Presentation on theme: "Considerations and Documentation of AT in the IEP"— Presentation transcript:
1Considerations and Documentation of AT in the IEP ASSISTIVE TECHNOLOGYIDEA defines it as "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 individuals with disabilities.”The term does not include a medical device that is surgically implanted, or the replacement of such a device.
2THE LAW: ASSISTIVE TECHNOLOGY Considerations and Documentation of AT in the IEPTHE LAW: ASSISTIVE TECHNOLOGYEach public agency shall ensure that Assistive Technology devices or Assistive Technology services, or both, as those terms are defined in SS , are made available to a child with a disability if required as a part of the child’s:Special education,Related services, orSupplementary aids and servicesOn a case-by-case basis, the use of school-purchased Assistive Technology devices in a child’s home or in other settings is required if the child’s IEP team determines that the child needs access to those devices in order to receive a free and appropriate public education.Medical devices are not included.IDEA 20, USC, Ch 33, Section 1401 (25) US
3Considerations and Documentation of AT in the IEP AT CONSIDERATIONAT must be considered and documented for every student who has an IEPAll IEP teams must be able to consider and document AT needs for every studentStudents on a 504 plan may also be entitled to AT as a reasonable accommodationIf the student doesn't qualify for an IEP (Individualized Education Plan) but still requires some accommodations and modifications to fully participate in the classroom, a 504 plan may be called for.The "504" in "504 plan" refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling.
4ONE OR MORE AREAS OF THE IEP MAY DOCUMENT ASSISTIVE TECHNOLOGY: Present Levels“THE Box” (Consideration - Form C)Embedded in goalsSupplementary Aids, AT and ServicesProgram Modifications or Supports for School PersonnelAccommodations and Modifications
5PLAAPF EXAMPLES www.gpat.org John exhibits a severe expressive communication impairment. He communicates with peers and adults within his environment using vocalizations and an eight location voice output augmentative communication device. He uses the device in all educational settings and appropriate vocabulary is programmed for each setting.Due to her significant visual impairment, Susan is not able to access standard print instructional materials such as textbooks, worksheets, and written tests. She requires that all print copies be enlarged through the use of a photocopier or closed circuit television system. Computer-based materials are enlarged using a text enlargement software application.This slide refers to examples found in the GPAT Narrative on Documenting AT in the IEP.
64th GraderXx is unable to independently write her name or numbers to complete writing assignments in her special education classes due to low tone and poor coordination. She has access to rubber stamps, word processing and IntelliKeys (alternate keyboard) and needs help with positioning these tools to make them most functional (non-slip material and/or slant board).She cannot identify letters or words, so access to a talking word processor with a “Speak on Letters” feature is being used to help with her spelling and reading goals.
7“THE BOX”Form C is the Consideration of Other Factors section. Try to include the words in your meeting, “We considered AT, and we all agree to check under Statement of Required Assistive Technology Devices and Services”:Considered, Not NeededIncludedOn this form, there is a text area available to describe the tools; be sure they are related to the agreed upon tasks, and do not use brand names (e.g., Dragon Dictate, AlphaSmart).
8Example: John John Check AT Statement: Included This kindergarten student uses a walker for mobility, switches to control toys, and simple voice output communication devices for requests/greetings (again, do not indicate specific names/brands of devices here)Note that Assistive Technology needed relates to tasks he needs to complete in his educational environment, but that specific brands of devices are not listed here.
9AT EMBEDDED IN GOALSDuring classroom activities, Kim will activate the appropriate switch (from two options - one preferred and one neutral) with no more than 3 prompts on 4 out of 5 opportunities.Short term objective: activate switch to gain attention of teachersShort term objective: greet adults and peersShort term objective: request motivating materialsHere is one example of a goal. When dividing up into groups, brainstorm other goal(s) for Kim as well as 6 other case studies.
10Supplementary Aids, AT and Services AT Solutions for Mechanics of WritingAT Solutions for Written CompositionAT Solutions for Studying/LearningAT Solutions for MathAT Solutions for Computer AccessAT Solutions for ReadingAT Solutions for CommunicationAs in the goals section of the IEP, list features and general function of the tool (to accomplish tasks in specified environments)GPAT narrative examples:Shaunda will have access to a portable word processor for all note taking in her generaleducation classes.Kendra will have access to a calculator for all math activities in her general educationclasses.Other examples:Abraham will have access to a communication device with levels in special ed classroom and in all inclusion settings (lunch/specials)
11SUPPLEMENTAL SERVICES EXAMPLES Shaunda will have access to a portable word processor for all note taking in her general education classes.Kendra will have access to a calculator for all math activities in her general education classes.
