Agenda
Download
1 / 78

Agenda - PowerPoint PPT Presentation


  • 94 Views
  • Uploaded on

Agenda. Purpose. To be able to answer “What is AT?” To understand when AT needs to be considered To learn some new AT tools and strategies. Introduction Overview of AT Presentation Questions & Answers. Introduction to Assistive Technology. Using Technology.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Agenda' - ceana


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Agenda
Agenda

Purpose

  • To be able to answer “What is AT?”

  • To understand when AT needs to be considered

  • To learn some new AT tools and strategies

  • Introduction

  • Overview of AT Presentation

  • Questions & Answers



Using technology
Using Technology

Why Would Anyone Use Technology?

… to accomplish tasks that would be difficult or impossible to accomplish without assistance where the tasks need to be done in the available time with the available resources


What is assistive technology
What is Assistive Technology?

A system of no tech, low tech, and high tech tools, strategies, and services that match a person's needs, abilities, and tasks



Reading fact
Reading Fact

  • Roughly 85% of children diagnosed with learning difficulties have a primary problem with reading and related language skills.

  • Reading difficulties are neurodevelopmental in nature.

  • Neurodevelopmental problems don't go away, but they do not mean that a student (or an adult) cannot learn or progress in school and life.

  • Most children with reading difficulties can be taught reading and strategies for success in school.

  • When children's reading problems are identified early, they are more likely to learn strategies that will raise their reading to grade level.


Decoding activity recognizing phonemes
Decoding Activity: Recognizing Phonemes

Phonemes are the building blocks of language. Represented by letters of the alphabet, they are the component sounds of spoken words. Most people automatically hear, for example, that the word "goat" is made up of three sounds: "guh," "oh," and "tuh." Reading requires the ability to map the phonemes we hear to letters on a page, and vice versa. But what happens when this basic skill, called decoding, doesn't come automatically? Imagine struggling to sound out every word because you can't distinguish among phonemes.


Phoneme translation key:


Read the passage aloud to yourself -- or to a roomful of your peers! (Here's that translation key again.)

When you see

Pronounce as

qzpbysa, as in bate, as in pet

d or tmbpere, as in peta, as in bat


What is assistive technology idea 20 u s c section 1401 includes the following definitions
What is Assistive Technology? your peers! IDEA (20 U.S.C. Section 1401) includes the following definitions:

Assistive Technology Device:

Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of children with disabilities.

Assistive Technology Service:

Any service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device.


Abilities to goals

ABILITIES your peers!

GOALS

TOOLS

Abilities to Goals


Consideration
Consideration your peers!

Use a dynamic, ongoing process of information gathering and decision-making.

Trials should be conducted before determining if an AT device is appropriate.

Take into account the required tasks within various instructional areas across all relevant environments


Considerations cont
Considerations your peers! (cont.)

Match device features to student’s capabilities, interests and needs

Evaluate the student’s AT needs including addressing barriers to student’s performance

Team must have knowledge and experience with AT; may consult with other district personnel, use outside agencies or vendors, but the final decision rests with the IEP team


Remember
Remember your peers!

Consideration and training are ongoing processes

Factors which may influence the process:

Change in the environment

Change in the student needs/skills/preferences

New technology

There are no guarantees: it is important to realize the solution reached at one point in time may not be appropriate later!



Legislation
Legislation your peers!

The Individuals with Disabilities Education Act (IDEA)

The Assistive Technology Act

Americans with Disabilities Act (ADA)

Section 508 of the Rehab Act


The individuals with disabilities education act idea 2004
The Individuals with Disabilities Education Act (IDEA, 2004) your peers!

Guarantees all children with disabilities the benefit of a free appropriate public education (FAPE)

Services defined in the Individualized Education Program (IEP)

AT must be “considered” for every student during the development of the IEP

AT that is needed must be provided at no cost to the individual or family


At concepts
AT Concepts your peers!

  • 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


At concepts1
AT Concepts your peers!

  • Categories of tools that can be AT if required by a student for FAPE

    • Assistive Technology

    • Instructional Technology

    • Universally Designed Technology

    • Universally Designed Instruction (UDL)


Functional capabilities
Functional Capabilities your peers!

  • Reading

  • Written Expression

  • Math

  • Problem-solving

  • Communication

  • Recreation

  • Daily organization

  • Seating/Positioning

  • Hearing

  • Seeing

  • Self-Care

  • Mobility

  • Behavior

  • Specific task-related skills


Continuum from low to high tech
Continuum from Low to High Tech your peers!

Assistive

Technology

Low Tech

Mid Tech

High Tech

*Simple

*Some Maintenance

*Complex Electronics

*Little Maintenance

*Some training

*More training

*Limited/No Electronics

*More Electronics

*More Maintenance


Low and high tech
Low and High Tech your peers!

LOW TECH: Equipment and other supports readily available in schools, including off-the-shelf items to accommodate the needs of the students, which can be provided by general/special education through the Student Study Team/IEP processes (e.g., calculator, tape recorder, pencil grip, large pencils)

23


Low and high tech cont
Low and High Tech your peers! (cont.)

