Assistive Technology Tools & software Assessment

Assistive Technology Tools & software Assessment
Cindy Nankee CESA #3 WATI Consultant ASNAT is the acronym Assessing Students Needs for Assistive Technology Ch 1 – provides an overview of the AT consideration, assessment, and planning PROCESS There are 2 points I’d like to emphasize here: 1. The difference between an Evaluation and an Assessment: Evaluation is defined as a group of activities conducted to determine a child’s eligibility for special education Assessment is a group of activities conducted to determine a child’s specific needs What we’re going to be looking at today is an ASSESSMENT PROCESS; not an AT evaluation – we’re going to be looking at a process that helps us determine what the students specific needs are 2. I also place emphasis on the word PROCESS because it is something that is going to occur over time; it’s not a 1-time event; it will not be 1 meeting and you’re all done

Agenda Intro AT in the IEP Course outline STAGES ASNAT ATLAS
Online Lending Library NIMAS AT in the IEP STAGES ATLAS EvaluWare TASP

Course Intro 7 sessions 1 or 2 credits from Viterbo objecdtives
assignment

Session Objectives Participants will develop:
Knowledge of best practices in the area of AT Competence in the use of AT assessment tools Competence in the use of AT tools and software

Session Objectives Participants will develop:
Ability to instruct students in the use of AT Ability to integrate AT into the classroom Ability to mentor and in-service fellow peers

Final Assignment Paper summary of pre & post assessment, materials used, results of AT use, what you have learned. Class presentation min. Video pre and post session Show any materials you may have developed Demonstrate curriculum infusion/ class inclusion Plan AT in-service at your school

Session I Assignment Select target student – video release
Select AT focus (reading/writing/AAC) Video tape 3-5 min. student activity you anticipate being your focus Assess using one of the tools covered today Select and check out materials from loan library Schedule instructor visit

Assessment Assessment: a group of activities conducted to determine a child’s Specific needs. Evaluation: a group of activities conducted to determine a child’s eligibility for special education.

ASNAT Assessing Students Needs for Assistive Technology
A Resource Manual for School District Teams WATI (Wisconsin Assistive Technology Initiative)

ASNAT Assessment Process AT for Computer Access Writing Communication
Reading Recreation, Leisure & ADL’s Positioning Seating & Mobility Vision & Hearing A process is ongoing, preview the manual

ASNAT Writing AT into the IEP Funding AT Appendix Assessment Forms
References Vendors WATI product Catalog Assessment Forms

The Law IDEA 2004 Laws and Policy
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) aligns IDEA closely to the No Child Left Behind Act (NCLB), helping to ensure equity, accountability and excellence in education for children with disabilities. While regulations implementing the IDEA 2004 are being prepared, the regulations implementing the 1997 law remain in effect, to the extent that they are consistent with the IDEA 2004 statute. ( Let’s take a quick look at AT law This law applies to students with disabilities who have an IEP or Individual Education Plan in place While regulations implementing the IDEA 2004 are being prepared, the regulations implementing the 1997 law remain in effect, to the extent that they are consistent with the IDEA 2004 statute.

Assistive Technology Each public agency shall ensure that assistive technology devices or assistive technology services or both, as those terms are defined …. Are made available to a child with a disability as required as a part of the child’s Special Education Related Service Supplementary aids and services 602 (26) (A)(B) and (29) (A)(B) I’ll give you a moment to read this law. PAUSE In a nutshell, what it is saying is that each school district is required to ensure that AT devices and services are provided to a child with as disability if needed. We further differentiate a device versus a service in just a moment

AT Law affecting Schools
Assistive Technology Device 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 children with disabilities. 602 (1) (A) *EXCEPTION- The term does not include a medical device that is surgically implanted, or the replacement of such device. 602 (1) (B) One exception to IDEA ’97 definition of AT device Show pencil with pencil grip Given this definition: Would this be considered an assistive technology device for me?

Assistive Technology Service
Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Includes: Evaluation of needs including a functional evaluation, in the child’s customary environment; Purchasing, leasing, or otherwise providing for the acquisition of the AT devices; Selecting, designing, fitting, customizing, adapting. Applying, maintaining, repairing or replacing of AT devices; The definition remains unchanged.

Coordinating with other therapies, interventions, or services with AT devices
Training or technical assistance for a child with disabilities, or where appropriate that child’s family; and Training and technical assistance for professionals, employers or others who provide services to employ, or are substantially involved in the major life functions of children with disabilities. 602 (2) (A-F) Neither the law or its regulations provide guidelines for school districts in implementing the requirements. Education Tech Points is a resource that offers a systematic approach to providing AT services. It uses key questions to help address AT throughout the delivery of special education services (initial referral, evaluation for eligibility for special education, extended assessment, plan development, implementation and periodic review).

National Instructional Materials Accessibility Standard
Provide instructional materials to persons with print disabilities in a timely manner. 2 years after enactment or July1, 2007 State educational agency (SEA) is required to: Contract with publishers to provide the National Instructional Materials Access Center with electronic files of print materials OR Purchase materials from publishers in specialized formats. 613 (a)(6)(A) and (B) and 612 (a)(23) Interesting additions to the law.

