school consolidated plan to support AYP and alignment to NCLB?

34. Assistive Technology service provision follows a person-centered process that requires a team approach.

35. Team membership is flexible and team members are selected basedon thespecificneedsoftheindividual withdisabilities The Most Important Team Membership Issue

36. Big Ideas about Teams • Student is always the center of the team • Team members bring different gifts - knowledge, skill, observations, ideas, suggestions • Multiple perspectives are vital • Focus is on common interest in individual achievement and aligning thoughts on how to foster it

37. The Commonwealth Center for Instructional Technology and Learning (CCITL) CCITL http://ccitl.uky.edu/ Quality Indicators for Assistive Technology Services (QIAT) http://www.qiat.org Texas AT Network Training Modules AT Resources http://www.texasat.net CAST Teaching Every Student http://www.cast.org The SETT Framework http://www.joyzabala.com Online Solutions that Lower Barriers

38. Assessment and intervention form a continuous, dynamic process Systematic problem analysis and solving are essential

39. Decision-Making SequenceDevelop shared understanding of the Student, learning Environments, and expected Tasks BEFORE Tools are considered or selected

40. Student Environments Tasks Tools The SETT Framework: A Decision-Guiding Tool

41. The Goal of SETT Framework … to help collaborative teams create Student-centered, Environmentally-useful, and Tasks-focused Tool systems that foster the educational success of students with disabilities

42. The Student The person who is the central focus of the educational process. The person for whom everyone involved in any part of the educational program is an advocate.

43. The customary environments in which the student is (or can be) expected to learn and grow Environments

44. The specific things that the student needs to be able to do to reach expectations and make educational progress Tasks

45. The SETT Framework The Tools • Everything that is needed by the student and others for the student accomplish the tasks in the places where they need to be done so that educational progress is achieved

46. When a team can describe the student, the environments and the tasks, they can describe the tools that are needed to support success!

47. Notes on AT Decision-making Ask yourself… What expectations do you have for collaborative work? How do you support effective and efficient collaborative work?

48. The least complex solution that will remove barriers to achievement should be a first consideration.

49. Big Ideas – Decisions and Stewardship • View technology is part of a SYSTEM of tools! • Recognize that assistive technology can BE a barrier • Try to determine tool systems that remove more barriers than they create

50. AT does not eliminate the need for instruction in skills pertinent to the tasks. (social, academic, vocational, recreational, or other)