Coweta County Elluminate Training for Assistive Technology

1. Coweta County Elluminate Training forAssistive Technology January 28, 2010

2. Purpose To assist teachers, related service providers, and administrators with providing assistive technology devices and services to students with disabilities in accordance with the requirement of the Individuals with Disabilities Education Act. (IDEA)

3. Overview AT Technology Teams AT Representative Definition of Assistive Technology Considering Assistive Technology Needs Referral Procedures for Assistive Technology Evaluation Report Documenting Assistive Technology in the IEP Implementation of Assistive Technology Monitoring the Use and Effectiveness of AT Resources for Assistive Technology

5. COWETA COUNTY SCHOOL SYSTEM • SPECIAL EDUCATION DEPARTMENT • Assistive Technology Teams • 2009-2010 • Gina Murray – Director, Special Education Department • Charlotte Roberts – Assistive Tech Coordinator (Academic) • LaRhonda Kirkland – Assistive Tech Coordinator (Augmentative) • Sherri Adcox – Compliance Coordinator • Audrey Anglin – Deaf/Hard of Hearing • Melissa Casablanca – Middle/High School Consultant • Sikithea Collins – Occupational Therapist • Barbara Cooke – Speech-Language Pathologist • Mary Cousins – Behavior Consultant (Intellectual Disabilities) • Corina Ludewig – Teacher/Orthopedic Impairments • Connie Lytten – Teacher (Burwell Program) • Denise Milam – Middle/High School Consultant (Interrelated) • Luanne Owensby – Occupational Therapist • Connie Perkins – Occupational Therapist • Beth Posta – Preschool (SLP) • Toni Prahl – Teacher/Visually Impaired • Dara Thomas – Occupational Therapist • Sandra Lancaster – Technology (Curriculum) • Becky Walden – Elementary Consultant (Speech-Language) • Demetrice Webb – Occupational Therapist • Anne Welch – Physical Therapist • Brenda Wynn – Physical Therapist • Tracy Fitch – Teacher/Visually Impaired

6. Definition of Assistive TechnologyAssistive Technology Devices are defined in IDEA as:“Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” (section300.5)

9. Legal Reference § Section 300.324 Development, review, and revision of IEP Consideration of special factors. The IEP team must- (v) Consider whether the child needs assistive technology devices and services. (Authority 20 U.S.C. 1414(d)(3)(B)) Georgia Department of Education Kathy Cox, State Superintendent of Schools

10. Assistive Technology Areas Technology solutions available in the following areas: • Academic and Learning Aids • Aids for Daily Living • Assistive Listening Devices and Environmental Aids • Computer Access and Instruction • Environmental Control • Mobility Aids • Augmentative Communication • Pre-vocational and Vocational Aids • Recreation and Leisure Aids • Seating and Positioning • Visual Aids • Adapted from the Assistive Technology Guidelines for Kentucky Schools, Kentucky Department of Education Georgia Department of Education Kathy Cox, State Superintendent of Schools

11. Assistive Technology Service § Section 300.6 Assistive technology service. Any service that directly assists a child with a disability with the selection, acquisition, or use of an assistive technology device. The term includes- (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment; Georgia Department of Education Kathy Cox, State Superintendent of Schools

12. Assistive Technology Service § Section 300.8 Continued (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (c) Selecting designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology 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; Georgia Department of Education Kathy Cox, State Superintendent of Schools

13. Assistive Technology Service § Section 300.8 Continued (e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and (f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities. (Authority 20 U.S.C. 1401(2)) Georgia Department of Education Kathy Cox, State Superintendent of Schools

14. Considering Assistive Technology Needs Requirement: Each IEP team in the school system will consider Assistive Technology as a part of the development, review, and revision of each student’s IEP.

15. Considering Assistive Technology Needs Procedures: The IEP team will utilize the Assistive Technology Consideration Checklist as a framework for considering the need for assistive technology devices and services.

16. Considering Assistive Technology Needs When completing the checklist the IEP team should: Review the instructional and access areas. Determined the required task. Determine whether or not the student can accomplish the required task with accommodations, and assistive technology that are currently in place. If the student cannot accomplish the tasks without accommodations, or with AT currently in place, then the IEP team must determine what additional solutions (including assistive technology) are required.

17. AssistiveTechnology ConsiderationForm

18. Assistive Technology Considerations Form

19. Consideration OutcomesSection 3 Question 1 Student independently accomplishes tasks. No assistive technology required Georgia Department of Education Kathy Cox, State Superintendent of Schools

20. Consideration OutcomesSection 3 Question 2 Current interventions including accommodations and standard classroom tools are working. Document accommodations and tools No assistive technology required Georgia Department of Education Kathy Cox, State Superintendent of Schools

21. Consideration OutcomesSection 3 Question 3 Assistive technology currently in place to meet student’s needs. Document assistive technology in the IEP Continue use of assistive technology Monitor use of assistive technology Georgia Department of Education Kathy Cox, State Superintendent of Schools

22. Consideration OutcomesSection 3 Question 4 Student’s needs not being met with current interventions. Possible technology solutions known. Specify trial use of an assistive technology device and identify the expected outcomes Georgia Department of Education Kathy Cox, State Superintendent of Schools

23. Considering Assistive Technology Needs When to make a Referral for an AT Evaluation The IEP team will request assistance in completing the consideration process when the IEP team is unable to determine whether or not the student requires assistive technology or when they are unable to identify assistive technology solutions that would be appropriate to meet the student’s needs.

