Assistive Technology: Considerations for Educational Programming - A Team Effort

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Assistive Technology Considerations for
Educational Programming - A Team Effort
Presented by TAM Cadre Members Christine Appert,
John Castellani, and Margaret Bausch
ASPIRE ILIAD IDEA National Resource Cadre 3rd
Annual Winter Institute January 2003
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• What is ASSISTIVE TECHNOLOGY ?

Take a few minutes and jot down all the things
you think of when somebody says Assistive
Technology or AT
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• Its the Law

DEVICE Any item, piece of equipment, or system
whether acquired commercially, off the shelf,
modified, or customized that is used to increase,
maintain, or improve functional capabilities of a
child with a disability.
SERVICE Any service that directly assists an
individual with a disability in the selection,
acquisition, or use of an assistive technology
device.
20 USC 1401 (1) (2)
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IDEA

• AT must be considered for any student receiving
  special education
• IEP team must determine if an AT device or
  service is necessary to provide a student with
  educationally relevant and necessary access to a
  free and appropriate education (FAPE) in the
  least restrictive environment (LRE)
• AT can be included in the IEP as special
  education (specially designed instruction), a
  related service, or a supplementary aid or
  service.

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IDEA - Part C

• AT should be considered as part of the early
  intervention evaluation
• IFSP team determines if AT devices or services
  are needed to meet the childs unique needs based
  on assessment
• family and caregivers should be included in the
  assessment and IFSP development process
• AT must be provided in natural environments such
  as the childs home, childcare setting,or
  community setting

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Section 504

• assistive technology (referenced as supplementary
  aids and services) may be considered for
  students who qualify for a Section 504 Plan
• student has the right to AT if technology is
  needed to ensure equal access to the school
  program

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Assistive Technology Umbrella

• Mobility
• Activities of Daily Living
• Positioning and Seating
• Recreation
• Hearing and Vision
• Control of the Environment

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Accessing Assistive Technology

• Does your school system have clearly defined
  procedures for providing effective assistive
  technology devices and services ?
• Does your school system use a systematic process
  to access and implement assistive technology?
• Do school personnel and parents know how to
  initiate consideration of assistive technology?

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Process for Considering and Implementing AT

• initial referral questions
• evaluation
• extended assessment (trial)
• program development
• implementation (action plan)
• periodic review

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• Resources for Help
• Education Tech Points
• Wisconsin Assistive Technology Initiative
• Assistive Technology Policy in Education

references in handout
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Who is involved in evaluating and considering
assistive technology?
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Assistive Technology Team

• one or more individuals with specialized
  knowledge and skills related to AT
• active involvement of student family /
  caregivers
• multidisciplinary
• special educator, occupational therapist,
  physical therapist, speech-language pathologist,
  school system instructional technology person,
  vision specialist, hearing specialist

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Assistive Technology Team

• composition of team depends on referral and
  evaluation questions
• school system commitment to staff development is
  critical
• a continuum and selection of devices must be
  available to team members
• collaboration and resource sharing benefits
  everyone

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What kind of tasks do young children and
school-age students do in school?
Focus on Curriculum
Take a few minutes and brainstorm ideas with the
person next to you.
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Task Domains

• Communicate
• Compose written material
• Write, draw, and cut
• Access the computer
• Math
• Reading
• Learn new information and skills
• Study

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Universal Design for Learning

• Transforms the old paradigm of fixing students,
  so that they can manage a set curriculum, into a
  new paradigm that fixes the curriculum by
  making it flexible and adjustable.

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Universal Design for Learning

• present materials in multiple ways
• offer multiple ways for students to demonstrate
  learning
• provide multiple ways for students to interact
  and make meaning out of curriculum and materials

Center for Applied Special Technology (CAST)
www.cast.org
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Continuum of Assistive Technology

• modified eating utensils
• hand held magnifier
• tape recorder
• switch activated toy
• closed captioning
• keyboard device
• augmentative communication device
• power wheelchair

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Low Tech Tools

• Check out the tool / device on your table.
• See how many ways you can think of to use it.
• Write down your ideas.

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What are examples of computer-based assistive
technology?
High Tech Tools
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Specialized Reading Software

• Start to Finish Series

Computer Book
Paperback Book
Audiocassette
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Talking Word Processors
WriteOutLoud
IntelliTalk 2
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Software Adaptations Reading and Study Tools
Scan, read, manipulate text

• eReader
• Kurzweil 3000
• WYNN
• textHELP
• WordSmith

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Software Adaptations Writing Tools

• Word Prediction
• CoWriter 4000
• Gus! Word Prediction

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Software Adaptations Writing

• Speech Recognition (speech to text)
• Naturally Speaking
• Via Voice

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Software Adaptations Math

• Calculation
• Math Pad
• Access to Math
• Visual Manipulatives
• IntelliMathics

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Software Adaptations

• Screen Magnification/ Screen Reading
• ZoomText
• MAGIC
• Jaws

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Hardware Adaptations

• trackball / trackpad / joystick
• touch screen
• alternative keyboard
• keyguard
• switch access
• scanner (create electronic text)
• Braille printer
• speakers

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Mobile Technology

• Portable word processors
• AlphaSmart 3000

• Personal Digital Assistant (PDA), Pocket PC
• Palm, Clie, iPAQ
• Dana

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How do you make sense of all this stuff ?How
do you match the technology to the person?
The Reality IS!!!!
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Tools for Assessment and Collaborative Decision
Making

• WATI Assessment Tools
• UKAT Toolkit
• SETT Framework

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SETT FrameworkSTUDENT

• gather information about the student
• student abilities
• student needs
• student preferences

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SETT FrameworkEnvironment

• what are the available materials and equipment
• what is the physical arrangement
• what are other students doing
• what supports are available to the Student
• what resources are available to the people
  supporting the Student
• what are the attitudes and expectations of
  individuals in the Students environment

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SETT FrameworkTasks

• what naturally occurring activities take place
• what are the critical elements of the activities
• what modifications can be made to increase
  participation by the Student without changing the
  critical elements of an activity
• what opportunities are present to enable the
  Student to move towards mastery of IEP goals

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SETT FrameworkTools (devices services)

• what no tech, low tech, and high tech options
  should be considered in developing a SYSTEM for
  the Student in the specified environment doing
  tasks
• what strategies might be used to invite increased
  student performance
• how might the tools be tried out with the Student
  in the customary environment in which theyll
  be used

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SETT FRAMEWORK
STUDENT ENVIRONMENT TASK TOOL

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evaluation
periodic review QIAT
Whats Next?
implementation (action plan)
extended assessment trial
training
funding
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QIAT Indicators

• Administrative Support
• Consideration
• Assessment
• AT in the IEP
• Implementation
• Evaluation of Effectiveness

http//sweb.uky.edu/jszaba0/QIAT.html