Presentation on theme: "Assistive Technology in the IEP… What Special Ed Directors"— Presentation transcript:
1 Assistive Technology in the IEP… What Special Ed Directors Arizona Department of Education Exceptional Student Services Assistive Technology4/2/2017Assistive Technology in the IEP…What Special Ed DirectorsNeed to KnowArizona Department of EducationExceptional Student ServicesAssistive TechnologySchool Days Graphics courtesy of Pete's PowerPoint StationWhat Educators Need To Know
2 Hello QIAT friendsThis is an abbreviated version of our presentation. I have removed slides not relevant outside of Arizona. I hope you enjoy the AT Myths. They were initially created by me and Christine Flannigan from Glendale (AZ) Union High School for a presentation to school psychologists. They were so successful in creating great talking points that we embedded them in other presentations, including this one. If you have myths we need to add, we’d love to hear from you.
3 Arizona Department of Education Exceptional Student ServicesAssistive Technology TeamBruce Kennedy, MA, MPAAssistive Technology SpecialistFlagstaffMary Keeney, CCC, SLPPhoenixAnn Gortarez, MEdTucson
4 Learner Outcomes: Learners will identify: Arizona Department of Education Exceptional Student Services Assistive Technology4/2/2017Learner Outcomes:Learners will identify:Legal aspects of assistive technology (AT)Low tech to high tech continuum of ATSETT Framework for considerationCommon myths and misconceptions about delivering AT services in the schoolsADE Assistive Technology resources and servicesWhat Educators Need To Know
5 What is Assistive Technology? Special education law defines assistive technology as both devices and services.
6 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 functional capabilities of a child with a disability.”IDEA ‘04*exceptsurgically implantable devices
7 Any device Used by a person To improve AT Devices with a disability (off the shelf, customized, or modified)Used by a personwith a disabilityAT DevicesTo improvefunctional capabilities
8 In other words…ANYTHING you can make, or buy, or change, that will help ANY student, with ANY disability, do ANYTHING.
9 Assistive Technology Services “... any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.”Evaluation and selection of anassistive technology systemPurchasing, leasing, or acquiringdevicesTraining and technical assistance for theindividual, family/caregiver, and school staff
10 AT in the IEPAssistive technology must be considered at every annual IEP meeting, regardless of the type or severity of the student’s disability.
11 In other words…Consider assistive technology for every student, every disability, every annual IEP, every time.**at a minimum
12 AT may be documented in a variety of places on the IEP: Arizona Department of Education Exceptional Student Services Assistive Technology4/2/2017AT may be documented in a variety of places on the IEP:Special FactorsPLAAFPGoalsSupport ServicesSupplementary Aids and ServicesRelated ServicesAccommodationsTransition PlanWhere you are in AT implementation plan will determine in part where it will be documentedNEVER discuss AT at the beginning of the meeting!Student has access to ________ is not documenting ATShould be about featuresRelate it to transition planning/advocacy/The only way you can document it wrong is by not documenting itGoals need to functional not behavioral (ie bring laptop 3/5 days no)What Educators Need To Know
13 Section 504 of the Rehabilitation Act Prohibits discrimination against individuals with disabilitiesApplies to all programs that receive federal funds, including the public school systemStudents with disabilities must be given the same opportunities to participate in educational programs and activities as their classmates, and the use of AT may be considered as an accommodation.If a child does not qualify for special education services, they may be able to acquire AT through a Section 504 plan.PEA staff members may also fall into this category as employees with disabilities.