24. The AT Evaluation Packet Consent to Evaluate Passed vision/hearing Referral form Parent questionnaire Educator Evaluation of Student Performance

25. The AT Evaluation Packet • Assistive Technology Background Information • Academic/learning aids:background information • Vision referral background information • IEP meeting minutes • Copy of the student’s IEP

26. Evaluation Report When the assistive technology evaluation has been completed, the results of the evaluation, including recommendations for assistive technology devices, will be documented in a report.

27. Documenting AT in the IEP Assistive Technology may be documented in one or more of the following sections of the IEP: Present levels of education achievement and functional performance Consideration of special factors Related services Supplementary Aids and Services

28. Documenting AT in the IEP Accommodations Supports for School Personnel Annual goals, benchmarks, and/or Objectives Statement of Transition Services Minutes of the IEP

29. Documenting AT in the IEP The documentation of AT devices and services should be clearly written so that IEP team members, including parents, have a full understanding of how the assistive devices and services will be provided. It is best practice not to specify a name brand of any assistive technology device.

30. Implementation of Assistive Technology The IEP will install, modify, customize, and obtain the required assistive technology. If the device is available in the school system loan program, the school staff will submit the considerations checklist with the IEP.

31. Monitoring the use and Effectiveness of Assistive Technology The IEP Team will monitor the student’s use of the recommended assistive technology and makes changes when necessary. The IEP Team will collect data on the student’s use of assistive technology.

32. Present Levels of Performance Examples: John exhibits a severe expressive communication impairment. He communicates with peers and adults within his environment using vocalizations and a voice output augmentative communication device. He will have access to the device in all school settings as appropriate. Susan is not able to see standard print instructional materials. She requires that all print copies be enlarged through the use of a photocopier or closed circuit television system. Georgia Department of Education Kathy Cox, State Superintendent of Schools

33. Annual Goals Examples: Susie will express basic wants and needs in 80 % of the opportunities using single word utterances and a voice output augmentative communication system. John will compose a three or more sentence paragraph with less than two spelling errors when using a hand-held spellchecker. Georgia Department of Education Kathy Cox, State Superintendent of Schools

34. Consideration of Special Factors Minimal compliance is checking yes or no on the consideration of assistive technology special factor and describing if yes is checked Best Practice Examples: An analysis of all tasks and activities indicates that Karen can complete the tasks independently. No assistive technology is required. Paula needs access to adaptive seating and positioning equipment (prone stander, wedge) in her classes in order to benefit from her educational program. Georgia Department of Education Kathy Cox, State Superintendent of Schools

35. Statement of Transition Services Examples: Colin’s school staff, vocational rehabilitation counselor, and family will contact public and private agencies to assist him in obtaining funding for a communication device that can be used after he graduates from school. They will begin contacting agencies at the beginning of his senior year. The vocational rehabilitation counselor will identify potential sources to technical support that will be available to Colin after he graduates. Georgia Department of Education Kathy Cox, State Superintendent of Schools

36. Supplemental Aids and Services Examples Kendra will use a portable word processor to complete writing assignments in her general education classes. Georgia Department of Education Kathy Cox, State Superintendent of Schools

37. Accommodations for Participation in State/District-Wide Assessments Examples: Mavis requires the use of her auditory trainer when directions are provided during administration of state/district-wide assessments. Marcus requires the use of word processing program when taking tests that require over one paragraph of written communication. All testing materials should be provided to Sally in Braille. Georgia Department of Education Kathy Cox, State Superintendent of Schools

38. Supports for School Personnel Examples: Paul’s teachers will receive training in the use and programming of his augmentative communication device. Kelly’s special education and general education teachers will be provided with follow-up training and technical assistance as needed to aid them in integrating the use of her assistive technology devices (spell checker, word processor) into her school curriculum. Georgia Department of Education Kathy Cox, State Superintendent of Schools

39. Minutes of IEP Meeting Examples: The committee members present discussed Donnita’s recent assistive technology assessment. Based on the recommendations of the assessment and her classroom performance, it was recommended that she needs to have access to her augmentative communication device in all school settings. Georgia Department of Education Kathy Cox, State Superintendent of Schools

40. CCSS Special Education Website Assistive Technology Welcome to the Assistive Technology information page! For more information, please contact Charlotte Roberts or LaRhonda Kirkland. Assistive Technology Ppt Presentation for Faculty Meetings 2009-10 Coweta County Assistive Technology Teams 2009-10 Assistive Technology Coweta County School Representatives Assistive Technology Decision Making Form

41. CCSS Special Education Website Premiere Assistive Technology Grant Information Link to Georgia Project for Assistive Technology (GPAT) AAC Devices Chart - Academic Setting Asst Tech Devices for Writing/Spelling Asst Tech Devices for Study and Organization Asst Tech Devices for Math Asst Tech Devices for Struggling Readers ACC in Preschool/Functional Classroom

42. THANK YOU!! For more information, contact: Charlotte Roberts at charlotte.roberts@cowetaschools.org or LaRhonda Kirkland at larhonda.kirkland@cowetaschools.org