1. Assistive Technology Planner Dr. Cheryl Wissick and Dr. Elizabeth Bagley From IEP Consideration to Classroom Implementation

2. Definitions

3. Assistive Technology Device …any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capacities of individuals with disabilities. Assistive Technology Act of 1998 as amended (P.L. 108-364)

4. Assistive Technology Service …any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device." This service includes all of the following possibilities: 1.evaluation of the technology needs of the individual, including a functional evaluation in the individual's customary environment; 2.purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for individuals with disabilities; 3.selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices; 4.coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; 5.assistive technology training or technical assistance with assistive technology for an individual with a disability, or, where appropriate, the family of an individual with disabilities; 6.training or technical assistance for professionals, employers, or other individuals who provide services to, employ, or otherwise are substantially involved in the major life functions of individuals with disabilities. Assistive Technology Act of 1998 as amended (P.L. 108-364)

5. Consideration of AT

6. Consideration of AT - The Law Says… IDEA 2004 stipulates the IEP team must consider special factors including whether the child needs assistive technology devices and services. (Sec. 300.324) Minimal compliance is documenting in the IEP the response to the statement Does the child need assistive technology devices and services?

7. Consideration of AT – QIAT says… The assistive technology consideration process and results are documented in the IEP and include a rationale for the decision and supporting evidence. QIAT - Quality Indicators for Assistive Technology http://www.qiat.org

8. Consideration of AT - Reality Documentation of Consideration of AT n=81 Percent 33% 54% NATRI, ATIA 2006 9% 4%

9. Documentation of AT

10. Documentation of AT - The Law Says… Recent Legislation Individuals with Disabilities Education Act Amendments of 1997 (P.L. 105-17) Includes a statement that ALL students with an IEP must be considered for Assistive Technology Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) Maintained the definition of AT as well as the accompanying stipulations that AT be considered when developing IEPs

11. Documentation of AT – QIAT says… The education agency has guidelines for documenting AT needs in the IEP and requires their consistent application. One common error of documenting assistive technology in the IEP is teams do not know how to document AT in the IEP. QIAT - Quality Indicators for Assistive Technology http://www.qiat.org

12. Documentation of AT - Reality Percentage of Teachers with AT-Specific IEP Guidelines n=81 Percent of Teachers 54% 34% 12% National Assistive Technology Research Institute, ATIA 2006

13. Documentation of AT - Explanations Have IEP Information But Not AT-Specific For the IEP meetings, there is a lot of trainings or manuals or workshops, there is a lot going on, but not specifically for our assistive technology. Florida teacher Our district gives us a lot of information on how to write a good IEP, like they give us sample IEPs, but I dont honestly remember ever seeing a sample one that you checked AT with, and were shown how to do the documentation. Wisconsin teacher

14. Documentation of AT - The Law Says… IDEA 2004 requires assistive technology be made available to a child with a disability if required as a part of the childs-- Special education Related services Supplementary aids and services (Sec. 300.105) The law does not specifically stipulate where AT should be documented in the IEP

15. Documentation of AT – QIAT says… Assistive technology is included in the IEP in a manner that provides a clear and complete description of the devices and services to be provided and used to address student needs and achieve expected results. QIAT - Quality Indicators for Assistive Technology http://www.qiat.org

16. Documentation of AT - Reality How and where in the IEP do you document AT and AT consideration? n=126 Percent 21% 34% 10% NATRI, ATIA 2006 29% 10% 9% 6%

17. Implementation of AT

18. Consideration of AT – QIAT says… Assistive technology implementation proceeds according to a collaboratively developed plan. Intent: Following IEP development, all those involved in implementation work together to develop a written action plan that provides detailed information about how the AT will be used in specific educational settings, what will be done, and who will do it. QIAT - Quality Indicators for Assistive Technology http://www.qiat.org

19. AT Implementation Plans - Reality Percent of Teachers Using AT Implementation Plans n=116 Percent 27% 52% 10% NATRI, ATIA 2006 8% 3%

