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Assistive Technology Instructional Technology Training.

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Presentation on theme: "Assistive Technology Instructional Technology Training."— Presentation transcript:

1 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

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 SETT S tudent E nvironment T asks T ools ▫Framework Step 1: Collect Info Step 2: Generate solutions Step 3: Implement Plan Step 4: Integrate AT In IEP 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. SETT Framework Joy Zabala

14 STUDENT (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) Kent ISD Assistive Technology SETT Framework

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

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

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

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

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

21 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 Tier 1: Universal Prevention (examples)

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 AT is a continuum of tools, strategies, and services used to support student participation and success Assistive Technology Continuum Explore possible solutions needed to meet goals: 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 High Tech Tools Text readers Voice recognition Environmental control devices Augmentative communication device Software for manipulation of objects Electronic books

29 A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY The Motor Aspects of Writing 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

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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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