Assistive Technology in inclusive education...writing and vocabulary builder to create study materials. He also uses Co-Writer app on the iPad for word prediction and Pomodore timers

For people without disabilities, technology

makes things easier. For people with

disabilities, technology makes things possible.

National Council on Disability

AssistiveTechnologyin inclusive education

2019-2020

2 3

Assistive Technology includes the following foundational beliefs:

All children can learn to read and write

Our children are worth it, whatever it takes

Access to communication is a fundamental human right

Learning must be accessible for all

Technology will never replace good teaching/pedagogy

Assistive technology is related to function, rather than to a specific disability

The Collaborative Response Model includes the following foundational beliefs:

Working collaboratively, we can accomplish more than any one member can alone

Teachers know their students best

One person cannot meet the diverse needs of students . It is impossible for a single teacher to possess all skills and knowledge necessary to meet the unique needs of every child in the classroom

Schools cannot achieve high levels of success when adults work in isolation

Assistive technologyand the collaborative response

model

Assistive Technology is an umbrella term that

includes assistive, adaptive, and rehabilitative devices for persons with

disabilities as well as the process used in selecting, trialing and implementing them.

Assistive Technology is more specialized and often more complex technology than educational technology in that it allows physical and cognitive access to learning for students/children who have

barriers due to their disabilities.

All students identified with extraordinary needs require access to assistive technology (devices

and services) to make learning accessible and to demonstrate understanding.

AT reduces barriers inherent in the environment.

4 5© Jigsaw Learning 2012 Four Tier Intervention Pyramid

Intensive School InterventionsIntensive interventions at the Tier 4 level are individualized and determined by an individual program plan developed for the student by a collaborative team. At this Tier, specialized staff, agencies and further testing may be accessed.

individualized

School InterventionsTier 3 interventions are supports delivered by professionals other than the classroom teacher. These can be designed to support students across multiple classes and grade levels and ideally are designed to be delivered inclusively in the classroom.

Classroom InterventionsTier 2 interventions are provided to students by the classroom teacher, inclusive in the classroom. By articulating these interventions school-wide, teachers essentially collaborate to share differentiated strategies that work for students.

Classroom InstructionEffective research-based instruction is foundational for success for students and essential when implementing school-based intervention models. Tier 1 honours and recognizes the essential work of teachers in the classroom.

Four Tier intervention PyramidThe Four Tier Intervention Pyramid, referenced in the Collaborative Response Model

(Envisioning A Collaborative Response Model by K. Hewson, L. Hewson and J. Parsons, 2015),provides a framework within which to articulate interventions to respond to the needs of students

beyond foundational classroom instruction. By establishing a school-wide pyramid of interventions, schools can ensure a collaborative response to support inclusive practices.

4

TARGETED

3

universal

2

universal

1

• Pilot of integrated IPP and assessments to demonstrate gains in targeted personalized plans

• Progression notes included in module platform

• Assessments included in module platform• Assistive technology (tools, supports and

services) documented in the IPP and tied directly to learning goals

• Training of inclusive consultants to support the integration of assistive technology and AAC

• Building capacity with AAC & AT within the multidisciplinary team and school teams

• Providing professional development to learning coaches, classroom teachers and administration to implement AT & AAC

• Peer training opportunities to support AAC users• Ongoing research and practice that utilizes robots to support children with autism• Extending learning of specialized AADL team to enhance knowledge and skills in the area of complex access• Ongoing partnership with Tobii Dynavox to provide access to communication and literacy tools for students

with complex needs• Learning opportunities for parents and caregivers on AAC, literacy and curricular access

• Digital Portfolios: For our students with complex needs, the continued exploration of digital portfolios to demonstrate task and skill proficiency in the community and world of work

• Literacy Project: A continued focus on literacy and communication in our Programs of Choice in partnership with Tobii Dynavox

• Peer Supports: supporting social interactions for students with cognitive disabilities

• Genesis Augmentative & Alternative Communication Team

• Community of Practice• Family Camps• Continued work towards

becoming a level 3 service centre

• Ongoing training for school teams and families

• Access to Assistive Technology for students with identified needs • Ongoing professional development• Curricular access for students with complex needs• Implementation of AT & AAC across learning environments• Training on tools and strategies• An integral member of Inclusive Education Team• Support for inclusion and programming

• Integration of SETT (Student, Environment, Task, Tool) into IPP

• Assistive Technology page on the Inclusive Education SharePoint to provide resources to support teaching teams, MDT, AHS and administrators

