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AT Consideration

AT Consideration. Overview of Issues & Solutions. P ROCEDURAL ISSUES …. Consideration / Assessment / Evaluation Integration into IEP Implementation & Progress Evaluation. How to Consider. General Collaborative Problem-Solving Four Procedural Models Considering AT in the IEP.

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AT Consideration

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  1. AT Consideration Overview of Issues & Solutions

  2. PROCEDURAL ISSUES … • Consideration / Assessment / Evaluation • Integration into IEP • Implementation & Progress Evaluation

  3. How to Consider • General Collaborative Problem-Solving • Four Procedural Models • Considering AT in the IEP

  4. Howto ConsiderAT Needs • Reed & Bowser (1999) suggest that consideration • Would constitute a brief discussion lasting at least 1-2 minutes but no more than 15-20 minutes with the IEP team Potential for confusion between consideration and assessment

  5. “How to Consider” using Collaborative Problem Solving Process • Identify problem • Formulate several solutions • Select solution • Implement solution Friend & Cook, 2003 • Can be on-going collaborative process for team of regular & special education teacher • Can be collaborative process for IEP team • But often team has no training or guidelines on to do this

  6. Should result in determination of Positive Instructional Supports • Strategies (“no tech procedures) • Instructional technology (e.g., mnemonics) • Adaptations & accommodations • Assistive technology

  7. However, problems remain… • Educational teams may require more support to engage in a process of determining positive instructional supports • Both the collaborating teachers and the IEP team will need to know when and how to move to the next level of AT consideration • Parallel to the need for a functional behavior assessment and behavior plan

  8. “How to Consider” Using anStructuredAssessment Framework District should • Provide written guidelines describing process and outcomes • Establish a minimum set of requirements for documentation of AT Consideration

  9. How to Consider: 4 Procedural Models • Consideration: A Flowchart of Primary Questions (Chambers 1997) • Education Tech Points (Bowser and Reed 1995) • Unifying Functional Model (Melichar & Blackhurst 1993) • SETT Framework (Zabala 1994)

  10. One Solution: The HILIA Example Using a Structured framework (SETT)

  11. When to Use a Structured AT Assessment Framework Do not need: • When using instructional technology as a general strategy for teaching a specific curriculum content • When using low cost, “light tech” devices • When making minor modifications to products or devices in current use • When continuing using a product or device that is already being successfully used by a student Do need: • When educational progress has failed to respond to “positive instructional supports” including (but not limited to) strategies, adaptations, or instructional technology • When there is an issue with access to or availability of existing classroom instructional technology • When an IEP team specifically requests an AT evaluation at a a case conference • When equipment is needed requiring rental Per HILIA AT Evaluation Guidelines

  12. “How to Consider” Using anAssessment Framework HILIA Guidelines for AT Assessment… • Preparation • Communicate with Parents • Review Team Members • Gather Information (Prior to the meeting) • Schedule a Meeting • Complete form (individuals) • SETT Framework – Part I

  13. Complete the SETT process • Complete Problem Identification • Prioritize Goals and Tasks • Generate AT Requirements • Generate Solutions • Select Solutions • Complete form (group) • SETT Framework – Part I • SETT Framework – Part II

  14. Implementation • Develop Implementation Plan • Implement the Plan • Review Implementation Plan • Document in the IEP • Maintenance • Complete • SETT Framework – Part III

  15. A Fifth Procedural Model • Considering the Need for AT within the Individualized Educational Program (CTE & TAM, 2005)

  16. AT Consideration: Assessment v. Evaluation When to Conduct an at evaluation

  17. When to Conduct an AT Evaluation? What is the difference between assistive technology consideration and evaluation? • Is it the time or complexity needed to achieve the outcome? • Is it the cost of the technology? Simple answer: • It’s an evaluation when the parent or teacher asks for an evaluation, or • More appropriately, when the case conference committee requests an evaluation.

  18. Howto Conduct anAT Evaluation • When an AT evaluation is requested • The assessment framework can be used AND • All policies, procedures, and timelines for evaluations to insure compliance and FAPE are invoked

  19. How to MonitorCompliance • The CCC sends the case conference forms (IEP) with the request to the special education central office where it is entered into the evaluation tracking system. • The educational team meets to develop an evaluation plan; the plan is completed, the results reviewed, and a written recommendation is prepared • The recommendations are presented at a case conference meeting within the 60-day timeline. • The activities, data and recommendations are reviewed and the needed devices or services are determined. • These are documented in the IEP as results of the evaluation

  20. Documenting AT Needs in the IEP Document • *In the present levels of performance, the student’s educational progress, data-based needs for the AT, and the effectiveness of any prior AT use • *Specific reference to AT within the annual goals and short-term objectives • *In the adaptations or accommodations, the specific AT needed * Indicates those areas that should be required when AT devices or services are needed

  21. Documenting AT Needs in the IEP Document • The AT to be used to support state and district testing • The special education or related services needed to instruct the student in both the operational and functional the use of the AT • *The supplemental supports or services needed to support the student in the general education classroom and to support parents or teachers in the use of the AT * Indicates those areas that should be required when AT devices or services are needed

  22. Administrative “messages” • Emphasize need for data-based decisions; if not, requests could be returned for additional work • Insure staff and parents that if process & documentation establish a need, then AT will be provided FOR A TRIAL PERIOD • Emphasize need for implementation plan • Emphasize need to evaluate student progress and meet to review progress

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