Developed by: 1023 South U.S. 27 • St. Johns, MI • 48879 Phone: 800.274.7426•Fax: 989.224.0330 TTY: 989.224.0246•E-mail: firstname.lastname@example.org Website: www.cenmi.org/matr This document was produced and distributed through an IDEA Mandated Activities Project for Michigan’s Assistive Technology Resource awarded by the Michigan Department of Education, Office of Special Education and Early Intervention Services.
Michigan’s Assistive Technology Resource • The overall purpose of MATR is to provide information services, support materials, technical assistance, and training to local and intermediate school districts in Michigan to increase their capacity to address the assistive technology needs of students with disabilities. • MATR’s website is:www.cenmi.org/matr/ • Services to schools are FREE and include: • Support to IEP team members during the process of considering AT • Equipment loan program for trials of AT to schools • A software loan library for parents and school personnel • Training - inservice workshops, intensive trainings, and development of training materials
This document was produced and distributed through an IDEA Mandated Activities Project for Michigan’s Assistive Technology Resource (MATR) awarded by the Michigan Department of Education. The opinions expressed herein do not necessarily reflect the position or policy of the Michigan Department of Education, the Michigan State Board of Education, or the U.S. Department of Education, and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. For further information or inquiries about this project, contact the Michigan Department of Education, Office of Special Education and Early Intervention Services, P.O. Box 30008, Lansing, MI 48909. STATEMENT OF COMPLIANCE WITH FEDERAL LAW The Michigan Department of Education complies with all Federal laws and regulations prohibiting discrimination, and with all requirements of the U.S. Department of Education.
1023 South U.S. 27 St. Johns, MI 48879 Phone: 800.274.7426 Fax: 989.224.0330 TTY: 989.224.0246 email@example.com www.cenmi.org/matr Keys to Success: Assistive Technology Overview
Objectives • Define assistive technology • Identify indicators of appropriate assistive technology consideration and documentation • Gain knowledge of funding resources • Gain awareness of assistive technology continuum and tools • Discuss available local, state and national resources
What is Assistive Technology? The Individuals with Disabilities Education Act IDEA ‘97 (Public Law 105-17) mandates the provision of assistive technology and offers clear definitions of assistive technology devices and services.
Legal Definitions Assistive Technology Devices 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 the functional capabilities of children with disabilities. (Section 300.5)
Legal Definitions • Assistive Technology Services • Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. (Section 300.5) • Evaluating • Providing devices • Selecting, Designing, Customizing • Maintaining, Repairing • Coordinating • Training/Technical Assistance –student, family and school service providers
IDEA Facts • Schools are required to provide AT at no cost to the parents if it is needed for a student to receive a free appropriate education. • The IEP team is responsible for determining whether a child requires assistive technology to benefit from their educational program • IDEA ‘97 requires IEP teams toconsiderthe assistive technology needs of students during the development of an IEP
Assistive Technology Consideration Where do we start?
A Team Approach • Multiple perspectives from a number of disciplines will ensure that the needs of the student will be addressed and services are provided across all environments. • Members may include: Student, Parent(s), Assistive Technology Specialist, Special Education Teacher, General Education Teacher, Occupational Therapist, Speech and Language Pathologist, School Administrator, Physical Therapist, School Psychologist, Para-Educator • The IEP team is responsible for determining whether a student requires AT to achieve goals and objectives.
Assistive Technology Consideration • Student centered focus • Multidisciplinary team approach which includes the student and family • Provides information about the student from multiple perspectives across all environments • IEP team is empowered to make decisions regarding AT devices and services
Consideration Process Features of a consideration process: • Identifies area of concern • Identifies barriers to learning and participation • Explores potential solutions • Implements solutions • Gathers and documents information • Tracks and monitors progress and adjusts plan as needed
The use of a decision making framework is helpful in determining a student’s assistive technology needs. SETTis one example of a framework that assists teams in the consideration process.
