1 Agenda Agenda • Introduction Introduction • Overview of AT Presentation Overview of AT Presentation • Questions & Answers Questions & Answers Purpose Purpose • To be able to answer “What is AT?” To be able to answer “What is AT?” • To understand when AT needs to be To understand when AT needs to be considered considered • To learn some new AT tools and To learn some new AT tools and strategies strategies
1 Agenda IntroductionIntroduction Overview of AT PresentationOverview of AT Presentation Questions & AnswersQuestions & Answers Purpose To be able to answer.
Mar 26, 2015
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Transcript
1
AgendaAgendabull Introduction Introduction bull Overview of AT PresentationOverview of AT Presentationbull Questions amp AnswersQuestions amp Answers
PurposePurpose
bull To be able to answer ldquoWhat is ATrdquoTo be able to answer ldquoWhat is ATrdquobull To understand when AT needs to be To understand when AT needs to be
consideredconsideredbull To learn some new AT tools and To learn some new AT tools and
strategiesstrategies
Introduction to Introduction to Assistive TechnologyAssistive Technology
3
Using TechnologyUsing TechnologyUsing TechnologyUsing Technology
Why Would Anyone Use Why Would Anyone Use TechnologyTechnology
hellip hellip to accomplish tasks that would be to accomplish tasks that would be difficult or impossible to accomplish difficult or impossible to accomplish without assistance without assistance wherewhere the tasks the tasks
need to be done in the available need to be done in the available timetime with the available with the available resourcesresources
4
What is Assistive What is Assistive Technology Technology
What is Assistive What is Assistive Technology Technology
A system of no tech low tech and A system of no tech low tech and high tech tools strategies and high tech tools strategies and services that match a persons services that match a persons
needs abilities and tasksneeds abilities and tasks
5
Example of How AT Can Help
6
Reading Fact
bull Roughly 85 of children diagnosed with learning difficulties have a primary problem with reading and related language skills
bull Reading difficulties are neurodevelopmental in nature bull Neurodevelopmental problems dont go away but they
do not mean that a student (or an adult) cannot learn or progress in school and life
bull Most children with reading difficulties can be taught reading and strategies for success in school
bull When childrens reading problems are identified early they are more likely to learn strategies that will raise their reading to grade level
7
Decoding Activity Recognizing Phonemes
Phonemes are the building blocks of language Represented by letters of the alphabet they are the component sounds of spoken words Most people automatically hear for example that the word goat is made up of three sounds guh oh and tuh
Reading requires the ability to map the phonemes we hear to letters on a page and vice versa But what happens when this basic skill called decoding doesnt come automatically Imagine struggling to sound out every word because you cant distinguish among phonemes
8
bull Take a few moments to familiarize yourself with this phoneme translation key Then use it to read the passage on the next page
Phoneme translation key
When you see Pronounce as
qzpb
ysa as in bate as in pet
d or tmbpere as in peta as in bat
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
Introduction to Introduction to Assistive TechnologyAssistive Technology
3
Using TechnologyUsing TechnologyUsing TechnologyUsing Technology
Why Would Anyone Use Why Would Anyone Use TechnologyTechnology
hellip hellip to accomplish tasks that would be to accomplish tasks that would be difficult or impossible to accomplish difficult or impossible to accomplish without assistance without assistance wherewhere the tasks the tasks
need to be done in the available need to be done in the available timetime with the available with the available resourcesresources
4
What is Assistive What is Assistive Technology Technology
What is Assistive What is Assistive Technology Technology
A system of no tech low tech and A system of no tech low tech and high tech tools strategies and high tech tools strategies and services that match a persons services that match a persons
needs abilities and tasksneeds abilities and tasks
5
Example of How AT Can Help
6
Reading Fact
bull Roughly 85 of children diagnosed with learning difficulties have a primary problem with reading and related language skills
bull Reading difficulties are neurodevelopmental in nature bull Neurodevelopmental problems dont go away but they
do not mean that a student (or an adult) cannot learn or progress in school and life
bull Most children with reading difficulties can be taught reading and strategies for success in school
bull When childrens reading problems are identified early they are more likely to learn strategies that will raise their reading to grade level
7
Decoding Activity Recognizing Phonemes
Phonemes are the building blocks of language Represented by letters of the alphabet they are the component sounds of spoken words Most people automatically hear for example that the word goat is made up of three sounds guh oh and tuh
Reading requires the ability to map the phonemes we hear to letters on a page and vice versa But what happens when this basic skill called decoding doesnt come automatically Imagine struggling to sound out every word because you cant distinguish among phonemes
8
bull Take a few moments to familiarize yourself with this phoneme translation key Then use it to read the passage on the next page
Phoneme translation key
When you see Pronounce as
qzpb
ysa as in bate as in pet
d or tmbpere as in peta as in bat
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