AT Roles and Responsibilities
Range of situations: No one responsible for AT One person responsible for AT - little or no reduction in responsibilities One person – with some reduction in responsibilities Small team with some reduction in responsibilities Building level teams Well trained AT teams in each building with back-up from district AT team! Schools have been required to provide AT since 1990, however, there are still a wide range of situations that occur across districts. It’s easy to see why educators at the beginning of the continuum struggle to comply with mandates. You will all be the leaders in your schools after attending this course.

Consideration IDEA ’97 added the requirement that each IEP Team consider the need for assistive technology as part of the consideration of special factors. The IEP Team shall … consider whether the child requires assistive technology devices and services. Because IDEA specifically requires each IEP Team to consider the student’s need for AT, each IEP Team must have at least 1 member with sufficient knowledge to appropriately consider that need. He/She must also know where to turn when difficult questions arise.

“Consider” – American Heritage Dictionary
“To think carefully about, to form an opinion about, or to look at thoughtfully!” This thoughtful look should include at least a brief discussion of which AT might be useful and whether it is needed.

Consideration vs. Assessment
Consideration – short discussion Assessment – detailed look at abilities and difficulties, demands of environment and tasks So the most obvious difference between Consideration and Assessment is Depth and Duration Assessment goes into more detail, looking closely at the students abilities, environmental demands, and the tasks the student is being asked to perform.

Consideration Guide Brief process
More than someone saying “does not apply to my students” 1 Person on an IEP team must have some knowledge about assistive technology Most of the IEP should be completed after the consideration occurs Because the discussion should be brief, 2 to 20 minutes. It should not be limited to the devices themselves but also services (evaluation of need; training of student, staff or family; technical assistance; modification or customization of AT or other supports.

Consideration Conclusions
Current interventions are working and nothing new is needed AT is already being used and is functioning. AT is written into IEP. New AT should be tried. Describe type of assistive technology to be used on a trial basis-- including features. IEP team does not know enough to make a decision. Need to gather more info. 1 might be true if progress in curriculum is equal to his/her abilities. 2. At is written in to insure its availability 3.Describe the feature(s) of the product rather than a brand name. Can anyone venture a guess as to why? -may not do what you want or have too many bells and whistles 4.You could call for help, go to a website or look at some of the resources we’ll be looking at later today.

WATI Consideration Guide
Some IEP’s team need more help than the single question provided in the IEP. *Hand out the WATI Consideration Guide* Read 1-4 Column may also be used to explain why something is not going to be tried, even after consideration. Documenting discussion can be very helpful for recall and may be a timesaving instrument. Column C also provides a space to describe what will be tried. HINT- plan 1 or more formal trials. Only after trial use should the permanent use of AT be written in. The guide can be used to document each of these situations.

Tools for the Team AT Checklist AT Consideration Wheel
How Do You Know It? How do You Show It? Closing the Gap Resource Directory $15. DESK In some cases, people will not be aware of appropriate AT. *Show resources* How Do You… use this to get the students perspective when appropriate. Closing the Gap resource guide and check out website At times, teams may NOT be aware of all of the AT available to assist with the tasks of concern. There are a lot of different resources out there the team can use, including: AT Checklist p Assistive Technology Consideration Quick Wheel Do You Know It? How Do You Show It? Computer Resources for People with Disabilities – technology toolbox Closing the Gap Resource Directory and website Etc.

AT Checklist Computer Access Writing Communication Reading Studying
Motor Aspects of Writing Composing Written Material Communication Reading Studying Math Recreation & Leisure Activities of Daily Living Mobility Positioning and Seating Vision Hearing Has everyone seen this document? -checklist is in hierarchical arrangement. Try lower tech first. There is also space to write in new technology. We will be looking at this checklist in depth later today. Within each of these categories the AT is arranged in a hierarchy from the simplest, low tech alternatives to the more complex high tech items. The low technology items should always be tried first, and as we find that they don’t work we would move up the hierarchy.

AT Consideration Wheel
Federal definitions/ resources/AT continuum Developed by Technology and Media )Division (TAM) of the Council for Exceptional Children (CEC) & Wisconsin Assistive Technology Initiative (WATI) Let’s check out this website and look at the wheel. Have you used this?

www.abledata.com Able data is a great website for teams
Software tools included in the manual AAC Feature Match Another product EvaluWare designed to make assessment of AAC and computer access easier.

Skip ahead to AT categories come back to assessment

Computer Access Keyboard using accessibility options
Word prediction, abbreviation expansion Keyguard Arm supports Trackball/trackpad Alternative keyboard Mouth stick Switch with morse code Switch with scanning Voice recognition software We’ll move into Chapter 2

Computer Access Settings Control Panel Accessibility Options
Voice Recognition software – Dragon Naturally Speaking

Writing Motor Aspects of Writing Composing Written Material
Chapter 3 covers 2 sections Writing is a complex process. It is addressed by breaking it down into: · The mechanics of writing · The cognitive component of composing written material

Motor Aspects of Writing
Regular pencil/pen with adaptive grip Adapted paper Slant board Prewritten words and phrases Templates Portable word processors Computer with word processing software Voice recognition software to word process Grip – Vet Wrap DANA You will notice that some items will appear under more than 1 content area, for example, voice recognition was under Computer Access and now we see it again under the Motor Aspects of Writing