• Review and revision of the Early Learning Universal Design for Learning book – to encompass preK-Grade 12

• Access to international/national networks• Showcasing ECSD’s projects at national and international conferences• Development of resource pages specific to different areas of AT (i.e.: Alternative

Pencils, Switch Fun, Tarheel Reader, Predictable Chart Writing)

• Ongoing self-evaluation of Quality Indicators for Assistive Technology (QIAT) indicators with the Inclusive Education Lead Team

ATSpecialist

PowerSchool Special

EducationModule

RESOURCES

Pilots

6 7

ASSISTIVEtechnology

inclusiveEDUCATION

ACTIONITEMS

2019-2020

APPLEDISTINGUISHED

PROGRAM(early learning)

Professional Learning

IPP& sETT

AAC

QIAT

8 9

INCLUSIVEEXAMPLES

AT/AAC

Early Learning (preK/K)

A child who is non-verbal in 100 Voices has now progressed to trialing an AAC device using TouchChat to participate in class discussions and activities. He has gained confidence and excitement and is able to engage with others as the device allows him the opportunity to answer questions and be included. Before teachers and classmates had to guess his message, now he has a voice.

A child with a severe expressive and receptive delay uses a Core Vocabulary board.

A student with severe expressive language disorder with limited or no verbal language skills is in Kindergarten and in his third year of Early Learning programming. He is nonverbal and has been utilizing an AAC device using TouchChat for the last year. In the past, he tried to verbalize his thoughts, but others could not understand him. He is becoming more independent with the AAC device as it gives him the ability to express his thoughts, wants and needs. He now has a way to communicate with his family and friends.

A child with a physical disability which affects the movement of her legs uses a walker for the majority of her day and arm crutches for short distances. She was able to participate in outdoor play in the winter by using a kick sled to push her peers and to be transported to various parts of the play area.

ELEMENTARY A grade 1 student previously

had severe behaviour outbursts multiple times per day at home and at school. His mom reports that the device has changed his life – he doesn’t get frustrated anymore because he’s able to say what he needs. He’s using 4-5-word sentences, and is currently begging mom for a puppy!

A grade 3 student with speech and fine/gross motor challenges uses an iPad on a slant board to reduce tracking from screen to keyboard. He is now using various apps to demonstrate knowledge, and speech-text and word prediction for writing.

A grade 4 student with Severe Autism uses Proloquo2Go to support her communication. Everyone in the classroom and community uses Proloquo2Go to model language throughout the day.

A grade 5 student with Down Syndrome began putting together 3-4-word sentences, and telling everyone about his weekend within a week of beginning an AAC trial.

A grade 5 student with Autism is using a Nova Chat speech-generating device. Visual social story sequences have been developed for daily routines. He uses his device to type words when his oral production is incomprehensible.

A student with processing difficulties struggled extensively during writing activities. With the support of a Logitech headset, he is now able to more frequently engage in writing tasks using speech to text. This has allowed him to engage in writing tasks and get his ideas out.

A grade 6 student has a syndrome that affects his speech and fine/gross motor skills. He uses Read&Write for Google features like text to speech to listen to books and editing writing and vocabulary builder to create study materials. He also uses Co-Writer app on the iPad for word prediction and Pomodore timers to decrease distraction time.

JUNIOR HIGH /HIGH SCHOOL

A Junior High student with autism initially used his device just to request his favourite soft drink. Mom was overjoyed when, for the first time ever, he was able to tell her that he felt sick.

A grade 10 student using switches to access his AAC system has mastered automatic scanning for 8 symbols and is now ready to move on to the next level of scanning, 8 blocks with 3 symbols each!

A grade 12 student with cerebral palsy and who is non-verbal, uses an Accent 1000 accessed head mouse. Her device is based on word prediction. She chooses a letter and then can choose from the options that appear. She is able to have a conversation or write an essay. Her AAC system will then read her words to the listener.

A grade 12 student is using an aphasia journey page set that has been programmed specifically for him. He can make photo albums of events that have happened in his day to day life. He is now able to talk and ask questions at his work study job.

A grade 12 high school student with severe speech delay and a moderate cognitive delay is using the Wordpower 60 vocabulary set. He is able to communicate at work and at home.

QIAT& CRM

10 11

Quality Indicators

for Assistive Technology

INCLUDE:

QIAT (Quality Indicators for Assistive Technology,

www.Qiat.org,) & CRM (Collaborative

Response Model)

1

Utilizing the quality indicators we have renewed and self-

assessed where we are currently at after the first year implementing our

Assistive Technology plan.