Example of a Framework for AT Consideration • SETT • Student Environment Tasks Tools • by • Joy Zabala • www.joyzabala.com • SETT is a framework that assists teams in the consideration process. • Critical elements of SETT: • Process • Communication • Multiple perspectives • Collaboration • Flexibility • Pertinent information and resources
SETT By Joy Zabala (1994) What are the students special needs and abilities? What does the student need to be able to do that is difficult or impossible to do independently at this time? STUDENT What are the functional areas of concern? What are the students current abilities? Where will the student participate- classroom, home, community, therapy? What activities take place in the environment? ENVIRONMENT What materials, equipment, supports, resources are available? What is the physical arrangement? What specific tasks occur in the environments which enable progress toward mastery of IEP goals and objectives? What activities is the student expected to do? TASKS Tools are devices and services- everything that is needed to help the student succeed. Tools must be student centered. TOOLS Describe tool features that are needed. Tools are on a continuum from no/low, mid, high.
Documenting Assistive Technology • IDEA regulations do not identify how or where to address assistive technology in the IEP however they do specify that “consideration” is documented somewhere in the IEP • AT should be identified in the part or parts of the IEP that best fit with the type of assistive technology provided and correspond to the areas addressed by IEP goals and objectives. • Describe the type of assistive technology, include enough detail of features, and device categories without specifying the brand name.
Data Collection and Documentation Data collection and documentation is an ongoing process that is used to review and revise a student’s plan. This includes: • Formal or informal assessment data identifies baseline performance, specific needs, and initial assistive technology implementation. • Performance data supports or disproves solutions tried (tool trials). • Performance data evaluates outcomes and measures student performance toward goals.
Funding • Local Sources • For small monetary requests (under approximately $2500) • Service Organizations • Local Businesses • Community Foundations • Large Foundations • Additional funding for larger requests (Typically over $5000) • Private Foundations • Corporate Foundations • Visit MATRs website for more resources • http://www.cenmi.org/matr
Assistive Technology Continuum Assistive Technology is a continuum of tools, strategies, and services that match a student’s needs, abilities and tasks. Explore possible solutions needed to meet goals Low Tech Tools Pencil grips Color coding Highlighters Slanted surfaces Reading and writing guides Enlarged worksheets Mid Tech Tools Books on tape Talking spell checker, dictionary Word processor Tape recorder Adaptive eating utensils Switch controlled toy, light, blender High Tech Tools Text readers Voice recognition Environmental control devices Augmentative communication device Software for manipulation of objects Electronic books
Assistive technology can support access to the curriculum in many ways. • Early childhood issues (such as play, early literacy) • Positioning • Physical access for learning tools/computers • Motor Aspect of Writing • Composing Written Material • Learning/Studying • Organization • Reading • Math • Communication • Specific needs of students with sensory deficits such as hearing or vision • Needs of Daily Living
Assistive Technology for Early Childhood
2 3 1 4 Early Positioning
Assistive Technology for Positioning Beyond Early Childhood
Assistive Technology for Physical Access
Switches for Accessing Learning Tools
Physical Access to Computers • When assessing a student’s need for computer access: • Observe the student using standard equipment before making any adaptations • Make adjustments in small increments thus maintaining the focus on “least restrictive” • When an adaptation is made, a trial period of at least six weeks to assess usefulness is recommended
Mouse: pointers, speed and trails Display: resolution settings, high contrast etc., Magnifier (XP) Cursor: repeat rate or delay and blink rate Keyboard options: sticky keys, filter keys and toggle keys, onscreen keyboard (XP). SoundSentry: screen sounds for VI Narrator-Screen Reader (XP) Accessibility Wizard Windows ME and above: for setting features in control panel based on user need Windows’ Accessibility Features
Assistive Technology for Accessing the General Curriculum
Switch Based Adaptations for Classroom Participation
Pouring Cup from Ablenet
Software for Academic Support 1 2 3 5 6 4
Assistive Technology for the Needs of Daily Living