HIGH TECH: Supports and services beyond basic assistive technology, often for students with low incidence and/or significant/severe disabilities, which require more in-depth assessment (e.g., closed circuit television (CCTV), FM systems, sound field systems, augmentative communication devices, alternative computer access, and specialized software)



The Assistive Technology Team is made up of anyone that interacts with the student:

Teachers and paraprofessionals,

Parents,

Other Specialists – speech, OT, Physical

Other agencies such as the Regional Center, CCS, outside assessors.

However! AT decisions are made by the student’s IEP team.


The most important team membership issue
The interacts with the student:MOST IMPORTANT Team Membership Issue

Team membership is flexible and team members are selected basedon thespecificneedsoftheindividual withdisabilities


Assistive technology decision making
Assistive Technology interacts with the student:Decision-making


Gather data from a variety of sources
Gather data from a variety of sources... interacts with the student:

“That was wonderful, Leonard, but according to our earlier assessments, you are not able to do that.”


The sett framework
The SETT Framework interacts with the student:

Student

Environments

Tasks

Tools


The goal of sett framework
The Goal of SETT Framework interacts with the student:

… to help collaborative teams create

Student-centered (Self),

Environmentally-useful, and

Tasks-focused

Tool systems

that foster the educational success of

students with disabilities


The student self
The Student/Self interacts with the student:

The person who is the central focus of the AT process.

The person for whom everyone involved in any part of the AT service provision is an advocate.


Environments
Environments interacts with the student:

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


Tasks
Tasks interacts with the student:

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


Tools
Tools interacts with the student:

The supports and services needed by the student and others for the student to do in tasks in order to meet expectations


Critical elements of the sett framework
Critical Elements of the interacts with the student:SETT Framework

Collaboration

Communication

Multiple Perspectives

Pertinent information

Shared Knowledge

Flexibility

On-going Processes


Feature matching
Feature Matching interacts with the student:

  • Individual

    • Needs

    • Abilities

    • Expectations

    • Environments

    • Future Plans

  • Technology

    • Features

    • Input/User Interface

    • Processing

    • Output



Quality indicators for eight areas
Quality Indicators for Eight Areas interacts with the student:

  • Administrative Support

  • Consideration

  • Assessment

  • IEP Development

  • Implementation

  • Evaluation of Effectiveness

  • Transition

  • Professional Development


Areas of assistive technology devices
Areas of Assistive Technology Devices interacts with the student:


Major categories of assistive technology devices
Major Categories of Assistive Technology Devices interacts with the student:

  • Computer Access

  • AAC

  • AT for People with Learning Disabilities

  • AT for People with Sensory Impairments

  • Low Tech Solutions Creative Thinking

  • Seating/Positioning

  • Mobility Aids

  • ADL / EADL

  • Recreation


For whom? interacts with the student:Think STUDENT or SELF

For where?

ThinkENVIRONMENT

For what?

Think goals and TASKS

Thinking about

AT TOOLS


Low tech solutions creative thinking
Low Tech Solutions - interacts with the student:Creative Thinking


“Imagination is more important than knowledge” interacts with the student:

Albert Einstein


At is everywhere
AT is Everywhere!! interacts with the student:

AT does not have to be expensive or complicated

AT can be anything that assists a person with a disability


Example of creative thinking
Example of Creative Thinking interacts with the student:

Battery Operated Kerosene Pump

Adapted for switch access

Total device cost - under $10

Plant Watering Device


Remember1
Remember….. interacts with the student:

Think Outside the BOX!!!

Traditional

Thinking


Computer access
Computer Access interacts with the student:


Examples of input devices
Examples of Input Devices interacts with the student:


Output modalities
Output Modalities interacts with the student:

  • Auditory

  • Visual

  • Combination

  • Interface

  • Tactile


At for persons with disabilities
AT for Persons with Disabilities interacts with the student:


Reading Support interacts with the student:

Writing Assistants

Organizational Assistants

Math/Spelling Supports


At reading support
AT – interacts with the student:Reading Support

Color Highlighting

Books with audio or electronic formats

Reading Pen

Text Reading Software


At low tech writing assistants
AT interacts with the student: Low Tech - Writing Assistants

Slant Board

Magnetic Words

Labels

Pens/Markers

Pencil Grips

Raised Paper

Templates


At mid tech writing assistants
AT interacts with the student:Mid Tech – Writing Assistants

  • Writing Correction

    • Franklin Dictionary

  • Portable Word Processors

    • Neo/Alphasmart

    • Fusion

    • DreamWriter


At high tech writing assistants
AT interacts with the student:High Tech - Writing Assistants

Pixwriter

Classroom Suite

Clicker 5

Writing with Symbols

Speech to Text


At high tech writing assistants1
AT - interacts with the student:High Tech Writing Assistants

Webspiration

Draft Builder


At organizational assistants
AT interacts with the student:Organizational Assistants

Color Coding

Object Calendars

Organizers

Voice Diaries

Two-way Text pagers

Electronic Calendars


At math supports
AT interacts with the student:Math Supports

Portable Calculators

Money Calculator

Graphing Calculator

Spell Checkers

Graphing Software


Access to multimedia materials
Access to Multimedia Materials interacts with the student:

CD Player

Audio Description

E-text

Cassette Tapes


Access to computers speech output
Access to Computers interacts with the student:Speech Output

Voice synthesis

Screen Reading Software


Portable task behavior support
Portable Task & Behavior Support interacts with the student:


Internet accessibility
Internet Accessibility interacts with the student:

Is an emerging area.