AssessmentsAssessment of AT Needs

QIAT IndicatorSelf-Rating Out of 5

Where we are at… Where we are headed…

AT and AAC assessments are conducted by a team with the collective knowledge and skills needed to determine possible AT/AAC solutions that address the needs and abilities of the student, demands of the customary environments, educational goals, and related activities.

5 Flexible teams formed on the basis of knowledge of the individual student’s needs, environments, tasks, and expertise in AT consistently conduct assessments. As of 2018-19 school year, team of SLP, OT, TASL & AT Specialist complete assessments. 4 additional SLPs and 1 OT have been trained this past year and working towards their AADL authorizer status.

Continuing to build collective knowledge and skills with additional team members to improve and enhance flexibility.

All AT/AAC assessments include a functional assessment in the student’s customary environments, such as the classroom, lunchroom, playground, home, community setting, or work place.

4 Functional components of AT/AAC assessments are generally conducted in the student’s customary environments. Functional assessments are completed in the school environment (including classroom, lunchroom and playground). Parents attend and provide information on home and community activities.

Including assessment in the home environment is a challenge, however some creative planning with our FSLW team could support this element.

AT/AAC assessments, including needed trials, are completed within reasonable timelines.

4 AT/AAC assessments are completed within a reasonable timeline and include at least initial trials. Students are generally seen within 3-6 months of referral for AAC & AT services

Continuing to work on transitions and plan for ongoing assessment.

Recommendations from AT/AAC assessments are based on data about the student, environments and tasks.

4 Recommendations are generally based on data about student performance on typical tasks in customary environments. The SETT process is the basis for our assessments. All stakeholders are invited to contribute information to the SETT. Stakeholders include parents, teachers, educational assistants, speech-language pathologist, occupational therapist, consultant, administrators and any others involved in the student’s life.

Home and community environments could be addressed in a more direct fashion.

The assessment provides the IPP team with clearly documented recommendations that guide decisions about the selection, acquisition, and use of AT/AAC devices and services.

3 Documented recommendations may or may not include sufficient information about devices and services to guide decision-making and program development.

Having a shared space for ongoing input would make this information more accessible to all team members (i.e., a live document).

AT/AAC needs are reassessed any time changes in the student, the environments and/or the tasks result in the student’s needs not being met with current devices and/or services.

4 AT/AAC use is frequently monitored. AT/AAC needs are generally reassessed if current tools and strategies are ineffective. Reassessment generally includes ongoing assessment strategies and includes formal assessment, if indicated.

Classroom staff and families provide daily monitoring and AAC team members provide regular check-ins. Reassessment can be initiated by any team member. A formal mechanism to ensure each child continues to be monitored is our next step.

number of aac referrals

number of aac STUDENTS SEEN

6O

1O4 11O

2016

-20

17

2017

-20

18

2018

-20

19

34

2016

-20

17

6O

2017

-20

18

2018

-20

19

Wai

tlist

1O4

72



All services that the IPP team determines are needed to support the selection, acquisition, and use of AT/AAC devices are designated in the IPP.

3 ECSD is developing guidelines for documenting AT in the IPP and members of select teams are currently aware of them. ECSD is currently piloting a new IPP format with two schools. The new format includes AT tools, strategies and services as well as SETT and Re-SETT documentation.

ECSD will ensure that all staff are aware of and utilize the IPP format that includes the documentation of AT/AAC needs, devices and services.

The IPP illustrates that AT/AAC is a tool to support achievement of goals and progress in the general curriculum by establishing a clear relationship between student needs, AT/AAC devices and services, and the student’s goals and objectives.

3 AT use is not always linked to IPP goals and objectives and sometimes linked to the general education curriculum. Most goals are developed before decisions about assistive technology are made. However, this does not preclude the development of additional goals, especially those related specifically to the appropriate use of AT/AAC.

AT/AAC is linked to the IPP goals and objectives and is consistently linked to the general curriculum.

IPP content regarding AT/AAC use is written in language that describes how AT/AAC contributes to achievement of measurable and observable outcomes.

3 IPP teams sometimes struggle to write goals and objectives that demonstrate growth resulting in goals/objectives being reused from year to year.

The consistent creation of goals and objectives written in a format that allows for demonstration of growth.

AT/AAC is included in the IPP in a manner that provides a clear and complete description of the devices and services to be provided and used to address student needs and achieve expected results.