3
Using TechnologyUsing TechnologyUsing TechnologyUsing Technology
Why Would Anyone Use Why Would Anyone Use TechnologyTechnology
hellip hellip to accomplish tasks that would be to accomplish tasks that would be difficult or impossible to accomplish difficult or impossible to accomplish without assistance without assistance wherewhere the tasks the tasks
need to be done in the available need to be done in the available timetime with the available with the available resourcesresources
4
What is Assistive What is Assistive Technology Technology
What is Assistive What is Assistive Technology Technology
A system of no tech low tech and A system of no tech low tech and high tech tools strategies and high tech tools strategies and services that match a persons services that match a persons
needs abilities and tasksneeds abilities and tasks
5
Example of How AT Can Help
6
Reading Fact
bull Roughly 85 of children diagnosed with learning difficulties have a primary problem with reading and related language skills
bull Reading difficulties are neurodevelopmental in nature bull Neurodevelopmental problems dont go away but they
do not mean that a student (or an adult) cannot learn or progress in school and life
bull Most children with reading difficulties can be taught reading and strategies for success in school
bull When childrens reading problems are identified early they are more likely to learn strategies that will raise their reading to grade level
7
Decoding Activity Recognizing Phonemes
Phonemes are the building blocks of language Represented by letters of the alphabet they are the component sounds of spoken words Most people automatically hear for example that the word goat is made up of three sounds guh oh and tuh
Reading requires the ability to map the phonemes we hear to letters on a page and vice versa But what happens when this basic skill called decoding doesnt come automatically Imagine struggling to sound out every word because you cant distinguish among phonemes
8
bull Take a few moments to familiarize yourself with this phoneme translation key Then use it to read the passage on the next page
Phoneme translation key
When you see Pronounce as
qzpb
ysa as in bate as in pet
d or tmbpere as in peta as in bat
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
4
What is Assistive What is Assistive Technology Technology
What is Assistive What is Assistive Technology Technology
A system of no tech low tech and A system of no tech low tech and high tech tools strategies and high tech tools strategies and services that match a persons services that match a persons
needs abilities and tasksneeds abilities and tasks
5
Example of How AT Can Help
6
Reading Fact
bull Roughly 85 of children diagnosed with learning difficulties have a primary problem with reading and related language skills
bull Reading difficulties are neurodevelopmental in nature bull Neurodevelopmental problems dont go away but they
do not mean that a student (or an adult) cannot learn or progress in school and life
bull Most children with reading difficulties can be taught reading and strategies for success in school
bull When childrens reading problems are identified early they are more likely to learn strategies that will raise their reading to grade level
7
Decoding Activity Recognizing Phonemes
Phonemes are the building blocks of language Represented by letters of the alphabet they are the component sounds of spoken words Most people automatically hear for example that the word goat is made up of three sounds guh oh and tuh
Reading requires the ability to map the phonemes we hear to letters on a page and vice versa But what happens when this basic skill called decoding doesnt come automatically Imagine struggling to sound out every word because you cant distinguish among phonemes
8
bull Take a few moments to familiarize yourself with this phoneme translation key Then use it to read the passage on the next page
Phoneme translation key
When you see Pronounce as
qzpb
ysa as in bate as in pet
d or tmbpere as in peta as in bat
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
5
Example of How AT Can Help
6
Reading Fact
bull Roughly 85 of children diagnosed with learning difficulties have a primary problem with reading and related language skills
bull Reading difficulties are neurodevelopmental in nature bull Neurodevelopmental problems dont go away but they
do not mean that a student (or an adult) cannot learn or progress in school and life
bull Most children with reading difficulties can be taught reading and strategies for success in school
bull When childrens reading problems are identified early they are more likely to learn strategies that will raise their reading to grade level
7
Decoding Activity Recognizing Phonemes
Phonemes are the building blocks of language Represented by letters of the alphabet they are the component sounds of spoken words Most people automatically hear for example that the word goat is made up of three sounds guh oh and tuh
Reading requires the ability to map the phonemes we hear to letters on a page and vice versa But what happens when this basic skill called decoding doesnt come automatically Imagine struggling to sound out every word because you cant distinguish among phonemes
8
bull Take a few moments to familiarize yourself with this phoneme translation key Then use it to read the passage on the next page
Phoneme translation key
When you see Pronounce as
qzpb
ysa as in bate as in pet
d or tmbpere as in peta as in bat
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
6
Reading Fact
bull Roughly 85 of children diagnosed with learning difficulties have a primary problem with reading and related language skills
bull Reading difficulties are neurodevelopmental in nature bull Neurodevelopmental problems dont go away but they
