2 Use of This Power Point Presentation The information in this presentation is accurate and current as of November You may copy and distribute portions of the Power Point without prior consent. Of course, we would appreciate attribution to the Family Center on Technology and Disability, under U.S. Department of Education Grant H327F
3 Identification of Products Products that are identified in this presentation are meant only as examples. The Family Center on Technology and Disability and the U.S. Department of Education do not endorse specific products. There are many other fine AT devices and resources available in addition to those discussed and pictured in this tutorial.
4 What Is Assistive Technology? DevicesServices“. . . any item, piece of equipment, or product system, whether bought off the shelf, modified, or customized, used to increase, maintain, or improve the functional capabilities of students with disabilities.”“. . . any service that directly assists an individual with a disability in the selection, acquisition or use of assistive technology.”
5 AT Continuum No Tech Medium Tech Low Tech High Tech Simple Modifications Relatively ComplicatedWithout Technology Mechanical DevicesLow Tech High TechLess Sophisticated Very AdvancedLow-cost Tools Computers and Digital Devices
6 Categories of AT for Young Children Adapted & Universally Designed ToysCommunication ToolsComputer AccessDaily Living AidsEducational AidsMobility AidsSensory Aids
7 Examples of Daily Living and Mobility Aids Daily Living Aids-Utensil cuff-Sippy Cup-Pediatric reacherMobility and Ambulation Aids-Manual/Power Wheelchairs-Leg Braces-Platform Walker
8 Seating and Positioning Supports In getting ready for play, make sure that children have the necessary physical supports so that all their efforts can focus on playful interactions.
9 Seating and Positioning Supports Motor and positioning supports include items that stabilize a position, i.e. sitting or standing and allow a learner to be independent in a learning activity, i.e. reading or writing.An occupational or physical therapist can provide valuable input regarding seating and positioning.
10 Seating and Positioning Supports Supports include:Seat and table at correct height and depthModifications to standard seat or deskAlternate seatingAdapted seating or standerCustom fitted wheelchair or insert
11 Sensory AidsMake simple low-tech adaptations to sensory materials and look for tools that meet children’s individual needs by:- Increasing attention- Eliminating distractions- Improving focus
12 Examples of sensory aids Device that provides sensory input to help the learner to attend (Pictured – Disco Sit)Aid may have heightened or lessened sensations of taste, touch, vision, accompanied by examples
13 Communication is Power! The ability to make choices is a powerful method of communication!Alleviates frustrationProvides an outlet for expression
14 CommunicationSometimes a child is born with little or no speech abilities.Children with little or no speech need a way to communicate their wants, needs and desires.Tools for communication provide a way for these children to interact with their environments.
15 Tools for Communication Tools can be as simple as a gesture or paper symbol or as complex as a computer system with a digitized voice.Often more than one tool or strategy will be used to create a language-rich environment.
16 Tools for Communication Sometimes parents and teachers are afraid that if their child uses an alternate tool to communicate that regular speech will never develop.Research has consistently shown that the use of alternative or augmented communication tools will not hurt, and will often help, the development of normal speech.
17 Communication & Social Interaction Young children benefit from using communication symbols and communication devices as a bridge to language.Make sure that children have the necessary communication supports to be a play partner.Consider how the child will make choices and communicate their wants and needs during play.
18 Communication Tools Picture Symbols: May be organized as symbol sets Can be used to create simple activity boardsReinforce basic literacy skillsVoice Output Devices:Range from mid-tech to high-techAllow a child to have a “voice”Boardmaker Symbolsby Mayer-JohnsonBIGMack by AbleNet
19 Low-Tech Communication Boards InexpensiveEasy to UseRequire little maintenancePortableDurableFlexible
20 Low Tech Options Use picture communication symbols to….. Make communication boardsCreate calendarsDesign schedulesEnhance IEP’s and progress reportsCreate worksheets, flash cards, and symbol cardsAnd much, much more. . .Web sites with free tools and/or free materials for people to use to make these thingsOne or two to add in
21 Examples of Symbol Making Tools BoardmakerTheraSimplicityPogo BoardsMrs. RileySymbol MatePicture This
22 Toy SelectionSelect developmentally appropriate materials and curriculumWork with the child’s team to develop strategies and address challengesLook for qualities of “Universal Design”
23 Universal Design for Learning Universal Design for Learning (UDL): The design of products to be useable by all people without the need for adaptationToys that are universally designed might have one or more of the following features:SoundColorTextureManipulatives
24 Discount School Supply Educational Aids- Cause & Effect Software- Early Literacy Software- Writing Aids- Stamps- Pencil grips- Slant boardEarly Learning 1by MarblesoftStamping Sticks byDiscount School Supply
25 Computer Access Adaptations Neurotypical children generally access the computer via a mouse.When a child cannot access the computer via a mouse then an alternate way is needed, such as a switch.A switch is a way for the user to take control of the computer.A switch generally requires less manual dexterity than a mouse.
28 Computer Access Adaptations Alternative KeyboardsDifferent Key ConfigurationsVariable SizesProgrammableAvailability of On-Screen Keyboards
29 When used appropriately, technology can… Provide support for independenceEngage all learning stylesReduce distractionDevelop social skillsPromote active learning and inclusion
30 How does AT support inclusion? Technology can provide a bridge for students to Communicate, Participate, and Learn along with their typically developing peers.Communicate: Through augmentative and alternative communication (AAC) devices and methodsParticipate: Through inclusive playtimeLearn: Through adapted curriculum and materialsMove this slide to beginning of presentation
31 What is the process for choosing AT for young children? Individual Family Service Plan (IFSP) teams for children ages 0-3 and Individual Education Plan (IEP) teams for children consider and select appropriate assistive technology for each child with a disability.Move to beginning of power point?Or leaveLook at IFSP language in the transition guideSpell out IFSPDeveloped for children 0 – 3What is the goal of IFSP – look at transition guide page 5Discussion of IFSP – take a couple things from and make a slideDon’t discuss funding/moneyThis ppt needs to focus on EC
32 What is the process for choosing AT for young children? ISFP and IEP teams:Consider whether AT is needed to assist in the student’s educational developmentIdentify AT devices and services and any training needed for the child, family, school, therapists, or support staffSchool districts may have their own consideration processes and forms
33 Individuals with Disabilities Education Act (IDEA) IDEA is the Federal special education law concerned with educational outcomes for students with special needs.IDEA requires that schools track the educational progress of children with identified disabilities.IDEA requires that assistive technology must be considered for all students with disabilities. This does not mean that it must be provided, but a meaningful consideration process must take place.
34 What is “Consideration?” Consideration is not defined by law. It is usually part of the process of developing a child’s annual IEP or IFSP.The IEP/IFSP team members consider whether assistive technology and related services are needed by the student to achieve the developmental and educational goals identified in the plan.
35 Documenting AT in the plan IFSP/IEP sections most likely to include AT are:Special Education and related servicesPresent level of performance/strengthsAnnual goals and objectivesTransition goals and objectivesComprehensive evaluationAdaptations and modifications
36 How to pay for AT Evaluation and Devices Schools are required to provide AT devices, including assessment, training, and evaluation, if the device is included in the child’s IEP/IFSP. The school then owns the device, even if it has been customized for the child.If an AT device is paid for by a child’s parents or their insurance plan, the family owns the device. Medicaid will only pay for devices that have been documented as “durable medical equipment.”Community Service groups, such as Lions or Elks clubs, may offer partial or total funding.
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