Creativity Session

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Ten Things Everyone Needs to Know About Assistive
Technology in 2006
Joy Zabala, Ed.D, ATP Assistive Technology
Leadership Lake Jackson, TX
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(No Transcript)
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• Assistive Technology is essentially a legal term.

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Individuals with Disabilities Education
Improvement Act of 2004

• AT and Hearing Aids AT Devices Definition
• AT Services Definition
• Special Factors
• Universal Design
• NIMAS
• Notes on UDL and AT

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Individuals with Disabilities Education
Improvement Act of 2004
DISCLAIMER Without benefit of the final rule
our interpretation April, 2006
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Assistive Technology Proper functioning of
hearing aids

• (a)(1) Each public agency must ensure that
  assistive technology devices or assistive
  technology services, or both are made available
  to a child with a disability if required as a
  part of the childs
• Special education
• (ii) Related services
• (iii) Supplementary aids and services

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Assistive Technology Proper Functioning of
Hearing Aids

• (2) On a case-by-case basis, the use of
  school-purchased AT devices in a childs home or
  in other settings is required if the childs IEP
  Team determines that the child needs access to
  those devices in order to receive FAPE
• 34 C.F.R 300.105

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Assistive Technology Proper Functioning of
Hearing Aids

• (b) Each public agency must ensure that hearing
  aids worn in school by children with hearing
  impairments, including deafness, are functioning
  properly
• 34 C.F.R 300.105

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Proposed 300.5Assistive Technology Device

• Assistive technology device means any item, piece
  of equipment, or product system...that is used to
  increase, maintain, or improve the functional
  capabilities of a child with a disability.
• The term does not include a medical device that
  is surgically implanted, or the replacement of
  that device

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Proposed 300.6Assistive technology service

• any service that directly assists a child with a
  disability in the selection, acquisition, or use
  of an assistive technology device.

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Assistive Technology Services

• (a) Evaluationincluding a functional evaluation
  in the childs customary environment
• (b) and (c) Acquisition of AT devices
• (c) Customizing, maintaining, repairing, or
  replacing AT 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

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Assistive Technology Service

• Training or technical assistance for child, and,
  if appropriate, the childs family
• Training and technical assistance for
  professionals (including individuals providing
  education or rehabilitation services), employers,
  or other individuals who provide services to,
  employ, or are otherwise substantially involved
  in the major life functions of that child.

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Proposed 300.43 Universal Design

• Universal design has the meaning given the term
  in section 3 of the Assistive Technology Act of
  1998, as amended, 29 U.S.C. 3002.

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Universal Design

• A concept or philosophy for designing and
  delivering products and services that are usable
  by people with the widest possible range of
  functional capabilities
• AT Act of 1998,
• P.L. 105-394, S. 2432

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Universal Design

• which include products and services that are
  directly usable (without requiring assistive
  technologies) and products and services that are
  made usable with assistive technologies.
• AT Act of 1998,
• P.L. 105-394, S. 2432

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Access to Instructional Materials

• General. The State must adopt the NIMAS for the
  purposes of providing instructional materials to
  blind persons or other persons with print
  disabilities, in a timely manner after
  publication of the NIMAS in the Federal Register
• 34 C.F.R 300.172

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Notes on UD and UDL

• Programs that are universally designed do not
  UDL
• Universal Design for Learning

• Multiple representations of material
• Multiple means of engagement
• Multiple means of response

Is not always computer-based
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Assistive Technology and Universal Design for
Learning

• Assistive Technology looks at the specific
  barriers a student may face in whatever
  environment they find themselves
• Universal Design looks to make the learning
  environment as flexible and accommodating as
  possible
• Both approaches strive to insure the access,
  participation progress of students with
  disabilities.

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Assistive Technology and Universal Design for
Learning

• AT and UDL do not eliminate the need for
  instruction in skills pertinent to the tasks
• of learning and living.
• (educational, vocational, social, recreational,
  and others)
• THEY ENHANCE IT!

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Big Ideas about Assistive Technology

• Assistive Technology is essentially a legal term
  related to use and need, not to specific items
• Includes a broad range of possible devices and
  services
• Not always something to be acquired

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Big Ideas about Assistive Technology

• Source is not relevant
• Categories of tools that can be AT if required by
  a student for FAPE may include
• Assistive Technology
• Instructional Technology
• Universally Designed Technology
• Universally Designed Instruction (UDL)

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Big Ideas about Assistive Technology

• Legal requirements tell us WHAT we need to do,
  but not how to do it.

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The primary purpose of Assistive Technology is
enhancing of capabilities and lowering barriers
to achievement.
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Implementation Sequence The Student in typical
Environments uses Tools to accomplish Tasks
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Linda Roberts

• Technology is a tool that serves a set of
  educational goals, and if we dont think about
  what we want the technology for first, we end up
  with technology-driven solutions that have very
  little impact in the lives of children and in our
  educational system.