do not mean that a student (or an adult) cannot learn or progress in school and life
bull Most children with reading difficulties can be taught reading and strategies for success in school
bull When childrens reading problems are identified early they are more likely to learn strategies that will raise their reading to grade level
7
Decoding Activity Recognizing Phonemes
Phonemes are the building blocks of language Represented by letters of the alphabet they are the component sounds of spoken words Most people automatically hear for example that the word goat is made up of three sounds guh oh and tuh
Reading requires the ability to map the phonemes we hear to letters on a page and vice versa But what happens when this basic skill called decoding doesnt come automatically Imagine struggling to sound out every word because you cant distinguish among phonemes
8
bull Take a few moments to familiarize yourself with this phoneme translation key Then use it to read the passage on the next page
Phoneme translation key
When you see Pronounce as
qzpb
ysa as in bate as in pet
d or tmbpere as in peta as in bat
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
7
Decoding Activity Recognizing Phonemes
Phonemes are the building blocks of language Represented by letters of the alphabet they are the component sounds of spoken words Most people automatically hear for example that the word goat is made up of three sounds guh oh and tuh
Reading requires the ability to map the phonemes we hear to letters on a page and vice versa But what happens when this basic skill called decoding doesnt come automatically Imagine struggling to sound out every word because you cant distinguish among phonemes
8
bull Take a few moments to familiarize yourself with this phoneme translation key Then use it to read the passage on the next page
Phoneme translation key
When you see Pronounce as
qzpb
ysa as in bate as in pet
d or tmbpere as in peta as in bat
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
8
bull Take a few moments to familiarize yourself with this phoneme translation key Then use it to read the passage on the next page
Phoneme translation key
When you see Pronounce as
qzpb
ysa as in bate as in pet
d or tmbpere as in peta as in bat
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
9
Read the passage aloud to yourself -- or to a roomful of your peers
(Heres that translation key again) When you see Pronounce as
qzpb
ysa as in
bate as in
pet
d or tmbpere as in peta as in bat
PassageWe pegin our qrib eq a faziliar blace a poqy like yours enq zineIq conqains a hunqraq qrillion calls qheq work qogaqhys py qasignEnq wiqhin each one of qhese zany calls each one qheq hes QNAQhe QNA coqe is axecqly qhe saze a zess-broquceq rasuzeSo qhe coqe in each call is iqanqical a razarkaple puq veliq claizQhis zeans qheq qhe calls are nearly alike puq noq axecqly qhe sazeQake for insqence qhe calls of qhe inqasqines qheq qheyre viqal is cysqainly blainNow qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
10
Decoding Activity Recognizing Phonemes
Here is the translation
We begin our trip at a familiar place a body like yours and mineIt contains a hundred trillion cells that work together by designAnd within each one of these many cells each one that has DNAThe DNA code is exactly the same a mass-produced resumeSo the code in each cell is identical a remarkable but valid claimThis means that the cells are nearly alike but not exactly the sameTake for instance the cells of the intestines that theyre vital is certainly plainNow think about the way you would think if those cells were the cells in your brain(Excerpt from Journey into DNA on the Cracking the Code Web site NOVA Online)
So how did you do Assuming you found the exercise difficult (that was our intention) consider that we disguised only eight of the forty-four known phonemes in the English language And imagine if this werent a game
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
11
What is Assistive What is Assistive TechnologyTechnology
IDEA (20 USC Section 1401) includes the following definitionsIDEA (20 USC Section 1401) includes the following definitions
Assistive Technology Device Assistive Technology Device
Any item piece of equipment or product system Any item piece of equipment or product system whether acquired commercially off the shelf whether acquired commercially off the shelf modified or customized that is used to modified or customized that is used to increase maintain or improve functional increase maintain or improve functional capabilities of children with disabilitiescapabilities of children with disabilities
Assistive Technology ServiceAssistive Technology Service
Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection acquisition or use of disability in the selection acquisition or use of an assistive technology devicean assistive technology device
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
Abilities to GoalsAbilities to Goals
ABILITIES GOALSTOOLS
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
13
ConsiderationConsideration
bull Use a dynamic ongoing process of Use a dynamic ongoing process of information gathering and decision-information gathering and decision-makingmaking
bull Trials should be conducted before Trials should be conducted before determining if an AT device is appropriatedetermining if an AT device is appropriate
bull Take into account the required tasks Take into account the required tasks within various within various instructional areasinstructional areas across across all all relevantrelevant environments environments
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
14
Considerations Considerations (cont)(cont)
