1. Assistive Technology Factors in Assessment Equal Access The primary purpose of AT is enhancing of capabilities and lowering barriers to achievement. AT should increase participation, communication, and productivity in meaningful activities of life in all environments.

2. Definitions AT SERVICES “Any services that directly assist in the selection, acquisition, or use of an assistive technology device.” AT 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 the functional capabilities of individuals with disabilities.” (PL 100-407, Section 3, 1988)

3. Types of Assistive Technology The least complex solution (that does not mean no technology) that will remove barriers to achievement should be a first consideration.

4. No-Tech Highlighter tapes & pens Specialized paper  Raised line  Contrasting line Pencil grips Picture cards Line guides

5. Low-Tech Portable keyboards Spell checkers Talking calculators Stand-alone switches Digitized communication devices

6. High-Tech Computer software AAC devices Power wheelchairs CCTV displays

7. Areas of Need

8. Communication

9. Computer Access

10. Organization

11. Reading

12. Seating and Positioning

13. Sensory Needs

14. Writing

15. Mathematics

17. When Should AT Be Considered? It is a tool for Learning and Increasing Function During the IEP/IFSP process When a disability impacts the performance or potential of a person in any of several areas:  Play and Socialization  Accessing environments and materials  Communication and Writing  Seating, Positioning, Self-Care, Mobility  Accessing print and auditory information  Learning and Behavior When progress is flat or negative in direction It’s the LAW! AT must be considered at all IEPs!

18. Assistive Technology Assessment is a flexible, collaborative decision-making process in which teams of student/client, families, professionals, and friends repeatedly revise their decisions and reach consensus about the ever-changing abilities, needs, and expectations of the person with a disability. (Adapted from S. Bagnato – Children’s Team Work)

19. Multidisciplinary Evaluation SETT Framework Identify the student Determine environmental demands and resources Define the tasks that the student must perform Recommend tools, technology, or techniques that will address needs

20. WHAT ARE THE STUDENT STRENGTHS? Consider interests, skill sets, access points and personal goals. Scaffold steps needed to achieve learning goals. WHAT ARE THE NEEDS? Consider IEP accommodations and modifications. Consider current academic, social and emotional abilities. SETT Framework—The Student Who is this student?

21. What materials and equipment are currently available in the environment? What is the physical arrangement? What is the instructional arrangement? What supports and resources are available to the students? SETT Framework—The Environment What does the student need to do?

22. What naturally occurring activities take place in the environment? Consider classroom routines. What is everyone else doing? What activities support the student’s curricular and access goals? How might the technology support the student’s active participation in those activities? SETT Framework—The Tasks What will the student need to do?

23. What no tech, lo tech and high tech options should be considered? What strategies might be used to invite increases in student performance and access? How might the tools be tried with the student in the environment in which they will be used? SETT Framework—The Tools What can support your learner?

24. Center for Implementing Technology Education (CITEd)http://www.cited.org/index.aspx.http://www.cited.org/index.aspx Common Core State Standards http://www.corestandards.org/the-standards. http://www.corestandards.org/the-standards International Reading Association (IRA) http://www.reading.org/. http://www.reading.org/ IRIS Center for Training Enhancement http://iris.peabody.vanderbilt.edu/. http://iris.peabody.vanderbilt.edu/ ISTE National Educational Technology Standards for Students. http://www.iste.org/standards/nets-for-students.aspx http://www.iste.org/standards/nets-for-students.aspx Resources

25. National Research Center on Learning Disabilities (NRCLD)http://www.nrcld.org/.http://www.nrcld.org/ Reading Rockets http://www.readingrockets.org/.http://www.readingrockets.org/ RtI Action Network http://www.rtinetwork.org/.http://www.rtinetwork.org/ CAST http://www.cast.org/research/udl/index.htmlhttp://www.cast.org/research/udl/index.html Closing the Gap - https://www.closingthegap.com/https://www.closingthegap.com/ Resources

26. Microsoft Accessibility http://www.microsoft.com/enable/ Apple http://www.apple.com/accessibility National Center on Universal Design for Learning. http://www.udlcenter.org/ http://www.udlcenter.org/ Bookshare.org http://www.bookshare.org/web/Welcome.html http://www.bookshare.org/web/Welcome.html Resources