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Ways to Use Assistive Technology

• Support achievement of goals
• Expand educational/vocational options
• Increase participation in educational settings
  and activities
• Increase productivity
• Increase independence
• Improve quality of life

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• Where there was once an observer, let there now
  be a participant.
• - Eliot Eisner

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Assistive Technology is related to function,
rather than to a specific disability category.
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Functional Skills

• Reading
• Written Expression
• Math
• Problem-solving
• Communication
• Recreation
• Daily organization

• Seating/Positioning
• Hearing
• Seeing
• Self-Care
• Mobility
• Behavior
• Specific task-related skills

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Continuum from No/Low Tech to High Tech
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Assistive technology may be applicable to all
disability groups and in all phases of education.
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Notes on Use of AT

• Look beyond compliance for evidence that AT is
  being used. Papers in the file do not move any
  child forward!
• Ask teachers
• how they are using AT.
• what AT they are using.
• what differences they are seeing in academic
  achievement and functional performance.

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Notes on Use of AT

• Ask yourself
• Could use of AT provide more independence in
  testing?
• How is use of AT in your district documented and
  communicated?
• How is AT included in your district or school
  consolidated plan to support AYP and alignment to
  NCLB?

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Assistive Technology service provision follows a
person-centered process that requires a team
approach.
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The Most Important Team Membership Issue

• Team membership is flexible and team members are
  selected based on the specific needs of the
  individual with disabilities

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Big Ideas about Teams

• Student is always the center of the team
• Team members bring different gifts - knowledge,
  skill, observations, ideas, suggestions
• Multiple perspectives are vital
• Focus is on common interest in individual
  achievement and aligning thoughts on how to
  foster it

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Online Solutions that Lower Barriers

• The Commonwealth Center for Instructional
  Technology and Learning (CCITL) CCITL
  http//ccitl.uky.edu/
• Quality Indicators for Assistive Technology
  Services (QIAT) http//www.qiat.org
• Texas AT Network Training Modules
• AT Resources http//www.texasat.net
• CAST Teaching Every Student http//www.cast.org
• The SETT Framework http//www.joyzabala.com

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? Assessment and intervention form a continuous,
dynamic process? Systematic problem analysis
and solving are
essential
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Decision-Making Sequence Develop shared
understanding of the Student, learning
Environments, and expected Tasks BEFORE Tools are
considered or selected
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The SETT Framework A Decision-Guiding Tool

• Student
• Environments
• Tasks
• Tools

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The Goal of SETT Framework

• to help collaborative teams create
  Student-centered,
• Environmentally-useful, and
• Tasks-focused
• Tool systems
• that foster the educational success of students
  with disabilities

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The Student
The person who is the central focus of the
educational process. The person for whom
everyone involved in any part of the educational
program is an advocate.
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Environments

• The customary environments in which the student
  is (or can be) expected to learn and grow

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Tasks

• The specific things that the student needs to be
  able to do to reach expectations and make
  educational progress

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The SETT Framework

• The Tools
• Everything that is needed by the student and
  others for the student accomplish the tasks in
  the places where they need to be done so that
  educational progress is achieved

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When a team can describe the student, the
environments and the tasks, they can describe the
tools that are needed to support success!
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Notes on AT Decision-making

• Ask yourself
• What expectations do you have for collaborative
  work?
• How do you support effective and efficient
  collaborative work?

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The least complex solution that will remove
barriers to achievement should be a first
consideration.
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Big Ideas Decisions and Stewardship

• View technology is part of a SYSTEM of tools!
• Recognize that assistive technology can BE a
  barrier
• Try to determine tool systems that remove more
  barriers than they create

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AT does not eliminate the need for instruction
in skills pertinent to the tasks. (social,
academic, vocational, recreational, or other)
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There are many ways to do it right!
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• Quality Indicators for Assistive Technology
  Services in Schools

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QIAT for Eight Areas

• Administrative Support
• Consideration
• Assessment
• IEP Development

• Implementation
• Evaluation of Effectiveness
• Transition
• Professional Development

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Collegial Conversations

• QIAT Web Site
• http//www.qiat.org
• QIAT Listserv
• - collegial conversations
• - new information and updates
• - handouts and feedback

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How can I do all that and be a good steward of
public funds?
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Support Effective Decision-making

• Solicit wide-spread participation in the design
  of environmentally-friendly, systematic processes
• Ensure that all know about and use the processes
• Provide time for collaboration
• Include parents and students
• Expect participation
• Reward participation

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Be a Facilitative Instructional Leader

• Document in a way that supports implementation,
  not just compliance
• Provide ongoing learning activities Diversified
  instruction for staff and others
• Help people understand that technology is not
  always expensive or even something to be acquired
• Encourage seeing lack of success as not yet
  rather than failure

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Work Together for Success!

• Use a team approach
• Think first about what a student needs to do and
  where it needs to be done, THEN seek useful
  tools!
• Develop tool systems that remove more barriers
  than they create!
• When using technology devices, remember to
  include services!
• Use what you have, but go beyond when you need
  to!
• Plan for change!
• Evaluate Effectiveness!
• .

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First, have a definite, clear practical ideal a
goal, an objectiveSecond, have the necessary
means to achieve your ends Third, adjust all
your means to that end.

• Aristotle

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Vision is not enough, it must be combined with
venture. It is not enough to stare up the steps,
we must step up the stairs.

• Vaclav Havel