Introduction to Assistive Technology

1. Introduction to Assistive Technology Adapted from FDLRS-Technology State Loan Library Mark Cerasale – Administrator Diane Penn - Technology Specialist www.fdlrs-tsll.scps.k12.fl.us

2. What is FDLRS-TSLL? Florida Diagnostic Learning Resources System Technology State Loan Library • A specialized center in the FDLRS Network • Operate loan library • Operate demonstration lab • Maintain a web-site • Conduct Awareness Trainings

4. What is Assistive Technology? “Any device and/or service that is determined to be educationally necessary for a child to receive a Free and Appropriate Public Education (FAPE) & helps these individuals to interact with the world around them!”

5. WHY?? The Law states that you must address assistive technology needs on the IEP To best serve the needs of the student Assistive technology is not just for the most severe student, students with mild disabilities can benefit from assistive devices (IDEA) Section 300.5 of Title 34 of the Code of Federal Regulations

6. For people with normal abilities, technology makes doing things easier.For people with disabilities, technology makes doing things possible. (Mary Pat Radabaugh, RESNA, 1990)

7. Assistive Technology Legislation • PL 94 - 142 (1975) FAPE - Free & Appropriate Public Education • PL 98 - 199 (1983) Pre-school • PL 100 - 407 (1988) Tech Act- Technology Related Assistance for Individuals with Disabilities Act • PL 101-336 (1990) ADA - Americans with Disabilities Public Access • PL 105 - 17 becomes IDEA (1990,1997) & reauthorization of IDEA 2004: AT & transition

8. Things to Consider Before Looking at AT • Student • Environment • Tasks • Tools

9. Student • What does Student need to do? • What are the Student’s special needs and current abilities

10. Environment • Instructional and physical arrangements? Special concerns? • Materials and equipment available • Supports available daily to student and people working with studend • Attitudes and expectations of people? Will it affect student’s performance?

11. Tasks • Activities occurring in student’ natural environment • What is everyone else doing • Critical elements of activities • How can activities be modified to accommodate student’s special needs?

12. AT Continuum

13. The AT Continuum • Focus on problem areas defined by: • • the task • • the need associated with that task • • different environments in which that task is done • Decide on a full continuum of low to high tech tools.

14. The AT Continuum Finally, look at each environment in which the tool might be used. Remember that different environments might require different tools. Second, determine what need is associated with the problem area. Without this step, you can’t find the best tool. First, determine which areas are still problematic for the student. Decision Variables Tasks Needs Environments Tools to Try Low Tech Mid Tech High Tech

15. The AT Toolbox Approach

16. AAC Environ. Controls Assistive Listening Self Care Visual Aids Assistive Technology Categories Recreation Leisure Play Computer Access Computer- based Instruction Mobility Positioning

17. No tech • Highlighter tape • Colored overlays • Stamps • Unique rulers • Battery operated items • Positioning aids • Look at other ways to use something. Have fun and be creative!

18. LoTTIE KitLow Tech Tools for Inclusive Education • The LoTTIE (Low Tech Tools for Inclusive Education) Kit • Used with students who have special needs. • Used in the field of assistive technology evaluation • Provides tools that help with reading, math, and organizational skills http://www.onionmountaintech.com

19. Low Tech • Simple technology- few moving parts, low maintenance, low cost • Simple communication devices • Switches • Battery Device Adaptors • Switch operated devices

20. High Tech • Generally higher cost • More maintenance • Frequently electronic (computer, AAC device, power chair) • Usually part of a range of solutions with the no tech and low tech • Frequently requires more supports including: training for both student, school staff and others involved in student’s life

21. Computer Adaptations Try built-in adaptations first • Enlarge font • Change color of background or font • Sticky or slow keys • Sound or visual alerts • Mouse speed • Enlarged cursor • On-screen keyboards • Enlarge display • Speak information on screen • Simplified desktop ************************************************************************ Start>Programs>Accessories>Accessibility OR Start>Control Panel>Accessibility Options

22. WHO CAN HELP? FDLRS-TECH http://www.paec.org/fdlrstech/ FDLRS-FIMCFlorida Instructional Materials Center for the Visually Impaired –Tampa http://www.fimcvi.org/ FDLRS-RMTCResource Materials & Technology Center for the Deaf and Hard of Hearing – St. Augustine http://www.fsdb.k12.fl.us/rmc/ FDLRS-TSLLTechnology State Loan Library-Sanford http://www.fdlrs-tsll.scps.k12.fl.us

23. Resources Kurzweil - http://www.kurzweiledu.com/downloads_kez3000.aspx Dragon Naturally Speaking - http://www.nuance.com/naturallyspeaking/ Don Johnston- www.donjohnston.com SOLO software Set BC – Special Education Technology-British Columbia setbc.org/default.html ATA - Alliance for Technology Access http://www.ataccess.org/resources/wcp/endefault.html FAAST – Florida Alliance for Assistive Services & Technology http://www.faast.org LoTTIE Kits – Low Tech Tools for Inclusive Education http://www.onionmountaintech.com

24. Contact Us at: Mark Cerasale -Administrator/Program Specialist 407-320-2380 mark_cerasale@scps.k12.fl.us Diane Penn – Technology Specialist 407-320-2384 diane_penn@scps.k12.fl.us

25. Exploration • Time to explore equipment and devices • Q/A