1. Assistive Technology SpEd 417/517

2. 1. Select an environment for instruction analyze sensory and motor characteristics 2. Delineate the required activities and skills 3. Assess performance in the environment (of person with disability) 4. Identify and analyze performance discrepancies 5. Select priority instructional objectives 6. Develop instructional strategies Individualized Adaptation Process/Lesson Plan 7. Teach skills directly 8. Use adaptations a. generate ideas b. design, then construct c. outline teaching procedures 9. Implement and evaluate, modify and fade as appropriate

3. 1. Select an environment for instruction Select “real world” environment in which student must learn to function Describe sensory and motor characteristics Lesson Plan

4. PUBLIC LIBRARY enjoys listening to music and looking at magazines activities were age-appropriate family used the selected library located near home proximity to other community sites low cost to use facility facility open when available “George”

5. 2. Delineate the activities and skills required in the environment Complete “skills inventory” by delineating activities performed and skills required by a person without a disability for functioning within the selected environment Lesson Plan

6. Choosing an audiotape locate audiotape section browse through audiotapes select one audiotape Listening to audiotape locate audiotape position self open audiotape player lid insert audiotape close lid put on headphones turn on audiotape adjust volume “George”

7. Choosing a magazine locate magazine section locate preferred magazines select one magazine Browsing through magazine locate an area to sit position self hold magazine read articles/look at pictures turn pages

8. 3. Assess performance in the environment Take student to natural environment Complete skills inventory Lesson Plan

9. Skills performed independently looked at one tape scanned then located the tape looked at one magazine looked at pictures in magazine “George”

10. 4. Identify and analyze performance discrepancies Student performance discrepancies are identified in relation to how a person without disabilities would function in the environment Lesson Plan

11. Skills which George requires assistance with player locate audiotape section browse through audiotapes position self open lid of player insert audiotape close player lid put on headphones turn of audiotape adjust volume Skills which George requires assistance with magazine locate magazine section locate preferred magazine locate an area to sit position self hold magazine turn the pages “George”

12. 5. Select priority instructional objectives Maintains health and vitality Enhances participation in current & future environments Increases social inclusion Frequent and multiple applications across environments and activities Essential for further development Priority for a significant person in that environment Lesson Plan

13. “George” Priority objectives active participation in community setting - library engaged in activity with community members can use these skills across settings can lead to higher level technological skills George wants to listen and read magazines

14. 6. Develop instructional strategies Direct instruction antecedent events consequent events Develop instructional adaptations - generate adaptations that will enable greater and more independent participation provide personal assistance modify skills or activities use an adaptive device modify physical and social environments Lesson Plan

15. 7. Direct Instruction Antecedent events Use of prompts verbal observational physical Prompting systems least intrusive prompts graduated guidance Task presentation massed trials distributed trials spaced trial sequence Consequent events Delivering reinforcement Correcting errors Lesson Plan

16. Teach the following skills directly locate audiotape close player lid locate magazine section locate area to sit “George”

17. 8. Instructional adaptations a. Providing personal assistance be careful not to over-use assistance consider principal of “partial participation” b. Modifying skills or activities changing typical skill sequence opportunities for repetition target priority skill and eliminate low priority skills c. Using an adaptive device select a pre-made adaptation create an adaptation to simplify task d. Modifying physical and social environments make changes to physical aspects of environment promote positive interdependence among student and peers Lesson Plan

18. Develop individualized adaptations a. Non-disabled peer assists George to move around library b. Peer chooses several age-appropriate options and George makes final selection by looking at or touching one of the options c. Activate a micro-switch with controlled arm or head movement and place magazine on easel d. Provide supportive positioning in library setting and ensure access to peers “George”

19. Activities of daily living Control of the environment Position and seating Vision Hearing Recreation Mobility Reading Learning/studying Math Motor aspects of writing Computer access Composing written material Communication Assistive Technology Considerations

20. 9. Implement and evaluate, modify and fade as appropriate Use of adaptive devices serve only to simplify task, not teach the student Direct instruction continues to be necessary - systematic cueing and fading strategies should be designed, implemented, and evaluated Lesson Plan

21. “George” Implement, evaluate and fade as appropriate Gradually fade peer support Change presentation of options to increase reliability Change switch placement Change seating and supports as appropriate

22. Evaluate effectiveness of adaptation performs its intended function integrated into instructional sequence accompanied by sufficient instruction to learn adaptation facilitates independence results in least intrusive assistance attractive and safe “fits” the specific context results in acceptable rate and quality of performance does not interfere with interactions Lesson Plan

23. Considerations for using adaptations Active participation Preference Longitudinal use Instructional time Design and construction Physical movement demands Precautions Over-generalizing Need for systematic instruction Ongoing evaluation of student performance with and without adaptation Expect several modifications before most efficient match is found Accessing resources community written vendors Lesson Plan

24. “George” Adaptations were age-appropriate They provided necessary support Direct instruction was provided throughout Independence was fostered throughout

25. Adapted Lesson Plan for Ryan Preschool Interagency team provided services in home setting while transitioning to preschool setting Elementary Placement in an elementary classroom with resource room support for physical management needs, personal cares, and adapted curricular needs Secondary Placement in a self-contained classroom for students with moderate to severe disabilities

26. Consider domain area of selected lesson plan Complete “Individualized Adaptation Process” Search for adaptation options and add pictures/reference to plan Provide list of resources for adaptations in selected domain area 30 points for completion of above “Adaptation Process”, 25 points for including assistive technology options, 25 points for use of multi-media Adapted Lesson Plan