12Program Modifications or Supports for School Personnel Training for studentTraining for school personnelTraining for familyGPAT Narrative examples:Paul’s teachers will receive training in the use and programming of his augmentative communication device.Kelly’s special education and general education teachers will be provided with follow-up training and technical assistance as needed to aid them in integrating the use of her assistive technology devices (spell checker, word processor) into her school curriculum.
13EXAMPLE: 6TH GRADE STUDENT Supplementary Aids/ATPortable word processor, word prediction software, software for concept webbingServicesStaff, student, and parents should receive training in the use of the portable word processor and the software programs
14Accommodations and Modifications Provisions made in how the student accesses/demonstrates learningModificationsChanges in what the student is expected to learn or demonstrateAccommodations which are provided for instruction should also be made available for assessment. Therefore it is important to document these in the IEP.
15EXAMPLES 6th grader academic - accommodations Extended time for testsShortened assignmentsAllow oral responses rather than writtenUse assistive technology with spell check, grammar check, and predict ahead functions turned off (for testing)3rd grader Sammy Sue - modificationsAlternative assignments will be provided as needed.Alternative assessments will be provided as needed.Simplified curriculum (limit the number of concepts, knowledge, or skills to be mastered and assessed).Look at the other case studies and discuss the different accommodations and modifications that should be documented.
16Assistance in Consideration Considerations and Documentation of AT in the IEPAssistance in ConsiderationTiered knowledge modelIEP teams (Tier 1) may request assistance from Tier 2 (AT Team Members) when neededProcess includes:IEP team brainstormingGuided observation and trialsPlan development and implementationTiered knowledge takes into consideration that some people in the district may have more specialized knowledge than others. Refer to Easter Seals document from University of Kentucky AT Project: Survey of AT Knowledge & Skills for Guiding Professional Development For School Personnel, Students Using AT, and Their Parents
17TIER ONE: IEP TEAM - ASKS AND ANSWERS Who is the student?What is the environment like? What supports are currently available?What tasks does the student need to accomplish?What would the tools look like (i.e., features)?Where do I go to find the exact tools?
18If the IEP team is unable to answer some of these questions, they may need help. Fill out the Assistance Request for AT form and intercampus mail to Deanna Wagner, Meadows.Deanna can coordinate and touch base with Tier 2 people who may be able to help.Tier 2 people include staff from different disciplines who have experience with assistive technology.Tier 2 may also include the AZ Dept of Ed Assistive Technology Specialists with access to a Loan Library of equipment.
19CONTACT DEANNA WAGNERAvailable for classroom visits, observations, consults, guiding AT implementation and consideration(text)Part-time district employee (W/F), please allow time for responseOffice at Meadows
20Considerations and Documentation of AT in the IEP REASONS TO USE ATIncrease levels of independenceImprove quality of lifeIncrease productivityEnhance performanceExpand educational/ vocational optionsIncrease success in regular edReduce amount of support servicesRemember why we are using AT.Part II of this Workshop will explore the IEP process and documentation of Assistive Technology in more detail. For now, let’s take some time and look at more examples of light-tech to high-tech tools.
21Instructional or Access Areas: WritingSpellingReadingMathStudying/ Organizational SkillsListeningOral CommunicationSeating/Positioning/ MobilityDaily Living ActivitiesRecreation and LeisurePre-vocational and Vocational
22QUALITY INDICATORS OF AT CONSIDERATION Consider AT for all students with disabilities vs. only students with severe disabilitiesInclude staff on the IEP team who are knowledgeable and skilled in AT interventionsUse a consistent process for gathering data about the student, environment, and required tasks
23Assistive Technology Trials and Recommendations Considerations and Documentation of AT in the IEPAssistive Technology Trials and RecommendationsDescribe AT to be trialed, including means of documenting success.Indicate what type of AT is required by the student to accomplish tasks identified.Describe features of the tools rather than single names, though you may indicate an example “Talking Word Processor such as IntelliTalk”
24Considerations and Documentation of AT in the IEP DURING AT TRIALSBe sure to consider what the student is willing to use and try equipment before purchase.We can use the AZ Department of Ed Exceptional Student Services AT Short Term Loan LibrarySee handout - Hey! Can I try that? (bound copy to pass around, title/final page in participant handout packet)Before selecting something for a student, be sure to include him/her in the process.Look for your state AT Resources and do what you can to borrow or trial items before purchase.See handout - Easter Seals Assistive Technology School Project: Guidance on Developing a List of AT Resources in Your State
25AT Consideration Conclusions AT Consideration Conclusions can be documented in e-IEP Pro in the text area of Consideration of Special Factors Form C (once again, describing features without indicating specific device/brand)If the IEP document is already locked, then AT Considerations results should be added as Supporting Documentation and included in a Prior Written Notice.