Assistive Technology

1. Assistive Technology Getting There Another Way

2. “The Power of A.T. to ... ... improve and enhance the lives of individuals with disabilities is virtually unlimited.” Cynthia Wagner 10/1999

3. “A.T. Allows Persons ... ... with disabilities to participate more fully in their life...” Macomb County Schools Assistive Technology Guide

4. …expands a student’s access to education. A.T. is a strategy that...

5. A.T. is a continuum... … of accommodations and strategies that allow children with disabilities to be included in educational opportunities.

6. Assistive Technology levels the playing field. is another strategy to help children achieve their IEP goals andobjectives.

7. Students use A.T. Tools throughout the school day for... Writing Reading Communication Math Arts Sciences Social Studies Computer Technology

8. A.T. Can Help When a Student... is not achieving their IEP goals and objectives. has difficulty participating in the curriculum. has difficulty doing what the other students are doing.

9. A.T. Helps When Students have difficulty.. reading it, writing it, hearing it, seeing it, saying it, attending to it, accessing it, or keeping up.

10. A.T. Devices include... any item, piece of equipment, or product system: acquired commercially or“off the shelf”, modified, or customized used to increase, maintain, or improve functional capabilities of children with disabilities. IDEA 97

11. Range from light tech to high tech Assistive Technology Tools

12. Assistive Technology Service... the selection the acquisition or the use of an assistive technology device ...directly assists a child with a disability in:

13. Assistive Technology Service Should be delivered by a student centered team with a shared vision and shared responsibility for assessment, planning, and implementation. Is an ongoing process that changes along with the student and his/her personal and curricular needs.

14. What the Law Says... IDEA 2004 “Annual Consideration of assistive technology devices and services is required for all children identified as having an exceptional need.” IDEA 97

15. Consideration at the IEP… • AT consideration should occur later after the student’s annual goals and have been developed. • At least one person on the IEP Team must have adequate knowledge about assistive technology. • Consideration should be a brief process

16. Quality Consideration Means… • Considering every student regardless of their disability • Consideration comes from an informed decision making team • Consideration is based on progress in the general curriculum • Consideration occurs using data-based decisions • Consideration is documented in the IEP

17. Guided Questions for Consideration at the IEP • What tasks related to the student’s IEP goals and objectives is the student unable to do at a level that reflects his/her skills/abilities? • Can these tasks be remediated through intense, direct instruction? • Could the student complete these tasks with new strategies or accommodations? • Would the use of assistive technology tools help the student perform the task more easily, efficiently, effectively or independently in the least restrictive environment?.

18. Steps to Meeting a Student's A.T. Needs Try some things. Try some more things. Evaluate the outcomes and modify the plan to meet the need. Gather the student’s educational team to brainstorm and plan.

19. First, Gather Information About the... Student Environment Task Tools

20. Consider the Student’s: abilities. special needs IEP goals and objectives. peer relationships. Joy Smiley Zabala, M.Ed

21. Considering the Environment. What.. Adult/student support is available? are the expectations in that environment? tools can the environment support? Auditory and Visual Stimulation: In various environments, impact of different levels Joy Smiley Zabala, M.Ed

22. Thinking about the Task... What naturally takes place in the environment? What activities help the student reach his or her educational goals? What are all the other students doing? What are the critical elements of the task? Joy Smiley Zabala, M.Ed

23. Considering the Tool. Can it... support the critical element of the task? address the student’s specific learning need? be supported everywhere it is to be used? Be appropriate for the most needs in the most environments? Joy Smiley Zabala, M.Ed

24. Example of a Continuum of Tools For Composing Written Material Personal Word Book Pocket Dictionary Electronic Spell Checker Computer with Spell Checker Computer with Visual Mapping Software Computer with Talking Word Processor Computer with Word Prediction Software Computer with Voice Recognition SoftwareWisconsin Assistive Technology Initiative 1997

25. Example of a Continuum of tools For Writing: Regular pencil/pen, larger pencil, pencil with grip, slant board, portable note taker, computer with talking word processing, or computer with word prediction. Continuum example from the Wisconsin Assistive Technology Initiative 1997

26. A.T. and the IEP Tie the Assistive Technology Tools and strategies directly to the student’s IEP goals and objectives. Write the student specific accommodations and the generic description of the accompanying technology tools into the IEP.

27. Assistive Technology Is a process, not an event. Is a means to an end. Can be simple and inexpensive. Is specific to the student, the environment and the task.

28. Assistive Technology is... the power to do more.