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Instructional Technology Training

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1 Instructional Technology Training
Assistive Technology Instructional Technology Training

2 Assistive Technology Training Model
Assistive Technology designee (“building AT facilitator”) in each elementary building The building AT facilitator will be provided with training in assistive technology to help support building needs The building AT facilitator will receive on-going support (trainings, consultative, equipment and materials) The building AT facilitator will be the initial contact for student assistive technology needs which result from IEP meetings, CST / SST / RtI, building staff, parent concerns, etc. The RtI model will be followed for AT needs, with consideration for low tech / Tier 1 interventions or universal preventions first Model will expand to include secondary buildings

3 Special Education and Assistive Technology
Consideration for assistive technology is mandated by law (IDEA, 2004); “Every student with an IEP must be considered for the related service of assistive technology”. There is no legislation specifying who must deliver the service or what qualifications are required The IEP team can be considered the “AT Team” as well No such thing as an “assistive technologist”

4 AT device: Any item, piece of equipment, or product system, whether acquired commercially off shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of a child with a disability (Part B Section 612(1))

5 AT services : Any service that directly assists a child with a disability in the selection, acquisition, or use of assistive technology device. Includes: Evaluation Acquiring Applying and maintaining Coordinating Training

6 Universal Design for Learning (UDL)
Accommodates learner differences through flexibility in instructional methods, materials and assessments. UDL underscores the need for multiple approaches to meet the needs of diverse learners. UDL encourages making multiple approaches available to all learners. —CAST,

7 UDL…… The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. Center for Applied Special Technology (CAST), 2003 (differentiated

8 GOAL: embed UDL in curriculum Embedded strategies might include:
►Podcast or video cast lessons ►Web-based information gathering ►Picture-supported reading material ►Project based software or web tools ►Text-to-Speech tools for reading or writing ►Digital organizers ►Digital mapping or graphic organizing tools ►Scaffolding material ►Digital math tools (web calculators/tutorials/flashcards) ►Hands-on demonstration or materials

9 UDL….. UDL mirrors the movement in architecture and product development. Think of speakerphones, curb cuts, closed-captioned television, and pen grips. Features that got their start helping those with disabilities eventually benefit everyone. Instead of building a ramp on the back of the school, placing a gradual incline at the entrance provides access for all.

10 Evaluation of AT needs:
Student Environment Task Tool (SETT) Framework An organizational tool to help collaborative teams create a student technology plan that is: Student- centered (roles, needs abilities) Environmentally useful (what is available) Task focused (what activities take place) Tool systems (what options could be considered) (Zambala, 2002)

11 Critical Aspects of SETT:
Collaboration (completed by the team) Communication Multiple perspectives Pertinent information Shared knowledge Flexibility On-going processes amongst team members

12 Student Environment Tasks Tools
SETT Student Environment Tasks Tools Framework Step 1: Collect Info Step 2: Generate solutions Step 3: Implement Plan Step 4: Integrate AT In IEP

13 SETT Student Environment Tasks Tools Student: Describe the child in detail and include how a disability affects his or her ability to participate. Environment: Describe all environments in which the child participates and the supports available. Task: Identify the specific tasks and activities that the child needs to participate in. Tools: Consider a wide range of strategies to support and extend the abilities of the child. There are a variety of consideration models available for teams when considering assistive technology. The SETT Framework, by Joy Zabala is one example. (Other Consideration Frameworks can be discussed at this time, depending on the particular needs of your audience, or the practice of your organization.) Joy Zabala states that the “SETT Framework is not a protocol for assessment, but rather an organizational tool that is intended to be an integral, ongoing part of ALL phases of assistive technology. SETT’s critical elements include: A process SETT is an ongoing process for use throughout a student’s education. Communication/Multiple perspectives: It involves communication between all members of the team as each team member brings multiple perspectives regarding the student, the environment, tasks and tools to the discussion Collaboration Collaboration among team members with various perspectives is essential for successful planning, implementation and carryover. Flexibility The individual team members must show flexibility when considering the appropriate assistive technology as the appropriate technology is what works for and what is accepted by the individual student. Pertinent information and resources The SETT framework takes into consideration pertinent information and resources. The team utilizes formal and informal assessment data to assist in the decision making process. SETT Framework Joy Zabala

