1 Assistive Technology? What Does It Have to Do with Me? Joy Zabala,, M.Ed., ATP Assistive Technology and Leadership Lake Jackson, Texas

2 The Legal Evolution of Access EHA, 1975Access to schools IDEA, 1990Access to classrooms IDEA ’97Access to and progress within the general education curriculum

3 IDEA ’97 Improved student performance Increased accountability Strong parental participation High expectations for student achievement Linked to the general education curriculum

4 No Child Left Behind Act of 2001 Improved Performance by all students Accountability for Student Achievement Increased Parental Involvement Focus on What Works Flexibility

5 President’s Commission on Excellence in Special Education Focus on results Embrace a model of prevention Consider children with disabilities as general education children first

6 Congressional Intent of IDEA ’97 Requires consideration of AT in the IEP process Places responsibility for decision-making with IEP teams Increased Emphasis on Assistive Technology

7 We’re All in This Together… General Educators FAMILIES and PERSONAL SUPPORT STUDENT Related Service Providers Special Educators

8 How can I tell if a student needs AT? How can I be a good steward of public funds? How can I help make good decisions for students? What IS Assistive Technology? Where do I go for help when I need it?

9 Five Things Everyone Needs to Know about Assistive Technology

10 A Team Approach is Required!

11 Team membership is flexible and based on the needs of the student Multiple perspectives are vital Team members bring different gifts - knowledge, skill, observations, ideas, suggestion Focus is on the common interest in student progress and aligning thoughts on how to best foster it Big Ideas about Teams

12 What is Assistive Technology?

13 A legal term related to use and need, not specific items Any item that enhances capabilities and removes barriers to performance Related to function, not disability category Big Ideas about AT

14 Seating/Positioning Hearing Seeing Self-care Mobility Behavior Other areas Reading Written Expression Math Communication Recreation Daily organization Instructional/Functional Skills

15 Applicable to all disability groups Applicable in all phases of education Not replacements for instruction in academic and social skills Part of a system Big Ideas about AT

16 How Can I Tell if a Student Needs AT?

17 Try what you know Work collaboratively Use a systematic approach to problem analysis and solution seeking Recognize that assessment and intervention form a continuous, dynamic process Big Ideas – Decisions

18 The S ETT Framework S tudent E nvironments T asks T ools

19 The Goal of SETT Framework S … to help collaborative teams create S tudent-centered, E E nvironmentally-useful, and T T asks-focused T T ool systems that foster the educational success of students with disabilities

20 Student Areas of concern Strengths Current educational performance Evaluation information

21 The Student What is the functional area(s) of concern? What does the student need to be able to do that is difficult or impossible to do independently at this time? Special needs? Current abilities?

22 Environments The customary environments in which the student is (or can be) expected to learn and grow

23 The Environments Arrangement Support Materials and Equipment Access Issues Attitudes and Expectations

24 Tasks The specific things that the student needs to be able to do to reach expectations and make educational progress

25 The Tasks What tasks are a part of being actively involved in educational environments ? Communication Instruction Participation Productivity Environmental Control

26 Tools Whatever is needed by the student and others for the student to do in tasks in order to meet expectations

27 Tools Strategies Accommodations Modifications Devices Supports Services Etc.

28 How can I make good decisions for students and be a good steward of public funds?

29 Make least complex tools that will remove barriers to performance a first consideration Recognize that assistive technology can BE a barrier Try to determine tool systems that remove more barriers than they create Big Ideas – Decisions and Stewardship

30 Avoid device abandonment and underutilization Try before you buy Plan for implementation Identify expected change Evaluate effectiveness Think Return on Investment (ROI) Big Ideas – Decisions and Stewardship

31 When do I need help and where can I get it?

32 On Campus – Others using AT/IT In District- Assistive Tech Leaders In State –MICCA –JHU Center for Technology in Education –Maryland Assistive Tech Network –MATN Summer Institute Big Ideas – Getting Help

33 Online –Policy to Practice for Assistive Technology ( –MATN Electronic Learning Community –QIAT ( –Me ( –Search for Assistive Technology –Search for Technology and Disability Big Ideas – Getting Help

34 Big Ideas in Action! - Kathryn and Mr.Weber

35 Freda Adler “We measure progress not only by the questions we have answered, but also, by the questions we are still asking or have just begun to ask… for knowledge alters what we seek as well as what we find.”