bull Match device features to studentrsquos Match device features to studentrsquos capabilities interests and needscapabilities interests and needs
bull Evaluate the studentrsquos AT needs including Evaluate the studentrsquos AT needs including addressing barriers to studentrsquos addressing barriers to studentrsquos performanceperformance
bull Team must have knowledge and Team must have knowledge and experience with AT may consult with other experience with AT may consult with other district personnel use outside agencies or district personnel use outside agencies or vendors but the final decision rests with vendors but the final decision rests with the IEP teamthe IEP team
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
15
RememberRememberbull Consideration and training are ongoing Consideration and training are ongoing
processesprocessesbull Factors which may influence the processFactors which may influence the process
ndash Change in the environmentChange in the environmentndash Change in the student Change in the student
needsskillspreferencesneedsskillspreferencesndash New technologyNew technology
bull There are no guarantees it is important to There are no guarantees it is important to realize the solution reached at one point in realize the solution reached at one point in time may not be appropriate latertime may not be appropriate later
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
Assistive Assistive Technology in Technology in
Federal LegislationFederal Legislation
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
17
Legislation Legislation
bull The Individuals with Disabilities The Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
bull The Assistive Technology ActThe Assistive Technology Act
bull Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)
bull Section 508 of the Rehab ActSection 508 of the Rehab Act
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
18
The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act
(IDEA 2004)(IDEA 2004)bull Guarantees all children with disabilities Guarantees all children with disabilities
the benefit of a free appropriate public the benefit of a free appropriate public education (FAPE)education (FAPE)
bull Services defined in the Individualized Services defined in the Individualized Education Program (IEP)Education Program (IEP)
bull AT must be ldquoconsideredrdquo for every student AT must be ldquoconsideredrdquo for every student during the development of the IEPduring the development of the IEP
bull AT that is needed must be provided at no AT that is needed must be provided at no cost to the individual or familycost to the individual or family
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
19
AT ConceptsAT Concepts
bull Assistive Technology is essentially a legal Assistive Technology is essentially a legal term related to term related to useuse and and needneed not to not to specific itemsspecific items
bull Includes a broad range of possible Includes a broad range of possible devices and servicesdevices and services
bull Not always something to be acquiredNot always something to be acquired
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
20
AT ConceptsAT Concepts
bull Categories of tools that can be AT if Categories of tools that can be AT if required by a student for FAPErequired by a student for FAPE
ndash Assistive TechnologyAssistive Technology
ndash Instructional TechnologyInstructional Technology
ndash Universally Designed TechnologyUniversally Designed Technology
ndash Universally Designed Instruction Universally Designed Instruction (UDL)(UDL)
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
21
Functional CapabilitiesFunctional Capabilities
bull ReadingReadingbull Written ExpressionWritten Expressionbull MathMathbull Problem-solvingProblem-solvingbull CommunicationCommunicationbull RecreationRecreationbull Daily organizationDaily organization
bull SeatingPositioningSeatingPositioningbull HearingHearingbull SeeingSeeingbull Self-CareSelf-Carebull MobilityMobilitybull BehaviorBehaviorbull Specific task-Specific task-
related skillsrelated skills
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
22
Continuum from Low to Continuum from Low to High TechHigh Tech
Assistive Technology
Low Tech Mid Tech High Tech
SimpleLittle MaintenanceLimitedNo Electronics
Some MaintenanceSome trainingMore Electronics
Complex ElectronicsMore trainingMore Maintenance
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
232323
Low and High TechLow and High Tech
bull LOW TECH Equipment and other LOW TECH Equipment and other supports readily available in supports readily available in schools including off-the-shelf schools including off-the-shelf items to accommodate the needs items to accommodate the needs of the students which can be of the students which can be provided by generalspecial provided by generalspecial education through the Student education through the Student Study TeamIEP processes (eg Study TeamIEP processes (eg calculator tape recorder pencil calculator tape recorder pencil grip large pencils)grip large pencils)
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
24
Low and High Tech Low and High Tech (cont)(cont)
bull HIGH TECH Supports and HIGH TECH Supports and services beyond basic assistive services beyond basic assistive technology often for students with technology often for students with low incidence andor low incidence andor significantsevere disabilities significantsevere disabilities which require more in-depth which require more in-depth assessment (eg closed circuit assessment (eg closed circuit television (CCTV) FM systems television (CCTV) FM systems sound field systems augmentative sound field systems augmentative communication devices alternative communication devices alternative computer access and specialized computer access and specialized software)software)