14 SETT Framework STUDENT Kent ISD Assistive Technology ENVIRONMENTS
(Abilities and special needs, likes and dislikes) ENVIRONMENTS (location, physical arrangement, existing supports) TASKS (specific activities and their critical elements – prioritized) TOOLS (strategies and accommodations that might improve performance within the customary environments)

What does the student need to be able to do that is difficult or impossible to do independently at this time? What are the students special needs and abilities? STUDENT What are the functional areas of concern? What are the students current abilities? What activities take place in the environment? Where will the student participate- classroom, home, community, therapy? ENVIRONMENT What materials, equipment, supports, resources are available? What is the physical arrangement? What specific tasks occur in the environments which enable progress toward mastery of IEP goals and objectives? TASKS What activities is the student expected to do? Tools are devices and services- everything that is needed to help the student succeed. Tools must be student centered. TOOLS Describe tool features that are needed. Tools are on a continuum from no/low, mid, high.

16 SETT Implementation Plan
Kent ISD Assistive Technology SETT Implementation Plan (To be completed by the team to determine specific plan for Tools and Tasks) Tasks (Be Specific) Environments (classroom – type and location, home, etc.) Tools and Accommodations (To be used with this task) Who is Responsible? Frequency?

17 Documentation of AT need
Report should indicate the need. Example: Jordan requires AT in the form of self- regulation tools (e.g.., hand tools / squeeze ball, Theraband, water bottle) in order to fully participate and maintain concentration during math.

18 Continuum from No/Low Tech to High Tech
NOTE GUIDE: TEN THINGS EVERYONE NEEDS TO KNOW ABOUT AT IN 2006 Continuum from No/Low Tech to High Tech SAY: There are literally thousands of items that can fall into the definition of AT devices, so some classification system is helpful. SAY: Often, when people think of technology, they think only of high-tech products, such as computers and high-tech communication aids, but the range of AT devices falls into a broad continuum from no tech/low tech, non-electronic technology to very complex high technology. Different people use different classification systems. What is important to remember is that there is a broad range of items that can be defined as AT; it is not essential to categorize the items. . SAY: Some AT devices are relatively simple, but are potentially very effective “no tech/low tech” devices. Sometimes they have no electronics in them, and sometimes they have very simple electronics which are often powered by standard batteries. Talking spell checkers, pencil grips, slant boards, adapted feeding utensils and single-message speaking devices are some examples of no/low tech devices. SAY: Other AT devices are a bit more complex and fall into the lower end of “high tech.” Devices in this category are called “mid-tech” by some people. They have a degree of electronic functioning and almost always have some sort of power source that requires some level of care. These devices are potentially very powerful, but for many users often require less training and support to get started. Some examples of mid-tech devices include portable word processors, multiple-message communication aids, and some alternate computer access devices. SAY: Examples of the most complex, but often necessary, AT category - high tech - include computers, academic support software, sophisticated communication aids, and more complex computer input systems such as those controlled by eye gaze or speech. Tools in this category generally require more training and maintenance than less complex tools, which needs to be considered when determining what AT services are needed. CLICK THE MOUSE TO PROCEED TO THE NEXT SLIDE. Zabala, J.S. (2006). Ten Things Everyone Needs to Know about AT in NOT TO BE USED WITHOUT SPECIFIC WRITTEN PERMISSION. For more information, contact by to

19 Universal Design for Learning
RtI Continuum of Supports / Universal Design for Learning Tier 3 Intensive Intervention Tier 2 Targeted Intervention Tier 1 Universal Prevention

20 Always begin with no- and low-tech options as they:
Reinforce least restrictive options. Are simple to use and acquire. Are more readily accepted by student, family, and peers.