20. Teacher Responses - Positive No [we dont] have a specific form, although that would be a good idea. Without a specific form to define all those questions, its nebulous. Massachusetts teacher Most definitely [need a plan], because our AT specialist can only be available just a few hours each month at my school. Kentucky teacher I think it needs to be in the implementation plan even as specific as who is going to buy it. Once you have all that stuff in writing it will be easier to manage services, manage how much it is being used, and just makes people more responsible for what their role is in the implementation. Kentucky teacher Probably would be a good idea. Somebody would probably kill me for saying that (laugh). [They will say] then you write it! Kentucky teacher

21. Teacher Responses - Negative If there is, I dont think people would adhere to [an new AT form]. I have never heard of one California Teacher No, we have enough forms already, so we dont need another one. Montana teacher I dont know of a specific plan that we have or it seems like its way more informal than that. California teacher Usually at the IEP meeting, we just talk about how were going to use it and then as soon as the IEP meeting is over, thats when we start using it however we said we would. California teacher Its pretty loose here and everyone just kind of does what is needed. Yeah and if somebody is not there then everybody is calling that person to see whats going on. California teacher

22. AT Planner

23. AT Planner Resources Tam Products http://www.tamcec.org NATRI http://natri.uky.edu/

24. AT Planner The Assistive Technology Planner is designed to support teachers, families, and administrators as they work in collaboration with other IEP team members in planning and implementing assistive technology (AT) services. The planner consists of 3 separate booklets for: teachers, families, and administrators. It is accompanied by a user's guide that contains a reproducible AT implementation plan form. AT implementation plan form

25. Booklet for Families AT Implementation form (PDF)AT Implementation form IDEA 2004 (Office of Special Education and Rehabilitation Services website.)IDEA 2004Office of Special Education and Rehabilitation Services Human Function Model AT ContinuumAT Continuum Parent Advocacy Coalition for Educatipnal Rights (PACER)Parent Advocacy Coalition for Educatipnal Rights (PACER) Parent Training and Information Centers (PTIs)Parent Training and Information Centers (PTIs) The Family Center on Technology and Disability (FCTD)The Family Center on Technology and Disability (FCTD) The Alliance for Technology Access (ATA) Information for Spanish Speakers Planificador de la Tecnología Asistiva en español Imprentar el planeador familiar entero (PDF) Imprentar el planeador familiar entero http://natri.uky.edu/atPlanner/at PlannerFamily.html

26. Booklet for Teachers AT Implementation form (PDF: 480 Kb)AT Implementation form IDEA 2004 (Note: This link takes you to the Office of Special Education and Rehabilitation Services website.)IDEA 2004 Office of Special Education and Rehabilitation Services Human Function Model AT ContinuumAT Continuum Universal design for learning Publications on AT Online Reports Print Publications Organizations that Support AT Use AT-Related Federal Legislation AT Research and Development AT Research and Development AT Products and Vendors List of Products and Vendors AT Device Videos Searchable Database with AT resources Searchable Database with AT resources State-based Programs that Support AT Use State-based Programs that Support AT Use

27. Booklet for Administrators AT Implementation form (PDF: 480 Kb)AT Implementation form IDEA 2004 (Note: This link takes you to the Office of Special Education and Rehabilitation Services website.)IDEA 2004 Office of Special Education and Rehabilitation Services Human Function Model AT ContinuumAT Continuum Universal design for learning Publications on AT Online Reports Print Publications Organizations that Support AT Use AT-Related Federal Legislation AT Research and Development AT Research and Development AT Products and Vendors List of Products and Vendors AT Device Videos Searchable Database with AT resources State-based Programs that Support AT Use State-based Programs that Support AT Use

28. AT Planner Categories The AT Planner contains practical information about the following topics Understanding AT Considering AT in the IEP Getting Ready for AT Implementing AT

29. AT can help students in all disability areas: Complete and/or develop functional skills Address physical and sensory challenges Access curriculum Participate in lessons Become more efficient learners Bypass lack of skills Understanding AT

30. AT – Enhancing All of Lifes Functions When considering AT: Identify Environments Determine the Functional Areas Select AT Understanding AT

31. Types of AT AT is NOT only computers and sophisticated devices. Some AT solutions that do not involve any technology at all! Low-High Tech Continuum Low-tech – Non-electronic devices such as adapted spoon handles, magnifiers, pencil grips, raised line paper, etc. Medium-tech – Non complicated mechanical devices such as manual wheelchairs, switch-operated toys & appliances, calculators, audio books, etc. High-tech – Devices that incorporate sophisticated electronics or computers such as speech recognition programs and electronic communication devices AT continuum is used for decision making across functional areas. Understanding AT