Adapted pen/pencil/paper
Use Wikki Stix Writing guides Rubber stamps Raised line paper with glue Show Wikki Stix, adaptive paper, pens, pencils, guides

Slantboard Can use 4 inch 3 ring binders easel

Preprinted words/phrases
Magnetic poetry Magnetic alphabet letters on cookie sheet Software Writing with Symbols PixWriter Intellitalk III

Portable Word Processors
Comparison chart AlphaSmart 3000 DreamWriter Laser PC6 Brother models Dana Neo Features Advantages Disadvantages Chart for the Portable Word Processors

Voice Recognition Software
Available on Mac and PC’s Discrete vs. Continuous Digital Portable recorders ViaVoice by IBM for Mac Dragon Naturally Speaking PC

Composing Written Language
Word Cards/books Pocket dictionary Writing templates Electronic talking dictionary/spell checker Word processor with spell checking, grammar checking Talking Word Processors Abbreviation Expansion Word Proc with word prediction Multimedia software Voice recognition software

Word Cards/Word Books/Word Wall
Commonly used within elementary schools Personal word books WordMaker – Don Johnston software

Writing Templates Setup with subjects --- verbs --- objects and modifiers May include “Story Starters” Writing with Symbols PixWriter Clicker 5

Electronic talking dictionary
Franklin Products Speaking and nonspeaking models Tool for ESL students

Talking Word Processing
Write OutLoud Intellitalk III Provide auditory feedback to the student as they write letters, words, paragraphs. $100

Word Processing with word prediction
Co:Writer® 4000 Text Help! Read and Write

Abbreviation/Expansion
TypeIt4Me – Macintosh shareware Shorthand 4.0 – PC Feature often offered within regular word processing program

Word Processing with Writing Support
Co:Writer The Total Vocabulary System - TVS - lets teachers provide concise vocabulary that lets students write on any topic. It consists of TVS Main Dictionaries, Personal Dictionaries, Topic Dictionaries and the Topic Dictionary Toolkit. Draft:Builder Framework for organizing thoughts and information to develop first drafts. Includes outliner, notetaker and draft tool.

Draft:Builder Includes outliner, notetaker and draft tool
Bibliographer tool $149

Activities of Daily Living (ADLS)
Non slip materials to hold things in place Universal cuff/strap to hold items in hand Color coded items for easier locating and identifying Adaptive eating utensils (foam handles, deep sides) Adaptive drinking devices (cup with cut-out rim) Adaptive dressing equipment (button hook, elastic shoe laces, Velcro instead of buttons, etc.) Adaptive devices for hygiene (toothbrush, raised toilet seat, etc.) Adaptive bathing devices Adaptive equipment for cooking p. 166 Continuum of Considerations for AT for Activities of Daily Living (ADL)

Communication Communication board/book Eye gaze display
Simple voice output Voice output with levels Voice output with icon sequencing Voice output with dynamic display Device with speech synthesis for typing It’s important to note that there is growing support for Aug. Com. use with children who have language delays because of it’s ability to speed development in SL. They do not become permanent or long time users of the devices.

Communication

Reading Standard text Predictable books
Changes in text size, spacing, color, background color Books adapted for page turning Use of pictures/symbols with text Talking electronic devices/software Single word scanners Scanner with OCR and talking word processor Electronic books

Low tech - Reading Highlight important words Highlight Tape
Key vocabulary Words beginning with Key facts Highlight Tape Reading strips Transparent Post It notes Various adaptations to standard text include: Highlighting Pass out reading strips Highlight tape Reading strips

Text, Spacing, Color Supplement Text with Pictures Color Overlays
Background Color for word processing Increase space between words, lines of text Supplement Text with Pictures Picture IT by Slater Software Boardmaker Color overlays Pass out Judy Sweeney handout Show color overlays; explain comparison Background color in most word processing programs Demonstrate changing background color in Word (Format > Background) Spacing between letters and words You can also Supplement Text with Pictures: Picture It Demonstrate how easy it is to add symbols to text with Picture It Boardmaker, just to name a few

Speaking Spell Checkers
Franklin Products Dictionary Thesaurus Spell checker The next higher level AT are talking electronic devices/software to pronounce challenging words, such as: Speaking Spell Checkers Show the Speaking Homework Wiz The next higher level are scanners I have brought along a handheld scanner Show the Quicktionary II Pen

Electronic Books Start-to Finish Books by Don Johnston
Gold – Grade 2-3 readability Blue – Grade 4-5 readability Each Book includes the Book, Book on CD, and cassette tape of book Teacher materials included Finally, we have electronic books Demonstrate a Start-to-Finish Book The books are broken down into the gold and blue series. The gold series – grade 2–3 readability The blue series – grade 4-5 readability Each selection includes: Book Book on CD Book on cassette tape Teacher materials

Create your own e-books
Kid Pix 2 Hyperstudio Buildability Intellipics Studio My Own Bookshelf Clicker 5 Power Point And finally, you can create your own books with some of the multimedia software out there.