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
Who is Assistive Who is Assistive Technology TeamTechnology Team
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
26
The Assistive Technology Team is made up of anyone that interacts with the student
Teachers and paraprofessionals
Parents
Other Specialists ndash speech OT Physical
Other agencies such as the Regional Center CCS outside assessors
However AT decisions are made by the studentrsquos IEP team
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
TheTheMOST IMPORTANT MOST IMPORTANT Team Membership Team Membership
IssueIssueTeam membership is
flexible and team members are
selected based on the specific needs of the individual with
disabilities
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
Assistive Technology Assistive Technology
Decision-makingDecision-making
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
29
Gather data from a variety Gather data from a variety of sourcesof sources
Gather data from a variety Gather data from a variety of sourcesof sources
ldquoldquoThat was wonderful Leonard but according to our That was wonderful Leonard but according to our earlier assessments you are not able to do thatrdquoearlier assessments you are not able to do thatrdquo
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
30
The SETT The SETT FrameworkFramework
bull SStudenttudent
bull EEnvironments nvironments
bull TTasksasks
bull TToolsools
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
31
The Goal of SETT The Goal of SETT Framework Framework
hellip hellip to help collaborative teams create to help collaborative teams create SStudent-centered (Self)tudent-centered (Self)
EEnvironmentally-useful and nvironmentally-useful and TTasks-focused asks-focused TTool systems ool systems
that foster the educational success of that foster the educational success of students with disabilitiesstudents with disabilities
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
32
The StudentSelfThe StudentSelf
bull The person who The person who is the central is the central focus of the AT focus of the AT processprocess
bull The person for The person for whom everyone whom everyone involved in any involved in any part of the AT part of the AT service provision service provision is an advocateis an advocate
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
33
EnvironmentsEnvironments
The customary The customary environments in environments in which the student which the student is (or can be) is (or can be) expected to learn expected to learn and growand grow
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
34
TasksTasks
The specific The specific things that the things that the student needs student needs to be able to to be able to do to reach do to reach expectations expectations and make and make educational educational progressprogress
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
35
ToolsTools
The supports The supports and services and services needed by the needed by the student and student and others for the others for the student to do in student to do in tasks in order tasks in order to meet to meet expectationsexpectations
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
36
Critical Elements of the Critical Elements of the SETT FrameworkSETT Framework
Critical Elements of the Critical Elements of the SETT FrameworkSETT Frameworkbull CollaborationCollaboration
bull CommunicationCommunication
bull Multiple PerspectivesMultiple Perspectives
bull Pertinent informationPertinent information
bull Shared KnowledgeShared Knowledge
bull FlexibilityFlexibility
bull On-going ProcessesOn-going Processes
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
37
Feature MatchingFeature Matching
bull IndividualIndividualndash Needs Needs ndash AbilitiesAbilitiesndash ExpectationsExpectationsndash EnvironmentsEnvironmentsndash Future PlansFuture Plans
bull Technology Technology ndash FeaturesFeaturesndash InputUser InputUser
InterfaceInterfacendash ProcessingProcessingndash OutputOutput
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
38
Quality Indicators for Quality Indicators for Assistive Technology Assistive Technology
Services (QIAT)Services (QIAT)
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
39
Quality Indicators for Quality Indicators for Eight AreasEight Areas
bull Administrative Administrative Support Support
bull ConsiderationConsiderationbull Assessment Assessment bull IEP DevelopmentIEP Development
bull ImplementationImplementationbull Evaluation of Evaluation of
EffectivenessEffectivenessbull TransitionTransitionbull Professional Professional
DevelopmentDevelopment
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
Areas of Assistive Areas of Assistive Technology DevicesTechnology Devices
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
41
Major Categories of Major Categories of Assistive Technology Assistive Technology
DevicesDevices bull Computer Computer
AccessAccessbull AACAACbull AT for People AT for People
with Learning with Learning DisabilitiesDisabilities
bull AT for People AT for People with Sensory with Sensory ImpairmentsImpairments
bull Low Tech Low Tech Solutions Solutions Creative Creative ThinkingThinking
bull SeatingSeatingPositioningPositioning
bull Mobility AidsMobility Aidsbull ADL EADLADL EADLbull RecreationRecreation
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
42
Thinking about AT TOOLS
For whom Think STUDENT or SELF
For whatThink goals and TASKS
For whereThinkENVIRONMENT
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
Low Tech Solutions - Low Tech Solutions - Creative ThinkingCreative Thinking
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
44
ldquoldquoImagination is Imagination is more important more important than knowledgerdquothan knowledgerdquo
