1. Before the webinar begins…..
In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time:
First and last name (if you did not specify this when you logged into the webinar)
Parish you are representing
Your complete address
Your certificate will be ed to you within 1 week; if you do not receive it, please Wendy Allen

2. New Special Education Teacher Webinar Series
Series of 3 webinars
November 19, 2014: Overview of Assistive Technology
December 9, 2014: Assistive Technology Tools for ELA
January 14, 2015: Assistive Technology Tools for Math
1 hour of CLU credit for each webinar attended

3. A Brief Look into Assistive Technology
AT Tools for Reading, Writing and Math
Hosted by
Created by South River AT Center Facilitators
Sharon Edwards & Kristie Stapler

4. Considerations
This webinar is being recorded and will be available for viewing at under
Inclusive Practices Webinars
If you need to ask a question, please use the Chat Pod on your screen (NOTE: everyone can see your question)
You can download all of today’s materials in the FILES 2 Pod on your screen at any time during the presentation
Click on the selected file
Choose “SAVE TO MY COMPUTER”
Select the destination where you would like to save the file

5. People First Language
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from

6. Louisiana Assistive Technology Initiative (LATI)
Louisiana Assistive Technology Initiative Regional Centers provide the following FREE services.
Professional Development - LATI provides in-depth training on specific areas of AT are designed for newcomers as well as experienced professionals looking to expand their perspective of AT. 
AT Assessment Assistance - LATI assists the school systems’ staff in conducting AT assessments through job-embedded coaching and training.
Consultations - LATI provides consultative services to address AT issues on individual students or address general classroom AT needs.
Technical Assistance - LATI provides technical assistance to school systems to address difficulties with AT devices, hardware, and software. 
Short-Term Equipment Loans - LATI provides a FREE short-term loan program to assist school systems in conducting AT assessments and/or recommending assistive technology for students.

7. Assistive Technology Device
An assistive technology device is any item, piece of equipment, or product system, acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve functional capabilities of individuals with disabilities.
Assistive Technology encompasses a broad range of devices from very simple (low tech) to very sophisticated (high tech).
(IDEA, 20 U.S.C. Chapter 33, Sect. 1401)

8. Consideration The IEP team shall…….
Consider whether the child requires assistive technology devices and services… IDEA ’ (a)(2)(v)
Consideration should be given for every student with a disability who is eligible for an IEP….. Bulletin 1508

9. AT Fosters Inclusion
AT helps students who have disabilities learn the material in a way that they can understand it
AT helps eliminate barriers students may face that prevent them from being at the same level as their classmates
AT must be used everyday so the student can become a proficient user

10. AT Needs May Change
As a student’s schoolwork gets more advanced, their technology needs may change or increase
New technology may become available that will better meet the needs of the student
As a student’s disability may change so must the technology to meet their needs

11. Why Do We Use AT?

12. Compensatory vs Remedial Approaches
A compensatory approach might be when a student listens to a digital version of the book for English class to answer questions about it, with the goal of bypassing a reading problem, not of learning how to read.
A remedial approach would be if the student listens to the book or has a computer reading a scanned or digital version of the book while following along with the text and trying to learn unfamiliar words designed to improve areas of deficiency.

13. Compensatory vs Remedial Approaches
Using only the remedial approach can lead to burnout.
Discouraged students benefit more from immediate solutions to particular problems.
For example, it may be best to give up the goal of learning to spell, in favor of using a “spell check,” so that a student can focus on getting thoughts on paper and not mechanical details that can become overwhelming barriers to self-expression.

14. What to do BEFORE choosing a Tool?

15. SETT Framework
The SETT Framework is an organizational tool to help teams create systems that foster the educational success of students with disabilities.
In order to develop an appropriate system of assistive technology devices and services, teams must first gather information about the STUDENT, the customary ENVIRONMENT, and TASKS that are required for the students to be successful active participants.

16. SETT Framework Student Environment Tasks
What is the functional area(s) of concern? What does the student need to be able to do that is difficult or impossible to do independently at this time?
Special needs
Current abilities
Environment
Arrangement, Support, Materials and Equipment, Access Issues, Attitudes and Expectations.
Tasks
What SPECIFIC tasks occur in the student’s natural environments that enables progress toward mastery of IEP goals and objectives?
What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control)

17. Types of Reading Difficulties
Struggling readers often have difficulty in one or more of the following areas:
Phonemic awareness - ability to focus on and manipulate phonemes in spoken words.
Phonics - ability to associate sounds with letters and use these sounds to form words.
Vocabulary - identifying the meanings of words and using those words appropriately within context.
Comprehension - complex cognitive process involving the intentional interaction between reader and text to convey meaning.
Fluency - Fluency is the effortless, automatic ability to read words in connected text.

18. Types of Writing Difficulties
Struggling writers often have difficulty in one or more of the following areas:
Handwriting
Writing process
Conventions of writing
To provide appropriate supports, we must determine the types of difficulties the student is experiencing

19. Success in Math Students need to be able to: Read Write Draw Compute
Compare
Measure
Problem solve
Understand time

20. Types of Math Difficulties
Persons experiencing difficulty with math may have problems in one or more of the following areas:
Calculation
Visual-spatial skills
Organization
Problem Solving
To provide appropriate supports, we must determine the types of difficulties the student is experiencing.

21. Now We Can Look at the Tools
Tools include devices, services, and strategies…
Analyze the information gathered on the Student, Environment, and the Tasks:
Is it expected that the student will not be able to make reasonable progress towards educational goals with out AT devices and services?
If yes, describe what a useful system of AT devices and services for the student would be like.
Brainstorm Tools that could be included in a system that addresses student needs.
Select the most promising Tools for trials in the natural environments.
Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.)
Collect data on effectiveness.

22. AT Tools for Reading Page Up Page Fluffers Reading Filters
Word Identification Aids
Bookshare -
Word Talk -
PowerTalk -
SymWriter -
Kurzweil

23. AT Tools for Writing Slant Board with Dry Erase Letter Tiles
Specialized Pens / Pencils
Special Paper
Voice Recorder
Live Scribe
Co:Writer
Speech Recognition

24. AT Tools for Math Manipulatives Reference/Study Guides Step Pad
Calculators
Adapted Rulers
Math Processing Software
National Library of Virtual Manipulatives

25. Determining The Optimal Tool(s)
Student abilities and needs
Required tasks / job
Available supports

26. Benefits of AT
Productivity
Independence
Achievement

27. Things to Remember Technology is no substitute for good instruction
Technology should be used in conjunction with other available supports
Technology used should be monitored and changes made as needed

28. Hours of Operation: 7:30 – 3:00 M-F
South River AT Center
Sharon Edwards
Kristie Stapler
611 North Burnside Avenue
Gonzales, LA 70737
(225) or 7279
Hours of Operation: 7:30 – 3:00 M-F

29. Building Capacity
When you leave today, what will you do with this information?
How will you share it with others in your district?
When will you share it? (Timeline)

30. Access to free resources, webinars, and other valuable information
To learn more about the Louisiana State Personnel Development Grant, visit
Access to free resources, webinars, and other valuable information

31. REMINDER: CLU Credit If you have not already done so…..
In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time:
First and last name (if you did not specify this when you logged into the webinar)
Parish you are representing
Your complete address
Your certificate will be ed to you within 1 week; if you do not receive it, please Wendy Allen

32. Join us for the rest of the series!
December 9, 2014: Assistive Technology Tools for ELA
January 14, 2015: Assistive Technology Tools for Math
1 hour of CLU credit for each webinar attended

33. Questions & Answers

34. We Want Your Feedback!
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The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.