1. 1 Assistive Technology : A Peek at the Possibilities

2. 2 Today: What is Assistive Technology Why Assistive Technology The Process AT Tools Augmentative Communication

3. 3 If the only tool you have is a hammer, you tend to treat everything like a nail.

4. 4 What is Assistive Tech? 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 children with disabilities. ODE 581-015-0005

5. 5 Any service that directly assists in the selection, acquisition or use of an assistive technology device. Including: -evaluation Including a functional evaluation of the child in the child's customary environment; -acquisition selecting, designing, fitting, customizing, retaining or repairing -coordination therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs -training for student & family -training for all staff Assistive Technology Service ODE 581-015-0005

6. 6 Why Assistive Technology? The IEP team determines that a student needs a particular device or service in order to receive a free appropriate public education, the IEP team must include a statement to that effect in the student’s IEP. IDEA, 1997

7. 7 Why Assistive Technology? School districts shall ensure that assistive technology devices or assistive technology services, or both, are made available to a child with a disability if required as a part of the child's special education, related services or supplementary aids and services. ODE 581-015-0560

8. 8 Application of Assistive Technology Education of all Handicapped Children Act, 94-142, 1975 Access to schools Individuals with Disabilities Education Act, IDEA, 1990 Access to classrooms Individuals with Disabilities Education Act, Amendments of 1997, IDEA ’97 Access to the general education curriculum

9. 9 Application of Assistive Technology Writing Reading Math Study Skills, Organization Communication Daily Living Skills Recreation and Leisure Prevocational and Vocational Seating, Positioning & Mobility Any other area addressed in the IEP

10. 10 Consideration of AT An integral Part of the IDEA Educational Process Prereferral Referral Evaluation IEP Development Annual Review

11. 11 The Process

12. 12 Common Errors No one on the IEP team is knowledgeable regarding AT. Team does not use a consistent process based on data about the student environments and tasks to make decisions. Consideration of AT is limited to those items that are familiar to team members or are available in the district Team members fail to consider access to the curriculum and IEP in determining if AT is required in order for the student to receive FAPE. Team does not document the basis of determination of decisions. AT is Considered for students with severe disabilities only

13. 13 Quality Indicators ATD/S are considered for all students with disabilities The IEP team has the knowledge and skills in ATD/S to make informed decisions The IEP team uses critical decision-making processes to make determinations based on data about the student, environments, and tasks A continuum of ATD/S is explored Decisions regarding the need for ATD/S are based on access to the gen ed curriculum and the students IEP goals and objectives Decisions regarding the need for ATD/S and supporting data are documented

14. 14 Child’s PLOP Can acquire skills necessary to reach goals and objectives? Yes Implement Instruction No Assistive Technology Assessment Least Restrictive Recommendations Implement Recommendations Periodic Review Progress toward goals and objectives? Yes Periodic Review No Periodic Review Access and participation in Gen ed Curriculum/functional skills? NoYes Periodic Review Can access/participate general education curriculum or other functional skills? NoYes Implement Instruction Re-Assess

15. 15 The HOW Identify the Problem Clearly Defined What does the student need to do academically or functionally that he/she is currently unable to do? Are there barriers to access that the use of AT might help overcome?

16. 16 The HOW Analyze the Problem The Evaluation team must: Address Student needs The Environments in which the student works The Tasks to be accomplished Then the Tools needed = SETT Framework

17. 17 The HOW Student What does the student need to do? What are the students special needs? What ate the student’s current abilities?

18. 18 The HOW Environment What materials and equipment are currently available in the environment What is the physical arrangement? Are there special considerations? What is the instructional arrangement? Are there likely to be changes? What supports are available to the student? What resources are available to the people supporting the student?

19. 19 The HOW Tasks What activities take place in the environment What activities support the student’s curriculum? What are the critical elements of the activities? How might the activities be modified to accommodate the student’s needs? How might AT support the student’s active participation in those activities?

