1. Assistive Technology

2. Assistive vs. Instructional Technology Assistive Technology Instructional Technology Assistive Technology, or AT, is anything that is used to remove barriers that may be interfering with an individual's ability to perform a task as effectively and/or independently as possible. Instructional Technology is the use of technology in the classroom to facilitate learning and improve performance.

3. Assistive Technology Act  The Assistive Technology Act was first passed by Congress and signed by the President as the Technology-Related Assistance Act of 1988.  The Tech Act is intended to promote people’s awareness of, and access to, assistive technology (AT) devices and services. The Act seeks to provide AT to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing field with other members of their communities. The Act covers people with disabilities of all ages, all disabilities, in all environments (early intervention, K-12, post- secondary, vocational rehabilitation, community living, aging services, etc.).

4. What Are AT Devices?  wheelchairs, scooters, canes, walkers, and standing devices  AAC/SGDs, voice amplifiers, and speech recognition devices  DME and medical supplies,  orthotics and prosthetics, such as splints, AFOs and hearing aids  accessibility adaptations to the home, workplace, schools, group homes, nursing facilities, ICF/MRs, and other places (e.g., ramps,, lifts, grab bars, and environmental controls)  special equipment to help people work, study, and engage in recreation,  accessibility modifications in the community, such as audio systems on public transportation, talking ATMs, and voting machines for the blind (Disability Rights Network of Pennsylvania, 2008)

5. What Are AT Services?  An “evaluation” of the AT needs of an individual, including a functional evaluation of how AT would help the individual  Purchasing, leasing, or otherwise providing an AT device  Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, replacing, or donating an AT device  Coordinating and using therapies, (ST, OT, PT) with AT devices under an educational plan or rehabilitative plan  Training or technical assistance for an individual with a disability, or his or her family members, guardians, advocates, or authorized representatives  Training or technical assistance for educational or rehabilitation professionals, manufacturers of AT devices, employers, providers of training and employment services, and others who help individuals with disabilities  A service that expands access to technology, including email and Internet, to persons with disabilities.

6. Legal Definition of AT  (IDEA,2004)  Assistive Technology device means 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 a child with a disability…

7.  “any item”= high tech (i.e. computer-based) to low tech (i.e. pencil grip)  “product system”= multiple technologies working together  “whether acquired commercially, off the shelf, modified, and/or customized to meet a student’s individual needs”-rather than ‘out of the box’.  “used to increase, maintain, or improve functional capabilities”= those processes (communicating, reading, writing, eating…)

11. What is the AT continuum?  Low tech tools are typically more widely available, lower in cost, and relatively easier to use (e.g. slant boards, name stamps, tactile rulers).  High tech tools may be more specialized, not widely available, higher in cost, and more complex to operate and use.  Practitioners argued that IEP TEAMs should first consider Low Tech AT tools and systems before progressing to High Tech (Wojcik, 2011).  IDEA mandates that the AT chosen must allow the child to receive a free appropriate public education (FAPE).

12. Goal of AT  It can serve as a means to augment an individual's strengths so that his or her abilities counterbalance the effects of any disabilities  It may provide an alternate mode of performing a task so that disabilities are compensated or bypassed entirely Lewis, R.B. (1993). Special education technology: Classroom applications. Pacific Grove, CA:Brookes/Cole

13. How is AT handled under IDEA?  It mandates that IEP TEAMs “consider whether the child needs AT devices and services” in the LRE.  Does the child NEED the AT in order to perform tasks that are required to access and participate in the school’s curriculum?  Does the child NEED the AT to enhance performance on educational and functional tasks?

14. How do we define “NEED”?  The AT allows the student to complete a task that, without the tool, the student would not be able to complete at the expected level.

16. AT Cycle

17. We will NO LONGER be opening domains for assistive tech “evaluations” AT is a TEAM process AT facilitators can be used to help teams collaborate and to guide teams with AT decision making AT facilitators can be used to lead AAC decision making meetings All AT procedures and forms can be found on Haiku page

18. AT Resources:  www.isbe.state.il.us  www.myinfinitec.org  www.at4il.org D158 AT Facilitators: Shonda Crowley MS, CCC/SLP-LKristin Smith MS, OTR/L X5486X5484 For AT support: D158AT@district158.orgD158AT@district158.org Link to D158 AT Haiku page: https://district158.haikulearning.com/ksmith/assistiv etechnology/cms_page/view/10975487

19. AT Cycle

20.  The AT cycle is an ongoing, systematic, and collaborative process that will lead to the trial and implementation of AT solutions when appropriate.  Areas targeted in the educational setting may include:  Expressive communication  Seating/mobility  Computer access  Reading/writing/math  Organization/executive functions

21. AT Consideration

22. Consider AT  A brief process that occurs during every IEP meeting  Every member of the IEP team is involved in the AT consideration process  AT consideration is a team based decision  5 step consideration process is designed to assist the team to carefully examine the special consideration of AT

23. 5 step consideration process

24. Outcomes of Consideration Does the student need AT devices or services?

25. Choose and Trial

26.  Effective AT trial plans:  Give info about the student’s IEP goals  Have clear criteria for success  Include data to support findings  When decisions are based on evidence from AT trials, the likelihood of positive AT choices increases and the abandonment of selected AT significantly decreases!!!  A trial plan helps the team decide if use of a specific AT is effective and should be continued

27. Choose AT form:

28. Trial AT form:

29. Implementing AT

30. AT Implementation Plan  TEAM needs to initiate a plan that results in successful implementation of AT  Identify WHO needs training  Identify WHEN,WHERE, and HOW AT will be used  Consider maintenance and back-up plan for AT

31. Progress Monitoring

32.  Evaluates the effectiveness of the AT devices and services that were outlined in the trial form  Is a dynamic, responsive, ongoing process that is reviewed periodically  Supports IEP team to monitor changes in the student’s performance  May indicate the need to revisit the consideration process

33. Progress Monitoring form:

34. How to Document AT in IEP  Present Levels of Academic/Functional Performance  Aligned with IEP Goals and Objectives  Consideration of Special Factors (Ed. Acc & Supports page)  Accommodations and Modifications (Ed Acc & Supports page)  Additional Information/Support for School Personnel (Ed. Acc. & Supports page)  Related services/consultation  Additional notes

35. In a nutshell…  We will NO LONGER be opening domains for assistive tech “evaluations”  AT is a TEAM process  AT facilitators can be used to help teams collaborate and to guide teams with AT decision making  AT facilitators can be used to lead AAC decision making meetings  All AT procedures and forms are on Haiku page  Be aware of SEMS changes

36. IL AT Guidance Manual Resources  www.isbe.state.il.us  www.myinfinitec.org  www.at4il.org

37. D158 AT Facilitators Shonda Crowley MS, CCC/SLP-L X5486 Kristin Smith MS, OTR/L X5484 For AT support: D158AT@district158.orgD158AT@district158.org Link to D158 AT Haiku page: https://district158.haikulearning.com/ksmith/assistivetec hnology/cms_page/view/10975487