Use Computer to Speak Text
Talking Word Processing WriteOutLoud Intellitalk III Read & Write Gold Read Please WYNN There are many technologies available that speak text, including: · talking word processors · text reading software · screen reading software All allow the user to highlight letters, words, or phrases and have them spoken by the computer.

Learning & Studying Print/picture schedule
Pagers/electronic reminders Single Word Scanners Hand-held scanners Hand-held computers Software for manipulation of objects Software for organization of ideas Print/picture schedule Low tech aids to find materials Highlighted text Recorded material Voice output reminders Electronic organizers

Low Tech Aids Hefty tabs Highlight tape Erasable highlighter
Show Hefty tabs Show Highlighter tape Show erasable highlighter

QuickLink Lightweight: 3 ounces Captures up to 1000 pages
Recognizes 6-22 point size text, bold, italic, underlined. Uses either infrared (IrDA) or the Serial Port (9 pin) to transfer data easily. (USB Optional) Show QuickLink scanning pen

Math Abacus/Math Line Enlarged math worksheets Low tech answering keys
Math Smart Chart Money calculator Tactile/voice output Talking watch/calculator On-screen calculator Alternative keyboard Pass around Judy’s math charts On the WATI website and can be downloaded free of charge Show money calculator Show Money abacus Show coinulator

Recreation and Leisure
Toys adapted with Velcro, magnets, handles, etc. Toys adapted with single switch operation Adapted sporting equipment (lighted or beeping ball) Universal cuff/strap to hold crayons, markers, etc. Modified utensils (rubber stamps, brushes, etc.) Ergo Rest or other arm support for drawing/painting Electronic aids to control/operate TV, VCR, DVD, CD player, etc. Software Completion of art activities Games on computer Other computer software p. 156 Continuum of Considerations for AT for Recreation and Leisure

Activities of Daily Living (ADLS)
Non slip materials to hold things in place Universal cuff/strap to hold items in hand Color coded items for easier locating and identifying Adaptive eating utensils (foam handles, deep sides) Adaptive drinking devices (cup with cut-out rim) Adaptive dressing equipment (button hook, elastic shoe laces, Velcro instead of buttons, etc.) Adaptive devices for hygiene (toothbrush, raised toilet seat, etc.) Adaptive bathing devices Adaptive equipment for cooking p. 166 Continuum of Considerations for AT for Activities of Daily Living (ADL)

Activities of Daily Living, Recreation and Leisure

ADL Resources Abledata, a database of over 19,000 devices Atstar offers AT Strategies, tools, accommodations and resources Sammons Preston Rolyan is a catalog for rehab specialists Tech Connections website that connects people with AT From ASNAT manual

Positioning and Seating
Non-slip surface on chair to prevent slipping (Dycem) Bolster, rolled towel, blocks for feet Adapted/alternate chair, sidelyer, stander Custom fitted wheelchair or insert This area is critical to a student’s ability to function

Mobility Walker Grab bars and rails
Manual wheelchair including sports chair Powered mobility (Cooper Car, GoBot) Powered scooter or cart Powered wheelchair w/ joystick or other control Adapted vehicle for driving Education takes place outside classroom walls Problems tend to fall into 2 categories 1) Visual and/or 2)motor.

Positioning, Seating & Mobility

Vision Eye glasses Optical aids Large print materials
Auditory materials Dictation software (voice output) CCTV (closed circuit television) Screen magnifier (mounted over screen) Screen magnification software Screen color contrast Screen reader, text reader Braille notetaker Braille translation software Braille embosser Enlarged or Braille/tactile labels for keyboard Alternate keyboard p. 192 Continuum of Considerations for AT for Vision See p. 199 MATCH – Minnesota Assistive Technology for Children: Planning Guide for Blind/Visually Impaired

Hearing Pen and paper Computer/portable word processor
TDD for phone access with or without relay Signaling device (flashing light or vibrating pager) Closed captioning Real Time captioning Computer aided note taking Screen flash for alert signals on computer Phone amplifier Personal amplification system/hearing aid FM or loop system Infrared system p. 217 Continuum of Considerations for AT for Hearing The AT for deaf or hard of hearing fall into 1 of 3 categories; telecommunications (TDD, relay services, closed captioning, etc.), assisted living devices (personal amplification, hearing aids, cochlear implants) or alerting devices (door knockers, vibrating alarm clocks, etc.).

Vision and Hearing

Online Lending Library
release form handout

WATI Assessment Process
Not a standardized tool PROCESS Involves team of professionals Designed as a tool to provide a process for teachers/therapists to assess a students need for assistive technology *Hand out ASNAT manuals*

Who completes the assessment?
5 components of team: Student/parents Curriculum Language Motor Administrator ADDITIONAL MEMBERS may include: Audiologist, counselor, para, physician, social worker, teacher of the visually impaired, computer specialist, nurse, DVR, or anyone who has the potential to contribute to decision making or implementation of AT. Procedures are required for providing AT assessment. Can you share what your districts official policy is? Do your co-workers know the procedure?