32. Matching AT to the Child Consideration of AT begins with What does your child need to do? Take into account: Environments Demands placed on your child Influences that affect AT use Maximizing AT Use Not all AT is right for every child. AT may create problems when it is mismatched to a child. Considering AT in the IEP

33. Identifying Skills Needed Determine AT Skills Look at prerequisite skills needed If possible, teach prerequisite skills Use Task Analysis to help identify skills needed Identify the steps needed to use the device Note what is done at each step Review the list to determine if the child has all the skills Decide if accommodations may help the child bypass skill deficits Considering AT in the IEP

34. Trying Out AT Conduct a trial when considering the appropriateness of AT for a student Steps when planning a trial: Identify the purpose and desired outcomes of the trial, including the criteria Determine a trial period Design the trial - decide how and where the trial will take place Track results Review trial results & their impact on implementation Considering AT in the IEP

35. Trying Out AT Administrator & Teachers If the student is to use AT on large- scale assessments, make sure that the: Student uses the AT device regularly in the classroom AT is well suited to the assessment (does the student require more time b/c of the AT, etc Families If the student is to use AT on district-wide testing, make sure that your child: Has had sufficient time to become proficient using it prior to the test Uses the AT regularly in the classroom Uses the AT to complete homework assignments Considering AT in the IEP

36. Organizing for Success PRE strategy Arrange the physical space Establish routines for use Handle equipment problems Consider use in multiple settings Teach student how to use AT Provide realistic context for learning Getting Ready for AT

37. AT & Functional Skills AssistiveTechnology Proficient with ATNot Proficient Skill mastered Maintenance & generalization New skill Explore use Teach features of technology Skill not mastered Teach new skill Practice with known skill, then try new skill Functional Skill Getting Ready for AT

38. Planning & Implementing AT – Roles Administrators Role Providing ongoing support Developing policies & procedures Monitoring & evaluating implementation Acknowledging teacher efforts and student successes Ensuring student results are communicated to the family Teachers Role Familiarizing yourself with types of AT Organizing for AT implementation Ensuring that AT is used consistently Monitoring student progress Communicating results Learning more about AT Familys Role Familiarizing yourself with types of AT Organizing home for AT implementation Ensuring that AT is used consistently Monitoring student progress Communicating results Getting Ready for AT

39. Ensuring The Effective Use of AT Once AT has been selected, use the planning form to address key implementation issues by: Identifying the point of contact Assigning responsibility for the AT Specify training Connecting AT to IEP goals Monitoring & evaluating use EQUIPMENT EQUIPMENT TASKS TRAINING CLASSROOM IMPLEMENTATION HOME IMPLEMENTATION

40. AT Planner - Form Getting Ready for AT http://natri.uky.edu

41. Administrators Role – Implementation Using the PEP Strategy P Policies Written policies and procedures AT service delivery is evaluated Staff & families help to develop policies E Equipment The school-wide includes budget process includes AT Appropriate equipment is provided and maintained P Personnel Personnel are hired who have AT competencies Resources are provided Ongoing training & technical support are provided Implementing AT

42. Administrators Role – Implementation Evaluating & Communicating Results Your role is to support the collection and analysis of observable, measurable data over time. Evaluation Steps: Define the behavior/task to be measured Select a recording system Design a data collection sheet & schedule Summarize the data in a chart or graph Monitor student progress & make adjustments Implementing AT

43. Teachers Role - Implementation Integrating AT into Classroom Activities Evaluating Student Results Monitoring Use – Observable & Measurable Data Time Communicating with the Students Family Collaborating with Colleagues Using Technology to Enhance Learning for All Implementing AT

44. Family Role - Implementation Monitoring Use Check the AT on a regular basis Talk to Your Child about AT Celebrating Success Implementing AT

45. Purchasing the AT Planner Available from TAM Products http://www.tamcec.org http://www.tamcec.org Cost $35.00 for a complete planner Cost $6.00 per booklet for orders or 25 or more Shipping includes, no PO accepted.