14 Arizona Department of Education Assistive Technology Services Arizona Department of Education Exceptional Student Services Assistive Technology4/2/2017Arizona Department of Education Assistive Technology ServicesGrant funded trainingsDistrict trainingsRegional trainingsTech supportConsultationLoan library-Any PEA (public or charter school) is eligible-Private schools, BIE schools not eligibleWhat Educators Need To Know
15 Arizona Department of Education Exceptional Student Services AT Loan Library www.adeatloan.org
18 So, what AT do students with ______ need? Arizona Department of Education Exceptional Student Services Assistive Technology4/2/2017So, what AT do students with ______ need?What Educators Need To Know
19 Improve Functional Capabilities in… Arizona Department of Education Exceptional Student Services Assistive Technology4/2/2017Improve Functional Capabilities in…Activities of Daily LivingCommunicationComposing Written MaterialsComputer AccessControl of the EnvironmentExecutive FunctioningHearingLearning/StudyingMathMotor Aspects of WritingPositioning & SeatingReadingRecreationMobilityVisionAll ideas above quoted directly from the “Assistive Technology Consideration Quick Wheel” sold by TAM All pictures used with permission from ATEN of FLWhat Educators Need To Know
20 The SETT Framework (Zabala, 1995) Arizona Department of Education Exceptional Student Services Assistive Technology4/2/2017The SETT Framework (Zabala, 1995)Step 1Student’s present levels of academic and functional performance and evaluation dataEnvironment where the student will make progress toward mastering the curriculum goals and objectivesTasks and objectives that address the student’s needs within the general curriculumTools/AT devices and services required for the student to make progress toward the objectivesStep 2Step 3Step 4What Educators Need To Know
22 S E T T is an ongoing process StudentEnvironmentTasksTools
23 Is this AT?bendy strawclipboardpage-upcurly shoelacesduct tape
24 The Assistive Technology Continuum Arizona Department of Education Exceptional Student Services Assistive Technology4/2/2017The Assistive Technology ContinuumNo or low techMid techHigh TechDiscuss start low and work your way over, multiple solutions,What Educators Need To Know
26 Quality Indicators for Administrative Support of Assistive Technology The PEA broadly disseminates clearly defined procedures for accessing and providing AT services and supports the implementation of those guidelines.Intent: Procedures are readily available in multiple formats to families and school personnel in special and general education. All are aware of how to locate the procedures and are expected to follow procedures whenever appropriate.
27 Quality Indicators for Administrative Support of Assistive Technology The PEA includes appropriate AT responsibilities in written descriptions of job requirements for each position in which activities impact AT services.Intent: Appropriate responsibilities and the knowledge, skills, and actions required to fulfill them are specified for positions from the classroom through the central office. These descriptions will vary depending upon the position and may be reflected in a position description, assignment of duty statement, or some other written description.
28 Quality Indicators for Administrative Support of Assistive Technology The PEA employs personnel with the competencies needed to support quality assistive technology services within their primary areas of responsibility at all levels of the organization.Intent: Although different knowledge, skills, and levels of understanding are required for various jobs, all understand and are able to fulfill their parts in developing and maintaining a collaborative system of effective AT services to students.
29 Quality Indicators for Administrative Support of Assistive Technology The PEA includes AT in the technology planning and budgeting process.Intent: A comprehensive, collaboratively-developed technology plan provides for the technology needs of all students in general education and special education.
30 Quality Indicators for Administrative Support of Assistive Technology The PEA provides access to ongoing learning opportunities about AT for staff, family, and students. Intent: Learning opportunities are based on the needs of the student, the family, and the staff and are readily available to all. Training and technical assistance include any topic pertinent to the selection, acquisition, or use of AT or any other aspect of AT service delivery.
31 Quality Indicators for Administrative Support of Assistive Technology The PEA uses a systematic process to evaluate all components of the agency-wide AT program.Intent: The components of the evaluation process include, but are not limited to, planning, budgeting, decision-making, delivering AT services to students, and evaluating the impact of AT services on student achievement. There are clear, systematic evaluation procedures that all administrators know about and use on a regular basis at central office and building levels.
32 Top 10 Myths About Assistive Technology in Special Education
34 # 2Myth: AT is really only for students with certain kinds of disabilities
35 # 3Myth: All you need to do is check the box in special factors and that constitutes “consideration” of AT
36 # 4NEVER name AT in an IEP. Discuss when why and how to document AT in the IEP.
37 # 5Myth: AT cannot go home Sister Myth: AT purchased by parents can never be used at school
38 # 6 Myth: There’s got to be an AT Evaluation here somewhere! Still methodical process BUT often there is no AT eval and that is OK.
39 # 7 MYTH: If AT is not working, it must be the student’s fault. “Don’t blame the lettuce.”
40 # 8Myth: You should wait until students are “READY” to use AT.
41 # 9A.T.Myth: AT is a “cure-all” that can replace good instruction
42 # 10 Myth: There is an AT Lone Ranger out there somewhere. The AT Specialist is not responsible for identifying and implementing AT- all by themselves. AT consideration is, always will be, and should be a TEAM sport.
43 Bonus Myth: If you have UDL, you don’t need AT. May need to define UDL.
45 Contact InformationBruce Kennedy, MA, MPA ADE/ESS Assistive Technology Specialist Northern Region (928) Mary Keeney, CCC-SLP ADE/ESS Assistive Technology Specialist Central Region (602) Ann Gortarez, MEd ADE/ESS Assistive Technology Specialist Southern Region (520)