WATI Forms WATI AT Assessment Directions/Procedure Guide
WATI Student Information Guide WATI Environmental Observation Guide WATI Assistive Technology Decision Making Guide WATI Assistive Technology Checklist WATI Trial Use Guide and Summary *Hand out form packet* Next we will be looking at some of the WATI forms The directions and procedures guide is a two page form that lists the steps in the assessment process with a brief explanation of each step. It also contains spaces for writing when the step was completed and comments. This is a quick visual of where a team is in the process and offers documentation for future reference. The Student Information Guide begins with a 2 page Referral/Question Identification Guide. There are then 12 sections to the guide and the 13th section asks 4 questions. Next is the Environmental Observation Guide and Summary, the Decision Making Guide and Checklist. The final pages are the trial use Guides. We will be looking at these forms in more detail later this afternoon.

You can download the WATI assessment forms from our web site at First, your will see our Home page Click on Materials Click on Assessment tools The WATI Assessment Package

WATI Assessment Procedure
Information Gathering Student Information Guide Environmental Guide Decision Making AT Decision Making Guide Trial Use Extended Assessment Plan The Wisconsin Assistive Technology Initiative developed the assessment process we’re going to be looking at today. The WATI assessment process has 3 parts: · Information gathering · Decision making · Trial use The WATI process for AT assessment incorporates Joy Zabala’s SETT framework to organize decision making. SETT stands for STUDENT, ENVIRONMENT, TASK and TOOLS and assists in organizing information being gathered.

WATI Assessment Directions/Procedure Guide
Gather information Formal testing Student Information Guide Observations – Environmental Observation Guide Schedule Meeting Decision Making Complete Problem Identification Portion of AT Decision Making Guide Prioritize List of Tasks for Solution Generation Solution Generation AT Checklist ASNAT Manual Closing the Gap Resource Guide Solution Selection Implementation plan Implement Planned Trial Follow-up on Planned Date GATHERING INFORMATION Step 1: Team Members Gather Information Review existing info Formal and informal testing Observation in various settings WATI Student Information Guide WATI Environmental Observation Guide Step 2: Schedule Meeting DECISION MAKING Step 3: Team Completes Problem Identification Portion of AT Planning Guide at the meeting Abilities/Difficulties Keys aspects of the environment as well as the student’s location and positioning within the environment Tasks the student needs to be able to do Step 4: Prioritize the List of Tasks for Solution Generation Identify the critical task for which the team will generate potential solutions Step 5: Solution Generation Brainstorm all possible solutions; the AT Checklist can be a useful resource Step 6: Solution Selection Discuss which solutions will be most effective for the student You may want to categorize them by those that can be implemented Immediately In the next few months In the future Try to name specific devices Step 7: Implementation Plan This should include trials with equipment Be sure to assign: · Names & dates · Determine a follow up plan to include a date to review progress NOTE: WATI highly recommends that steps 3-7 be captured in writing on a flip chart, board, or overhead during the meeting. This helps the team capture a “group memory” that supplements the auditory memory. TRIAL USE Step 8: Implement Planned Trials Step 9: Follow-up on Planned Date Review trial use Make decisions re: permanent use Plan for permanent use

Information Gathering
Student Information Guide Not a”test” Review what is all ready known What AT is currently being used/past use? Identify what we do not know Administer test Interview Observe child It is up to the team how many sections they complete, however, it is recommended that a team new to AT assessment process concentrate on only one area. Once the team has completed the desired content areas, the team moves onto page 41 which is Section 13, a General Section and should be completed for every child. It includes questions re: · Behaviors that might impact the child’s use of AT · Any other significant factors, such as learning style, coping strategies, etc

Complete the Referral/Question Identification Guide
Each of the 13 content sections of the Student Information Guide contain questions relevant to determining the AT and the features that may be necessary for a student to complete a task. Once the desired sections are complete, the team moves on to Section 13 - page 41. These questions are general and apply to every child.

Student Information Guide
For this course please choose one of the following categories: Writing Reading Communication Also complete section 13 “General” for all students

Environmental Observation Guide Attempt to observe the child in several different environments Consider all customary environments Lunchroom Playground Classrooms Assemblies Home The team should consider all the customary environments-classroom, lunchroom, playground, the home and any relevant community sites (shopping malls, restaurants, church, etc.).

Environmental Observation Guide What are the tasks being conducted? Is the student an active participant? What adaptations or modifications are being used? What AT does the student currently use? Next, we will be looking at the activities/tasks in which the student is engaged Watch “typical” student and write down what’s being done. Watch the student you’re there to observe Note barriers to participation

Environmental Considerations
Who are the primary people interacting with student? Where are they positioned? How is instruction currently being delivered? What modifications are typically made? Where is the student positioned in the room and why? What are the typical auditory and visual stimulation levels in the room? Other sensory considerations (touch, movement, proprioception, smell, tastes, textures, small spaces vs. large spaces, etc.) Effective decisions about AT can only be made when individuals know about the characteristics of the environments in which the tasks are being completed. -computers, tape recorders, etc. -are visual supports being used, directions given verbally, etc. -record data on modifications because some teachers don’t see them as modifications -is the student facing the teacher, a window, etc. front of room, back of room, etc.

AT Decision Making Guide
Problem Identification Solution Generation Solution Selection Implementation Follow up Yellow handout A-5 The Decision Making Process requires a different set of skills than the technical skills required during the information gathering stage. It requires: communication skills (active listening, negotiation, providing non threatening feedback and accepting criticism) group process skills (following a schedule, reaching consensus and formal group decision making).