Albert EinsteinAlbert Einstein
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
45
AT is EverywhereAT is Everywhere
bull AT does not AT does not have to be have to be expensive or expensive or complicatedcomplicated
bull AT can be AT can be anything that anything that assists a assists a person with a person with a disabilitydisability
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
46
Example of Example of Creative ThinkingCreative Thinking
bull Plant Watering DevicePlant Watering Device
Battery Operated Kerosene PumpAdapted for switch accessTotal device cost - under $10
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
47
RememberhellipRememberhellip
Think Outside
the BOX
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
Computer AccessComputer Access
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
49
Examples of Input Examples of Input DevicesDevices
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
50
Output ModalitiesOutput Modalities
bull Auditory
bull Tactilebull Interface
bull Visual
bull Combination
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
AT for Persons with AT for Persons with Disabilities Disabilities
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
52
bull Reading SupportReading Support
bull Writing AssistantsWriting Assistants
bull Organizational AssistantsOrganizational Assistants
bull MathSpelling SupportsMathSpelling Supports
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
53
AT ndash AT ndash Reading SupportReading Support
bull Color Color HighlightingHighlighting
bull Books with Books with audio or audio or electronic electronic formatsformats
bull Reading PenReading Penbull Text Reading Text Reading
SoftwareSoftware
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
54
AT AT Low Tech - Writing Assistants Low Tech - Writing Assistants
bull Slant BoardSlant Boardbull Magnetic Magnetic
WordsWordsbull LabelsLabelsbull PensMarkersPensMarkersbull Pencil GripsPencil Gripsbull Raised PaperRaised Paperbull TemplatesTemplates
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
55
ATATMid Tech ndash Writing AssistantsMid Tech ndash Writing Assistants
bull Portable Word Portable Word ProcessorsProcessors
bull NeoAlphasmartNeoAlphasmartbull FusionFusionbull DreamWriterDreamWriter
bull Writing CorrectionbullFranklin Dictionary
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
56
AT AT High Tech - Writing AssistantsHigh Tech - Writing Assistants
bull Pixwriterbull Classroom
Suitebull Clicker 5bull Writing with
Symbolsbull Speech to Text
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
57
AT - AT - High Tech Writing AssistantsHigh Tech Writing Assistants
bull WebspirationWebspiration bull Draft Builder
Survivalskills
Unconsciously so
Unaware of just how much
Key Characteristic
In his unique way
Survival skills
HOLDEN CAULFIELD
Humorous
Poetic
Intelligent
Alienated
Caring Spiritual
Sensitive
Unhappy
Does he represent every
teenagers struggle for
independence
Character Web Catcher in the Rye
Troubled
Worried
Confused
Sarcastic
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
58
AT AT Organizational AssistantsOrganizational Assistants
bull Color Codingbull Object
Calendarsbull Organizersbull Voice Diariesbull Two-way Text
pagersbull Electronic
Calendars
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
59
AT AT Math SupportsMath Supports
bull Portable Calculators
bull Money Calculator
bull Graphing Calculator
bull Spell Checkersbull Graphing
Software
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
60
Access to Multimedia Access to Multimedia MaterialsMaterials
bull CD PlayerCD Player
bull Audio DescriptionAudio Description
bull E-textE-text
bull Cassette TapesCassette Tapes
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
61
Access to ComputersAccess to Computers
Speech OutputSpeech Outputbull Voice Voice
synthesissynthesisbull Screen Screen
Reading Reading SoftwareSoftware
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
62
Portable Task amp Behavior Support
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
63
Internet Accessibility
Is an emerging area
Youtube closed captioning
Text to speech
Magnifiers
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
64
Documenting AT in the Documenting AT in the IEPIEP
bull Documentation should support Documentation should support whywhy a specific a specific device or services is being selected device or services is being selected based on based on established criteriaestablished criteria for the specific needs of the for the specific needs of the individual childindividual child
bull Document any specific conditionsenvironments Document any specific conditionsenvironments in which the use of the device will be necessary in which the use of the device will be necessary (ie home school community)(ie home school community)
bull Address whether or not parents will be held Address whether or not parents will be held liable for loss theft or damage to a device liable for loss theft or damage to a device beyond normal wear and tear if the device is beyond normal wear and tear if the device is going homegoing home
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
65
Documenting in IEP
bull Make sure and consider AT for every student with an IEP
SPECIAL FACTORSDoes the student require assistive technology devices andor services 1048710 No 1048710 Yes (specify) _______________________________________________________________________________________________________________________________
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
66
Common Questions Common Questions about ATabout AT
