1. AT and Transition Aligning Accommodations Powerpoint

2. What is Assistive Technology? Federal definition from IDEA ‘04:  Assistive Technology Device: any item that is used to “increase, maintain, or improve functional capabilities of a child with a disability” (IDEA ‘04, Section 602)  Assistive Technology Services: any service that “directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device”

3. Assistive Technology (AT) in Schools “…increase, maintain, or improve functional capabilities …” (IDEA ‘04, Section 602) Provide access to general education curriculum Make progress in IEP goals …What does the youth need to do?

4. Assistive Technology (AT) in Schools What does the youth need to do? A few examples:  communicate, say, answer, repeat, tell,  write, type, check off,  turn on, click, highlight, point to,  read, look at, comprehend, define,  listen to, see, find,  interact with, remember…

5. Types of Assistive Technology “no tech, low tech, high tech” Augmentative/Alternative Communication (AAC) Computer Access Written Communication Technology for Sensory Impairments Environmental Controls

6. AT in the IEP Consider for every youth with an IEP:  Addressed in IEP  Not a goal, but may be Condition of goal or objective (e.g.“Using a voice output communication device, child will name….”) Specially designed instruction, (e.g. “Access to classroom computer for word processing writing tasks longer than one paragraph” ) Supports for school personnel (e.g. teacher of the deaf/hard of hearing will provide training in maintenance of FM system.”)

7. Assistive Technology Assessment Conducted by a team, with all appropriate team members involved In the customary environment, Addressing areas of need targeted by the team, Related to implementing IEP, Resulting in team recommendation. (i.e. features based on the youth's needs/abilities, environments, and tasks)

8. What are the youth’s:  current abilities?  needs? Where/When is the youth facing barriers to participation, productivity, or independence?  General curriculum issues?  Special education and related services input?  Transition planning for equal access, employment, post- secondary training/education and community living

9. What routines typically occur?  What activities occur during routines? How does the individual:  communicate? produce written output?  access auditory and/or visual information?  control the environment?

10. What materials,equipment and supports are currently available in the youth’s instructional environment? What are the youth’s curricular goals? What is the physical arrangement? Does it impact the youth? What are the concerns?

11. Assistive Technology Assessment: Trial Periods Consider no, low and high tech options Target meaningful / motivating activities Activities and environments should be consistent across trial periods Document Document what works, and does not work

12. What do we know about the youth? strengths, abilities, experiences, preferences What do we know about the environments the youth functions in? classroom, playground, library, cafeteria, work site What have we tried? What has worked? What else can we try? How do we measure what works? What are the features that work? How do we put what works in place?

13. Hints for Successful AT Transition Revisit AT “early and often” in the IEP Understand ownership and funding, including future access Identify post-secondary goals ASAP, and explore AT needed to achieve them Pursue relationships with post-secondary world (e.g. volunteer positions; campus visits) to check out AT needs in the real world Develop relationships with OVR, DRS offices, etc. Find successful mentors with disabilities and learn the role of AT in their lives

14. Assistive Technology: Role of the Family & Youth Slides provided by Amy Goldman, Pennsylvania’s Initiative on Assistive Technology (PIAT)

15. Then and Now Mom wakes me up Mom lays out my clothing Mom holds the phone up so I can talk to my girlfriend Dad sets out my daily meds I have a vibrating “Sonic Boom” alarm clock I use a color identifier and Braille tags to make sure my clothing matches I have a hands-free head set so I can talk in private I have a medication reminder/dispenser so I take the proper doses at the proper times

16. Then and Now I audiotape the teacher’s lectures My aide reads the assignments to me I dictate my homework to my mom My exams are multiple choice rather than essay I use a BrailleNote to take notes in class I use the Kurzweil 3000 when I do my reading assignments I dictate my homework using Naturally Speaking I write out the essay responses on the computer

17. Then and Now My dad counts out the change I need to buy from the vending machine I don’t talk much to my classmates because they don’t like to use the relay My teachers let me be 15 minutes late to class since it takes me so long to walk. I can get my own change thanks to the coin-u-lator I use my phone IM and email constantly to socialize – and to work on projects with my classmates I have a scooter to get to classes across campus