1. Supporting Student Success USE OF ASSISTIVE TECHNOLOGY IN DERRY TOWNSHIP January 2016

2.  “ 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 if required as a part of the child’s:  Special Education  Related Services  Supplementary Aids and Services” WHAT DOES THE LAW SAY ABOUT ASSISTIVE TECHNOLOGY? Information taken from Chapter 1 of the WATI, pg. 1

3. “ Assistive Technology: Any item, piece of equipment, or product system, whether commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted or the replacement of such device.” Information taken from Chapter 1 of the Wisconsin Assistive Technology Initiative (WATI) pg. 1, as stated in the Individuals with Disabilities Education Act DEFINITION

4. Assistive Technology= determined by an IEP team for a student receiving special education services Instructional Technology= available to all students ASSISTIVE TECHNOLOGY VS INSTRUCTIONAL TECHNOLOGY

5.  AT helps students to gain access to the curriculum.  AT increases, maintains, or improves a child’s functional capabilities.  AT carefully considers the Student, the Environment, Tasks a student is required to complete, and Tools that may assist the student in completing those tasks.  AT can be a tool, a strategy, or a device. This does not mean it has to be electronic! HOW IS ASSISTIVE TECHNOLOGY USED TO SUPPORT STUDENTS?

6.  AT must be considered for all students with an IEP.  The IEP process drives the assessment of a student’s needs.  Teams implement trials to make data-based decisions regarding the effectiveness of tools/devices/strategies.  The assessment process needs to be timely.  Best practice indicates that assessment should be functional and conducted in a child’s customary environment. WHAT DOES THIS MEAN FOR IEP TEAMS?

7.  Activities of Daily Living  Communication  Composition of written material  Computer access  Hearing  Math  Mobility  Motor aspects of writing  Organization  Positioning and Seating  Reading  Recreation and Leisure  Vision WHAT TASKS CAN AT ADDRESS?

8.  No-tech: Does not require a power source to use or operate  Examples may include sign language, paper based communication notebooks or language boards, a pencil grip, a slant board for writing  Low- tech: Requires an external power source (e.g., batteries, plug in), generally easy to program  Examples may include a single message voice output device, a step-by-step communicator, BIGMack switch  High- tech: Requires an external power source and more extensive training to competently program and/or use the device  Examples may include an iPad with a communication application, a laptop with Google Extensions (such as Read & Write), a voice output communication device AT DEVICES CAN BE http://atto.buffalo.edu/registered/ATBasics/Populations/aac/usingDevices.php

9. EXAMPLES OF ASSISTIVE TECHNOLOGY DEVICES

13. HERE IS AN EXAMPLE OF RECREATION/LEISURE USE OF AT. THE STUDENTS PLAYED VIDEO GAMES DURING LEISURE TIME.

14. Designing Coherent Instruction Activity Specific Language Board More Complex Language Structures Activity Specific Language Board Less Complex Language Structures

15. IS IT ASSISTIVE TECHNOLOGY OR INSTRUCTIONAL TECHNOLOGY, OR MAYBE BOTH?

16.   This student is  using a Live Scribe  Pen, which records  notes written in class. class. IS IT ASSISTIVE TECHNOLOGY OR INSTRUCTIONAL TECHNOLOGY, OR MAYBE BOTH?

17. This student is using an ipad with a specialized communication application. She can communicate better with people in school.

18.  We are always considering:  How does BYOD impact AT? How do we determine when it is instructional technology and when it is assistive technology?  How does Universal Design for Learning impact how special education identifies the need for assistive technology?  What staff training and/or professional development needs to take place in order to appropriately address AT as part of the IEP?  How can we be more systematic in our approach to feature matching of tools, strategies, and devices? Ultimately, we need to make data based decisions to determine if a student needs assistive technology, what it will need to be, and how it will be used. WHAT’S NEXT?