A It is the responsibility of the school district to provide A It is the responsibility of the school district to provide the equipment services or programs identified in the the equipment services or programs identified in the IEP However the district may pay utilize other IEP However the district may pay utilize other resources to provide andor pay for it or resources to provide andor pay for it or cooperatively fund the device andor services Other cooperatively fund the device andor services Other resources may include but are not limited to Medi-resources may include but are not limited to Medi-Cal foundations church or social groups charitable Cal foundations church or social groups charitable organizations businesses and individualsorganizations businesses and individuals
Q Are schools required to pay for AT and servicesQ Are schools required to pay for AT and services
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
67
Common Questions Common Questions about AT about AT (cont)(cont)
A No the ldquofreerdquo in FAPE is extremely significant A No the ldquofreerdquo in FAPE is extremely significant regarding students with disabilities IDEA requires regarding students with disabilities IDEA requires that all special education and related services that all special education and related services identified in the IEP must be provided ldquoat no cost to identified in the IEP must be provided ldquoat no cost to the parentrdquothe parentrdquo
Q Can schools require parents to pay for AT devices Q Can schools require parents to pay for AT devices or services identified in the IEP or require parents to or services identified in the IEP or require parents to use their own private health insuranceuse their own private health insurance
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
68
Common Questions Common Questions about AT about AT (cont)(cont)
A The student needs to have reasonable access to the A The student needs to have reasonable access to the device So if it is written that a student needs to have device So if it is written that a student needs to have text to speech to assist with reading and writing text to speech to assist with reading and writing having access to the classroom computer would meet having access to the classroom computer would meet FAPE FAPE
Q If a device is written into an IEP does that mean Q If a device is written into an IEP does that mean that it is for the sole use of the student or does the that it is for the sole use of the student or does the student just have to have access to the devicestudent just have to have access to the device
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
69
Common Questions Common Questions about AT about AT (cont)(cont)
Q Can the student take the AT device owned Q Can the student take the AT device owned by the school homeby the school home
A Yes if the IEP team determines that the A Yes if the IEP team determines that the student needs access to an AT device at student needs access to an AT device at home to implement the educational program home to implement the educational program For example a student with a physical For example a student with a physical disability may not be able to complete disability may not be able to complete homework assignments without access to a homework assignments without access to a calculator at homecalculator at home
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
70
Common Questions Common Questions about AT about AT (cont)(cont)
A If an assistive device is necessary to fulfill A If an assistive device is necessary to fulfill the requirements of the studentrsquos IEP such a the requirements of the studentrsquos IEP such a device must be provided in the school the device must be provided in the school the student attends The same device may not student attends The same device may not necessarily follow the student from one necessarily follow the student from one school to another but a comparable device school to another but a comparable device that fulfills the IEP requirements will be that fulfills the IEP requirements will be needed in the new schoolneeded in the new school
Q Does the device follow the student when heshe Q Does the device follow the student when heshe transitionstransitions from elementary to middle school and from elementary to middle school and on to high schoolon to high school
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
71
Common Questions Common Questions about AT about AT (cont)(cont)
Q Does the student have access to AT aids and Q Does the student have access to AT aids and services if they are eligible for extended school year services if they are eligible for extended school year servicesservices
A Yes if the IEP team determined that the assistive A Yes if the IEP team determined that the assistive technology is needed as part of the extended school technology is needed as part of the extended school year servicesyear services
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
72
Common Questions Common Questions about AT about AT (cont)(cont)
Q Is a school district responsible for providing Q Is a school district responsible for providing ldquostate-of-the-artrdquo equipment for the studentldquostate-of-the-artrdquo equipment for the student
A No However the school must provide A No However the school must provide appropriate technology for the studentrsquos needs appropriate technology for the studentrsquos needs to ensure a FAPE The decision is an IEP team to ensure a FAPE The decision is an IEP team responsibility and should be based on the AT responsibility and should be based on the AT evaluation If a less expensive device would evaluation If a less expensive device would accomplish the same goals the IEP team is accomplish the same goals the IEP team is under no obligation to choose a more under no obligation to choose a more expensive optionexpensive option
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
73