WATI Assessment Materials Incorporate SETT Framework (Zabala, 1994) – Problem Identification
Student –Describe abilities and difficulties Environment – where student learns, works, lives, and plays Tasks – curricular tasks Tools - to help child succeed Many times when technology is abandoned, it is because only the physical, psychological and social characteristics of the student are addressed, with little attention paid to the environments where the AT will be used or the tasks to be completed. This focus is helpful in clearly identifying and defining the problem so the team has a clear focus to guide their solutions. WATI assessment materials incorporate the SETT framework During Problem Identification we look at: The characteristics of the student Environments in which the student functions The tasks that need to be done This focus is helpful in clearly identifying and defining the problem so that the team has a clear focus to guide them as they generate appropriate alternatives and solutions __________________________________________________ I have presented a number of processes: The WATI Assessment Directions/Procedure Guide The Assessment Process The Decision Making Process And now, the SETT Framework I have come up with a “cheat sheet” that will help you understand how these processes overlap

Throughout the Process
Present information in written format where everyone can see it White board, flip chart, overhead projector Create a shared group memory Share roles and responsibilities Facilitator Recorder Timekeeper Writing things down creates the shared memory. Throughout the Decision Making Process it is important to Present information in written as well as spoken format where everyone on the team can see it Create a shared group memory This is an extremely effective way to keep everyone on the team focused on which step the team is addressing Share roles and responsibilities and ensures each team member recognizes and respects the contributions each participant makes to effective decision making

Solution Generation Discuss brainstorming “rules” to create a climate of trust All suggestions are written on chart paper AT Checklist AT wheel To create this climate of trust, suggestions should be written down. No comments are allowed and no judgments made. The goal is to generate as many ideas as you can. Putting a time limit on the brain storming may get things going. If solutions don’t include AT, handout additional resources.

Solution Selection Encourage combining, sequencing, and prioritizing
Obtain consensus from all participants Avoid: Majority rule Minority rule Authority rule -During Solution Selection: Encourage combining, sequencing, and prioritizing Combining – appropriate when it becomes apparent that some items are the same thing in different words You may want to group them into: Things that can be done tomorrow Things that can be done in a month Things that can be considered later Create an Action Plan Time line Person(s) responsible for each of the solutions It is imperative the team arrive at consensus, even though individual team members would have preferred another solution Otherwise you end up with one of these situations: (point to majority, minority, and authority rule) We suggest polling the individual team members to ensure unanimous agreement otherwise the chances of successful implementation are decreased Implementation Follow up

Complete Assistive Technology Decision Making Guide Process
Student: 5 –10 minutes Environment: minutes Tasks: minutes Solution Generation : 5 minutes Solution Selection : 20 minutes Follow-Up Plan: 2 minutes This is just a general guideline. Using the WATI AT Decision Making Guide will guide team members through the steps of the process *VIDEO* The IEP Team & AT Decisions

Class Act Yellow Handout Flip chart Facilitator Recorder Time keeper

Trial Use Guide – page 60 - 62 Acquisition Training Management/
Support Student Use Trial Use Summary Sometimes AT may be tried for a short time and proves to be an effective solution. Most likely though, a longer trial will be necessary. Documenting the student’s performance during trial period is important. This Guide is a means to organize this documentation. Funding

Writing AT into the IEP Many “right” ways to include AT in the IEP -Brent Odell DPI Most important points: -clearly communicate what services the district will provide and, -the intended outcomes for the student There are a variety of examples of students with different disabilities, ages and AT needs. Ch 9 p. 227

Writing AT into the IEP ASNAT www.wati.org
Writing Measurable IEP Goals & Objectives by Barbara D. Bateman & Cynthia M. Herr $25.00 Using AT to meet Literacy Standards by Sherry L. Purcell, Ph.D. and Debbie Grant, M.A For grades K-3 For grades 4-6 $49.00 Attainment Company

Consideration of Special Factors
IDEA ’97 added the requirement that each IEP Team consider the need for assistive technology as part of the consideration of special factors. The IEP Team shall … consider whether the child requires assistive technology devices and services. Because IDEA specifically requires each IEP Team to consider the student’s need for AT, each IEP Team must have at least 1 member with sufficient knowledge to appropriately consider that need. He/She must also know where to turn when difficult questions arise.

Consideration vs. Assessment
Consideration – short discussion Assessment – detailed look at abilities and difficulties, demands of environment and tasks So the most obvious difference between Consideration and Assessment is Depth and Duration Assessment goes into more detail, looking closely at the students abilities, environmental demands, and the tasks the student is being asked to perform.

Individual Education Program (I-10)Special Factors Worksheets
One of the places assistive technology needs to be addressed is on the SPECIAL FACTORS WORKSHEET (1-10). IEP teams find it more logical to complete after the goals and objectives are established

WATI Consideration Guide
Brief process More than someone saying “does not apply to my students” 1 Person on an IEP team must have some knowledge about assistive technology Teams find it more logical to complete goals and objectives then come back to consideration Because the discussion should be brief, 2 to 20 minutes. It should not be limited to the devices themselves but also services (evaluation of need; training of student, staff or family; technical assistance; modification or customization of AT or other supports.

