Presentation on theme: "Instructional Technology Training"— Presentation transcript:
1Instructional Technology Training Assistive TechnologyInstructional Technology Training
2Assistive Technology Training Model Assistive Technology designee (“building AT facilitator”) in each elementary buildingThe building AT facilitator will be provided with training in assistive technology to help support building needsThe 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 firstModel will expand to include secondary buildings
3Special 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 requiredThe IEP team can be considered the “AT Team” as wellNo such thing as an “assistive technologist”
4AT 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))
5AT services :Any service that directly assists a child with a disability in the selection, acquisition, or use of assistive technology device. Includes:EvaluationAcquiringApplying and maintainingCoordinatingTraining
6Universal 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,
7UDL……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
8GOAL: 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
9UDL…..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.
10Evaluation of AT needs: Student Environment Task Tool (SETT) FrameworkAn 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)
11Critical Aspects of SETT: Collaboration (completed by the team)CommunicationMultiple perspectivesPertinent informationShared knowledgeFlexibilityOn-going processes amongst team members
12Student Environment Tasks Tools SETTStudent Environment Tasks ToolsFramework Step 1: Collect Info Step 2: Generate solutions Step 3: Implement Plan Step 4: Integrate AT In IEP
13SETTStudent Environment Tasks ToolsStudent: 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 discussionCollaboration 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
14SETT 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)
15SETT STUDENT ENVIRONMENT TASKS TOOLS 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?STUDENTWhat 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?ENVIRONMENTWhat 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?TASKSWhat 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.TOOLSDescribe tool features that are needed.Tools are on a continuumfrom no/low, mid, high.
16SETT Implementation Plan Kent ISD Assistive TechnologySETT 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 andAccommodations(To be used with this task)Who is Responsible?Frequency?
17Documentation 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.
18Continuum from No/Low Tech to High Tech NOTE GUIDE: TEN THINGS EVERYONE NEEDS TO KNOW ABOUT AT IN 2006Continuum from No/Low Tech to High TechSAY: 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
19Universal Design for Learning RtI Continuum of Supports /Universal Design for LearningTier 3Intensive InterventionTier 2Targeted InterventionTier 1Universal Prevention
20Always 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.
21Tier 1: Universal Prevention (examples) Group instruction using technologyProper ergonomic seatingVariety of pencils / pensHandwriting instruction (use of handwriting curriculum)Variety of paper (various size lines, no lines, colored, grid, etc)Decreasing environmental distractions, clutter, etcWord wall, cue cardsExtended time for assignmentsClassroom visual scheduleUse of planners, agendasEnvironmental sound system
23Tier 2: Targeted Intervention (examples) Specialty paper (raised line, highlight, etc.)CalculatorColor overlays / reading stripsUse word processing features available on currentclassroom softwareIndividualized visual scheduleColor-coded foldersReader / talking word processingAlternate seating / positioningAdaptive scissors
24Tier 3: Intensive Intervention (examples) iPod TouchPortable word processorTalking word processor / calculatorSpecialized individualized software (Premier,word prediction, Inspiration, “speech to text”,“text to speech”, “readers”, etc.)Alternative computer accessTalking spell checkerSpecial education service(s) OT, PT,Speech, Resource Room
25Examples of AT accommodations for READING books on tape, digital text / e-books, software for talking word processing / “reader”, summarizing, reader voice changescolor overlays, lighting adjustments, highlight key words while reading, word windows, change textAdjust seating, extended time, limit distractions, occlude part of page
26Change text: F O N T Font Font Font Font COLOR colored backgrounds for contrasthighlightAdjust print size / spacing
27Examples 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 calculatoradapted paper (ex- grid, line paper turned sideways for columns, etc), reduce items on page
28Assistive Technology Continuum AT is a continuum of tools, strategies, and services used to support student participation and successExplore possible solutions needed to meet goals:High Tech ToolsText readersVoice recognitionEnvironmental control devicesAugmentative communication deviceSoftware for manipulation of objectsElectronic booksLow Tech ToolsPencil gripsColor codingHighlightersSlanted surfacesReading and writing guidesEnlarged worksheetsMid Tech ToolsBooks on tapeTalking spell checker, dictionaryWord processorTape recorderAdaptive eating utensils
29A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY The Motor Aspects of Writing Computer with voice recognition softwareComputer with word predictionComputer with scannerAlternative keyboardsComputer with word processing softwareComputer with accessibility featuresPortable word processorPortable talking dictionaryLabel makerPrewritten words/phrasesWriting templatesAdapted paperAdapted pencil/penVariety of pencils/pensEnvironmental and Seating adaptations
30Reading Websites Digital Booktalk Reading Logs Free ebooks Literature ChartsStudy GuidesOnline Children Stories
31Writing Websites Writing help Parts of Speech Essay Builders Writing LabsWord Play
32Math Websites Subjects: Algebra Geometry Number Sense Basic Facts Time FractionsDecimalsMoney
34Where to Find E-TextMany 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.
35E-Text Web Sites www.etext.org www.ipl.org www.kidpub.org/kidpub
36A.T. websites to remember: http://grpsat.pbworks.com/ex.php (use Novell username and password, go to "Miscellaneous", goto Occupational Therapy / Physical Therapy 101")
37Barriers 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
38Identified barriers: Perpetuation of the “Expert Model” Insufficient funds for assistive tech devices, and, especially for PD and training on devicesLack of collaboration between AT consultants and the curriculum and RtI consultantsLack of time to implement training for staff; lack of PD for all staff (special and general educators) in ATIdentifying stakeholders to implement a sustainable model
39Additional 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 trainingsAT tool kitsStaff meetingsNext training