Common Questions Common Questions about AT about AT (cont)(cont)
Q Are schools responsible for customization Q Are schools responsible for customization maintenance repair and replacement of AT devicesmaintenance repair and replacement of AT devices
A AT services are included as considerations in the A AT services are included as considerations in the acquisition of equipment or devices acquisition of equipment or devices purchasedprovided by the school If family-owned AT purchasedprovided by the school If family-owned AT is used by the school and listed in the IEP as is used by the school and listed in the IEP as necessary for providing FAPE the school might also necessary for providing FAPE the school might also be responsible for maintenance repair and be responsible for maintenance repair and replacement Responsibilities for these services replacement Responsibilities for these services should be discussed in the IEP notes or the meeting should be discussed in the IEP notes or the meeting documentdocument
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
74
Common Questions Common Questions about AT about AT (cont)(cont)
Q Under what circumstances may AT be Q Under what circumstances may AT be considered a related serviceconsidered a related service
A AT can be a related service if the service is A AT can be a related service if the service is necessary for the student to benefit from necessary for the student to benefit from hisher education hisher education
NOTE Training of staff and parents would be NOTE Training of staff and parents would be consultation services and must be consultation services and must be documented on the studentrsquos IEPdocumented on the studentrsquos IEP
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
75
Common Questions Common Questions about AT about AT (cont)(cont)
A No IEP teams have the responsibility to A No IEP teams have the responsibility to determine a studentrsquos need for AT and of determine a studentrsquos need for AT and of specifying the devices and services needed It specifying the devices and services needed It is important that IEP teams are informed of this is important that IEP teams are informed of this requirement to determine if a student needs an requirement to determine if a student needs an AT device and the need for an AT consultation AT device and the need for an AT consultation to assist in making the determinationto assist in making the determination
Q Can the IEP team refuse to consider AT Q Can the IEP team refuse to consider AT devices on the IEPdevices on the IEP
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
76
SummarySummary
bull AT is a tool for AT is a tool for accessaccess (eg school (eg school environment core curriculum) and for environment core curriculum) and for independenceindependence (eg communication (eg communication mobility) and mobility) and will changewill change as the as the studentrsquos needs change and as studentrsquos needs change and as technology continues to change technology continues to change
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
77
Summary Summary (cont)(cont)
bull The need for AT should be an integral The need for AT should be an integral part of a comprehensive assessment for part of a comprehensive assessment for students with disabilities in all areas students with disabilities in all areas related to their disabilities as related to their disabilities as appropriate for each student and must appropriate for each student and must be considered by the IEP team or 504 be considered by the IEP team or 504 Coordinator based upon the students Coordinator based upon the students assessed educational needs and assessed educational needs and strengthsstrengths
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
7878
Questions
- Agenda
- Introduction to Assistive Technology
- Using Technology
- What is Assistive Technology
- Example of How AT Can Help
- Reading Fact
- Decoding Activity Recognizing Phonemes
- Slide 8
- Slide 9
- Slide 10
- What is Assistive Technology IDEA (20 USC Section 1401) includes the following definitions
- Abilities to Goals
- Consideration
- Considerations (cont)
- Remember
- Assistive Technology in Federal Legislation
- Legislation
- The Individuals with Disabilities Education Act (IDEA 2004)
- AT Concepts
- Slide 20
- Functional Capabilities
- Continuum from Low to High Tech
- Low and High Tech
- Low and High Tech (cont)
- Who is Assistive Technology Team
- Slide 26
- The MOST IMPORTANT Team Membership Issue
- Assistive Technology Decision-making
- Gather data from a variety of sources
- The SETT Framework
- The Goal of SETT Framework
- The StudentSelf
- Environments
- Tasks
- Tools
- Critical Elements of the SETT Framework
- Feature Matching
- Quality Indicators for Assistive Technology Services (QIAT)
- Quality Indicators for Eight Areas
- Areas of Assistive Technology Devices
- Major Categories of Assistive Technology Devices
- Slide 42
- Low Tech Solutions - Creative Thinking
- Slide 44
- AT is Everywhere
- Example of Creative Thinking
- Rememberhellip
- Computer Access
- Examples of Input Devices
- Output Modalities
- AT for Persons with Disabilities
- Slide 52
- AT ndash Reading Support
- AT Low Tech - Writing Assistants
- AT Mid Tech ndash Writing Assistants
- AT High Tech - Writing Assistants
- AT - High Tech Writing Assistants
- AT Organizational Assistants
- AT Math Supports
- Access to Multimedia Materials
- Access to Computers Speech Output
- Portable Task amp Behavior Support
- Internet Accessibility
- Documenting AT in the IEP
- Documenting in IEP
- Common Questions about AT
- Common Questions about AT (cont)
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Summary
- Summary (cont)
- Slide 78
-
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