Consideration Conclusions
Current interventions are working and nothing new is needed AT is already being used and is functioning. AT is written into IEP. New AT should be tried. Describe type of assistive technology to be used on a trial basis-- including features. IEP team does not know enough to make a decision. Need to gather more info. 1 might be true if progress in curriculum is equal to his/her abilities. 2. At is written in to insure its availability 3.Describe the feature(s) of the product rather than a brand name. Can anyone venture a guess as to why? -may not do what you want or have too many bells and whistles 4.You could call for help, go to a website or look at some of the resources we’ll be looking at later today.

AT Checklist Computer Access Writing Communication Reading Studying
Motor Aspects of Writing Composing Written Material Communication Reading Studying Math Recreation & Leisure Activities of Daily Living Mobility Positioning and Seating Vision Hearing Has everyone seen this document? -checklist is in hierarchical arrangement. Try lower tech first. There is also space to write in new technology. We will be looking at this checklist in depth later today. Within each of these categories the AT is arranged in a hierarchy from the simplest, low tech alternatives to the more complex high tech items. The low technology items should always be tried first, and as we find that they don’t work we would move up the hierarchy.

AT Consideration Wheel
Federal definitions/ resources/AT continuum Developed by Technology and Media )Division (TAM) of the Council for Exceptional Children (CEC) & Wisconsin Assistive Technology Initiative (WATI) Let’s check out this website and look at the wheel. Have you used this?

I-11,I-12, Present Level of Educational Performance Annual goal or in short term objectives
Write this in terms of functional use of AT.

PLEP: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

Annual Goal: Given a computer or portable word processor Eric will complete assignments in 10th grade English and Civics classes.

Objectives STO 1: Eric will review and practice keyboarding skills to input information into a computer or portable word processor at a functional rate of at least 15 words per minute when tested on a standard keyboarding assignment. STO 2: Eric will use a portable word processor at home or school to complete 100% of English and Civics homework assignments each day as reported by respective teachers. STO 3: Eric will learn to transfer documents from portable word processor to computer, use spell checker, use other computer features to reformat appropriately (e.g. cut, past, bold, tab, etc.) and operated printer 100% of time as reported by respective teachers

I-13 Transition Planning
This page is currently in transition. There has been a second page added to the I-13 that specifically asks for measurable postsecondary goals based upon age appropriate transition assessments related to the following areas: Training, Education, Employment, & Independent Living Skills. Consider whether AT is needed to attain these postsecondary goals in the areas of Communication, Writing, Reading, Independent Living Skills should be considered

I-13 Transition It specifically asks for transition services as well as course(s) of study needed to assist the student in reaching the above goals. It would be appropriate to write assistive technology into services required to attain goals in any or all of the categories. However, if it is already written elsewhere in the IEP it may be crossed referenced. 4. If we want to change Assistive Technology usage in the schools, it needs to be written into the IEP, the driver of change and built into the system earlier than the last 2 years of HS. Students already encouraged to lead their own IEP meeting need to understand the tools that they may want accessible. 5. To gain that experience we need to do a better job at writing AT into the IEP. This is the driving force behind implementation in the schools. This needs to occur during the middle school years (For best practice). If a school is considering that technology be used as an accommodation for testing, student training and use with the tools needs to occur prior to the testing situation, i.e., text readers, graphic organizers

Related Services (I-14) If the IEP team feels that AT is best included for this child under Related Services, it will be written on I-14. AT is best listed here when it is not an integral part of the student's educational program, but is necessary in order to access or benefit from the educational program, e.g. a walker or wheelchair. Remember frequency and amount of AT services must be identified.

Supplementary Aid or Service
If the AT is more appropriately viewed as a Supplementary Aid or Service, it will appear in question III on I-14 (page 2). It makes most sense to list it here when the AT tools and services enhance the placement of a student in the LRE. It helps to remember that it should be listed here when it requires little instruction for the child to use and/or allows the student to be more independent, e.g. talking spell checker, portable word processor for a student who already knows how to use it.

Supports for School Personnel Question IV on I-14
(Page 2), is another place that may need to be completed if school personnel need specific training or technical assistance in use or operation of the assistive technology device or software. Any needed staff training should be listed here.

Participation in Statewide Assessments (I-9-A)
Assistive technology may be listed as an accommodation under PARTICIPATION IN STATEWIDE ASSESSMENTS or PARTICIPATION IN DISTRICTWIDE ASSESSMENTS or both. A child should not use assistive technology as an accommodation in testing unless they are familiar with it and using it in other aspects of their Individualized Education Program.

What if you are doing trials? Where does it go in the IEP?
It depends, on what the team decided

If they decided, Oh, we don't know for sure, lets try some AT to see if he needs it—then that is an assessment and the "trials" would be listed under related services most likely as an evaluation.

If the team decided, "yes", he definitely needs AT, but we are not sure what exact brand or model, then it might be listed anywhere any other service is listed, as part of a goal, as a supplementary aid and service, as a related services. It doesn't matter, the point is to make it the most understandable place you can.