20. 20 The HOW Tools What no tech, low tech and high tech options might be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? How might these tools be tried with the student within the environments? What strategies might be used to invite increased performance? How might these tools be tried with the student within the environments?

21. 21 Possible Skill Needs Academics Functional Academics Daily Living Skills Leisure Skills Prevocational and Vocational Skills Communication Cause and Effect Skill building Receptive Language Skill Building Organization and Self Monitoring

22. 22 Tools High Tech Mid Tech Low Tech

23. 23 Assistive Technology Can: Provide motivation for learning not otherwise present Provide computer assisted instruction that breaks skills down into smaller steps with unlimited opportunities for repetition and practice with feedback Simulate situations in which students can practice social skills, life skills, and vocational skills before transferring the skill to real life settings Provide INDEPENDENCE and ACCESS Okolo, (2000); Wehmeyer, (1999)

24. 24 Auditory Reading Supports Commercially Available Electronic Books Start to Finish Books: Don Johnston Books on Tape/CD Rom/DVD/Digital Text reading software Digital Readers Create Your Own Electronic Books Buildability Keynote (Mac) Powerpoint Intellipics Studio

25. 25 More Auditory Reading Supports Talking Word Processors Write: OutLoud Intellitalk II Text to Speech Software E-reader Wynn Kurzweil Text Help Text Outloud

26. 26 Single Word Support Spell Checkers, Co Writer Personal Dictionaries Reading or Dictionary Pens Talking Text Software: Wynn Kurzweil E reader Text Help Talking Word Processors: Write Out Loud Intellitalk

27. 27 Visual Supports Visual Supports available low tech or in software Highlighting Background Color Enlargement Masking Text/Symbol Support for new vocabulary or literacy activities for pre readers Writing with Symbols Picture It Graphic Libraries: Boardmaker Intellitalk II

28. 28 Reading Comprehension Comprehension, Webbing and outlining Kidspiration Inspiration Electronic Study Aids Wynn Kurzweil Text Help

29. 29 Writing Supports Portable Tools Alphasmart and Dana Word Processing/Talking Word Processors Write: OutLoud IntellitalkIntellitalk Speech Recognition Software Dragon Naturally Speaking Webbing and Outlining Kidspiration, InspirationInspiration Spelling Support CoWriter: text prediction software Writing Process DraftBuilder, Inspiration, Kidspiration

30. 30 Functional Academics IntelliTalk Intellitools Classroom Suite http://www.intellitools.com/default.html?gcli d=CISnh7b92qgCFQU6gwodBEUo_whttp://www.intellitools.com/default.html?gcli d=CISnh7b92qgCFQU6gwodBEUo_w Inteillimathics, Intellipics Studio Intellikeys keyboard, switches Functional reading software : Edmark Money and time telling software

31. 31 Math Supports Organization, calculation MathpadMathpad & Mathpad plus http://www.intellitools.com/programpage_math pad.html Hands on manipulatives IntelliMathics Upper Level mathematics Scientific Notebook Low to mid tech: Calculators, talking calculators, adapted measuring devices

32. 32 Organization and Self Monitoring Visual Schedules ( a visual is not always a picture ) Individual Picture or Word Schedules Sequence strips, job strips, mini schedules To do lists Calendar Choice boards (free time support) Transition and travel helpers Mid tech tools Step pad PDAs

33. 33 Daily Living Skills Adaptive Eating Utensils Adaptive Dressing Aids Adaptive Cooking and food prep aids

34. 34 Leisure Skills Switch accessible toys –Age appropriate Computer software adapted to meet access needs Art software Music making software

35. 35 Prevocational/Vocational Simulated computer activities Software listed earlier Organizational aids and electronic prompting devices Dependent on job requirements

36. Resources The Center for Applied Special Technologies (CAST), www.cast.orgwww.cast.org Augmentative Communication, Inc., www.augcominc.com www.augcominc.com International Society for Augmentative and Alternative Communication (ISAAC), www.isaac-online.org www.isaac-online.org 36