21 Tier 1: Universal Prevention (examples)
Group instruction using technology Proper ergonomic seating Variety of pencils / pens Handwriting instruction (use of handwriting curriculum) Variety of paper (various size lines, no lines, colored, grid, etc) Decreasing environmental distractions, clutter, etc Word wall, cue cards Extended time for assignments Classroom visual schedule Use of planners, agendas Environmental sound system

22 Tier 1 & 2 low tech interventions:
Pencil grips Note taking paper Slant board Colored paper

23 Tier 2: Targeted Intervention (examples)
Specialty paper (raised line, highlight, etc.) Calculator Color overlays / reading strips Use word processing features available on current classroom software Individualized visual schedule Color-coded folders Reader / talking word processing Alternate seating / positioning Adaptive scissors

24 Tier 3: Intensive Intervention (examples)
iPod Touch Portable word processor Talking word processor / calculator Specialized individualized software (Premier, word prediction, Inspiration, “speech to text”, “text to speech”, “readers”, etc.) Alternative computer access Talking spell checker Special education service(s) OT, PT, Speech, Resource Room

25 Examples of AT accommodations for READING
books on tape, digital text / e-books, software for talking word processing / “reader”, summarizing, reader voice changes color overlays, lighting adjustments, highlight key words while reading, word windows, change text Adjust seating, extended time, limit distractions, occlude part of page

26 Change text: F O N T Font Font Font Font COLOR
colored backgrounds for contrast highlight Adjust print size / spacing

27 Examples of AT accommodations for MATH
on-screen calculator, math software -templates for calculations, on-screen material manipulation, budgeting, touch screen, etc. use a single problem “window”, use of manipulatives, visual cues (number line, posters, templates), highlight computation sign, calculation dice, mini whiteboards, multiplication grid, calculator / talking calculator adapted paper (ex- grid, line paper turned sideways for columns, etc), reduce items on page

28 Assistive Technology Continuum
AT is a continuum of tools, strategies, and services used to support student participation and success Explore possible solutions needed to meet goals: High Tech Tools Text readers Voice recognition Environmental control devices Augmentative communication device Software for manipulation of objects Electronic books Low Tech Tools Pencil grips Color coding Highlighters Slanted surfaces Reading and writing guides Enlarged worksheets Mid Tech Tools Books on tape Talking spell checker, dictionary Word processor Tape recorder Adaptive eating utensils

Computer with voice recognition software Computer with word prediction Computer with scanner Alternative keyboards Computer with word processing software Computer with accessibility features Portable word processor Portable talking dictionary Label maker Prewritten words/phrases Writing templates Adapted paper Adapted pencil/pen Variety of pencils/pens Environmental and Seating adaptations    

30 Reading Websites Digital Booktalk Reading Logs Free ebooks
Literature Charts Study Guides Online Children Stories

31 Writing Websites Writing help Parts of Speech Essay Builders
Writing Labs Word Play

32 Math Websites Subjects: Algebra Geometry Number Sense Basic Facts Time
Fractions Decimals Money

33 Student Organizer Websites
Student Planner Assignment Monitor Mobile Apps Calendar’s Note -Taking

34 Where to Find E-Text Many publishers are making their textbooks available in digital format, check for availability. Keyword search online for e-text by author, title, or genre. Newspapers are available in electronic form. Sections can be downloaded or read directly from the computer by a text reader. Create e-text by scanning work sheets or books pages into a computer using specialized software and hardware.

35 E-Text Web Sites

36 A.T. websites to remember: ex.php (use Novell username and password, go to "Miscellaneous", go to  Occupational Therapy / Physical Therapy 101")

37 Barriers to AT: Michigan’s Integrated Technology Supports (MITS) (statewide project focused on AT and UDL) “What are the barriers to creating a sustainable model of assistive technology to support students in accessing and progressing in the general education curriculum?” Region 3 work group identified 53 barriers

38 Identified barriers: Perpetuation of the “Expert Model”
Insufficient funds for assistive tech devices, and, especially for PD and training on devices Lack of collaboration between AT consultants and the curriculum and RtI consultants Lack of time to implement training for staff; lack of PD for all staff (special and general educators) in AT Identifying stakeholders to implement a sustainable model

39 Additional projects / training
?????? The building AT facilitator will receive on-going support (trainings, consultative, equipment and materials) Training on website exploration (computer lab) Hands-on AT equipment (low-high tech) Building trainings AT tool kits Staff meetings Next training

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