It’s the decision that needs to be communicated and where it is written isn't very important. It is equally as strong any place.

Funding AT Schools (IDEA) (borrow/rent/seek 3rd party payment)
Vocational (Rehab Act of 1993) Medical Assistance (Medicaid) Private Insurance Service Clubs Grants SSI (Supplemental Security Income) Resources pg. 258

Nothing is Impossible!

Team Work!

LoTTIE Kit Low Tech Tools for Inclusive Education by
Onion Mountain Technology Inc.

LOTTIE Kit Low Tech Tools for Inclusive Education Basic Literacy Math
Special Papers Colors Little Kids Personalize My LoTTIE Kit

LoTTIE Kit Designed as an informal tool for assessment or for student trials Includes a handbook with a variety of curriculum and evaluation ideas Each kit includes 20 to 30 or more items

LoTTIE Kits Onion Mountain Technology Inc. www.onionmountaintech.com
Judi Sweeney Prices vary from $400.-$425 plus S&H

Assistive Technology Tools & Strategies Assessment Kit for Children with Autism
Set of materials to assess the impact of assistive technology for students with Autism Spectrum Disorder Communication boards/talking picture frame/visual timer/picture cards/visual schedule maker/folding easel etc. Guide Assessment tool focuses on sensory, communication, academic, behavior, social and transition WATI assessment forms

Assistive Technology & Language Assessment Software
ATLAS Assistive Technology & Language Assessment Software By Laureate

ATLAS Low and High tech assessment to determine appropriate software from Laureate collections Laureate has 50 programs, ATLAS includes 12 of these programs theory and practice correlated to state standards PDF standards (not Wisconsin’s) ESL use this to assess where their at with English

3 Easy Steps to ATLAS Assessment
Low tech: Fill out Assessment Questionnaire High Tech: Go to corresponding Stage in notebook, Use Assessment Programs listed to begin evaluation Runs off the CD, no installation Low Tech: Fill out Assessment Summary form with observations and recommended Core Training Programs

Linguistic Hierarchy (7 Stages)
Interpreted communication Intentional Communication Single Words Word Combinations Early syntax Syntax Mastery Complete Generative Grammar

Each Category includes
Language Characteristics Training goals Primary Assessment Program Core Training Programs Software Descriptions

ATLAS Demo/Hands On Insert CD New Educator/new Student
Program Settings Activity/intro/background/direct select or scanning/mouse or touch window/response time/cursor/verbal prompts/duration time Back to menu Go Demo version will allow a limited number Demo will compile/file/print reports theory and practice

ATLAS Purchase info www.laureatelearning.com 1-507-248-3294
50% savings Hybrid (Win/Mac) $495 ATLAS software + full day training

Assistive Technology, Inc
STAGES Alternate assessment framework to help identify learning needs, assess skills, report progress over time and select appropriate educational software for learners with special needs By Assistive Technology, Inc

STAGES Stages Book Stages Assessment Software Data Collection
Report Wizard Software Feature Comparison Charts Curriculum software

STAGES Stage One: Cause and Effect Stage Two: Language Readiness
Stage Three: Emerging language Stage Four: Early Concepts Stage Five: Advanced Concepts Stage Six: Functional Learning Stage Seven: Written Expression

Assistive Technology, Inc. Software Demo
Assessment software/STAGES demo State Standards Software Search File/Explore A Stage Activity Samples About this Stage About Learner Assessment Activities

STAGES Assessment Activity
Choose Activity Change Settings Input (mouse/touchscreen) Animation speed Prompt type/frequency View Report Report summary Print Save Done

STAGES Purchase Info Assistive Technology, Inc. www.assistivetech.com
Madalaine Pugliese Hybrid (Win/Mac) $795.

EvaluWare EvaluWare is a software program that helps identify the best computer access methods and ideal AAC setups for users with special needs. EvaluWare combines several types of assessments into one package to identify the best settings and preferences for the user based on motor/access, looking, listening and other related skills.

EvaluWare EvaluWare Features & Benefits
Motor/Access Skills are assessed through identifying the learner's: appropriate input method - touchscreen, mouse, switch, keyboard or alternative pointer ideal settings for that access method

Looking Skills are assessed through identifying the learner's: ideal visual target - select size of square target, thickness of border and text size optimum number of targets - select up to 24 targets displayed per screen type of image used as target - select photographs, color symbols, drawings or text

Listening Skills are assessed through identifying the learner's: preferred type of feedback - up to 6 sounds available when a target is selected preferred voice - choose from 3 male, 3 female, boy, girl or 3 fun voices

Other Related Skills are assessed through identifying the learner's: ability to use an on-screen keyboard readiness to use word prediction software

EvaluWare EvaluWare Features & Benefits Build A Screen
Build a custom screen based preferences you select Recording Results Onscreen report form Print report form Does not gather data

Assistive Technology, Inc. Software Demo

EvaluWare Purchase Info
Assistive Technology, Inc. Hybrid (Win/Mac) $125.

Assignment Select target student
Assess using one of the tools covered today Select and check out materials from loan library Collect data using the Trial Use Guide

Contact me with any questions
Thank You Contact me with any questions Cindy Nankee

Assistive Technology Tools & software Assessment

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