Youtube closed captioning

Text to speech

Magnifiers


Documenting at in the iep
Documenting AT in the IEP interacts with the student:

Documentation should support why a specific device or services is being selected, based on established criteria, for the specific needs of the individual child

Document any specific conditions/environments in which the use of the device will be necessary (i.e., home, school, community)

Address whether or not parents will be held liable for loss, theft or damage to a device beyond normal wear and tear, if the device is going home


Documenting in iep

Make sure and consider AT for interacts with the student:every student with an IEP!

Documenting in IEP

SPECIAL FACTORS

Does the student require assistive technology devices and/or services? 􀂆 No 􀂆 Yes (specify) ______________________

_________________________________________________________________________________________________________


Common questions about at
Common Questions about AT interacts with the student:

A: It is the responsibility of the school district to provide the equipment, services, or programs identified in the IEP. However, the district may pay, utilize other resources to provide and/or pay for it, or cooperatively fund the device and/or services. Other resources may include, but are not limited to, Medi-Cal, foundations, church or social groups, charitable organizations, businesses, and individuals.

Q: Are schools required to pay for AT and services?


Common questions about at cont
Common Questions about AT interacts with the student:(cont.)

A: No, the “free” in FAPE is extremely significant regarding students with disabilities; IDEA requires that all special education and related services identified in the IEP must be provided “at no cost to the parent.”

Q: Can schools require parents to pay for AT devices or services identified in the IEP or require parents to use their own private health insurance


Common questions about at cont1
Common Questions about AT interacts with the student:(cont.)

A: The student needs to have reasonable access to the device. So, if it is written that a student needs to have text to speech to assist with reading and writing, having access to the classroom computer would meet FAPE.

Q: If a device is written into an IEP, does that mean that it is for the sole use of the student or does the student just have to have access to the device?


Common questions about at cont2
Common Questions about AT interacts with the student:(cont.)

Q: Can the student take the AT device owned by the school home?

A: Yes, if the IEP team determines that the student needs access to an AT device at home to implement the educational program. For example, a student with a physical disability may not be able to complete homework assignments without access to a calculator at home.


Common questions about at cont3
Common Questions about AT interacts with the student:(cont.)

A: If an assistive device is necessary to fulfill the requirements of the student’s IEP, such a device must be provided in the school the student attends. The same device may not necessarily follow the student from one school to another, but a comparable device that fulfills the IEP requirements will be needed in the new school.

Q: Does the device follow the student when he/she transitions from elementary to middle school and on to high school?


Common questions about at cont4
Common Questions about AT interacts with the student:(cont.)

Q: Does the student have access to AT aids and services if they are eligible for extended school year services?

A: Yes, if the IEP team determined that the assistive technology is needed as part of the extended school year services.


Common questions about at cont5
Common Questions about AT interacts with the student:(cont.)

Q: Is a school district responsible for providing “state-of-the-art” equipment for the student?

A: No. However, the school must provide appropriate technology for the student’s needs to ensure a FAPE. The decision is an IEP team responsibility and should be based on the AT evaluation. If a less expensive device would accomplish the same goals, the IEP team is under no obligation to choose a more expensive option.


Common questions about at cont6
Common Questions about AT interacts with the student:(cont.)

Q: Are schools responsible for customization, maintenance, repair, and replacement of AT devices?

A: AT services are included as considerations in the acquisition of equipment or devices purchased/provided by the school. If family-owned AT is used by the school and listed in the IEP as necessary for providing FAPE, the school might also be responsible for maintenance, repair, and replacement. Responsibilities for these services should be discussed in the IEP notes or the meeting document.


Common questions about at cont7
Common Questions about AT interacts with the student:(cont.)

Q: Under what circumstances may AT be considered a related service?

A: AT can be a related service if the service is necessary for the student to benefit from his/her education.

NOTE: Training of staff and parents would be consultation services and must be documented on the student’s IEP.


Common questions about at cont8
Common Questions about AT interacts with the student:(cont.)

A: No, IEP teams have the responsibility to determine a student’s need for AT and of specifying the devices and services needed. It is important that IEP teams are informed of this requirement to determine if a student needs an AT device and the need for an AT consultation to assist in making the determination.

Q: Can the IEP team refuse to consider AT devices on the IEP?


Summary
Summary interacts with the student:

AT is a tool for access (e.g., school environment, core curriculum) and for independence (e.g., communication, mobility) and will change as the student’s needs change and as technology continues to change.


Summary cont
Summary interacts with the student:(cont.)

The need for AT should be an integral part of a comprehensive assessment for students with disabilities in all areas related to their disabilities, as appropriate, for each student and must be considered by the IEP team or 504 Coordinator, based upon the student's assessed educational needs and strengths.


Questions? interacts with the student:

78


ad