3 Currently AT/AAC devices and services are usually documented. Services provided to support consistent use is improving as capacity building continues with teaching teams, inclusive consultant and MDT.

Devices and services are documented and are consistently adequate to support AT/AAC use.

2

Team Member Accountability and Follow Up / Monitoring

12 13

14 15

3

Creating a Collaborative Plan – Team Meetings



AT/AAC is integrated into the curriculum and daily activities of the student across environments.

3 AT is sometimes integrated into the student’s curriculum and daily activities.

The AAC Team and AT specialist will continue work to support implementing AT/AACimplementation across student environments. This is the most challenging aspect of AT.

Persons supporting the student across all environments in which the AT is expected to be used share responsibility for implementation of the plan.

3 Responsibility for implementation is shared by some team members in some environments. Inclusive Consultants and MDT often provide follow up/implementation supports as their skill with tools develops.

Implementation can be a challenge as a result of team members’ knowledge, skill level and comfort in using technology. Implementation has been supported by two TASLs over the last few years. An additional TASL has been added to continue to build capacity and improve consistency/success of implementation.

Persons supporting the student provide opportunities for the student to use a variety of strategies–including AT–and to learn which strategies are most effective for particular circumstances and tasks.

3 Multiple strategies are provided. Students are sometimes encouraged to select and use the most appropriate strategy for each task. Low to high tech tools and supports for a particular task are sometimes available.

Strategies can be a moving target for many students. The goal is a balance between a choice of strategies and realistic expectations.

Training for the student, family and staff is an integral part of implementation.

5 Ongoing AT/AAC training is provided to student, family, and staff as needed, based on changing needs. Professional development opportunities (approximately 200 hours) are provided throughout the year for classroom staff, consultants, therapists and therapist assistants.In our district, 66 schools have received support from the AAC Team.ECSD’s AAC Website provides information to families and staff. Traffic to this website has increased significantly since its inception.AAC Camps for parents and their children have been run over Spring Break and in the summers to help parents build their comfort level, knowledge and advocacy skills.

Continue to offer learning opportunities through professional development sessions, expansion of the website, through direct service to schools and continued parent support through FOPS and AAC Camp options.

AT implementation is initially based on assessment data and is adjusted based on performance data.

4 AT implementation is based on initial assessment data and is generally adjusted as needed based on student progress. For AAC students, 3 device trials are completed to determine best fit for the student. A number of different systems and devices are available for trial. In terms of AT, ECSD has access to AT tools via RCSD lending library as well as a significant number of our own recently purchased items.

We are continuing to expand the types of devices available for trial to ensure best fit for all students.

AT implementation includes management and maintenance of equipment and materials.

4 Equipment and materials are managed and maintained so that students generally have access to the equipment and materials they require. We currently have over 100 AAC devices available for trial by students. We are working towards building our own AT trial library in addition to the AAC devices.

As budget allows, we continue to expand our number of available devices to ensure students have access to the equipment and materials that they need.

aac team therapeutic assistant for speech & language class room assistants

2017

-20

18

2018

-20

19

137

224

NUMBER OF SCHOOLS RECEIVING AAC SERVICE

2016-201719

2017-201844

2018-201966

AAC WEbsite Visits 2017-2018

1392018-2019

811AAC Website launched

May 2017bit.ly/ecsdaac

iPads Dedicated DevicesVendor Loans

7O

6O

2O

24

2O

5

7

4

2018-2019

2017-2018

2016-2017

AAC devices available for trials

16 17



Team members share clearly defined responsibilities to ensure that data are collected, evaluated, and interpreted by capable and credible team members.

3 Responsibilities for collection¸ evaluation and interpretation of data are shared by most team members. This is often outlined in the SETT framework. Where a SETT is not completed, the process is informal and less consistent.

The AAC Team and AT specialist will continue work to support implementing AT/AAC implementation across student environments. This is the most challenging aspect of AT.

Data are collected on specific student achievement that has been identified by the team and is related to one or more goals.

3 Team identifies specific student achievement related to IPP goals, and generally collects data.

Our AAC /AT Team collect a wide range of data. Interpretation and analysis are ongoing. Individual roles in the collection and review of the data are assigned by the team. Data collection, evaluation, and interpretation are led by persons with relevant training and knowledge.

Evaluation of effectiveness includes the quantitative and qualitative measurement of changes in the student’s performance and achievement.

4 Evaluation of effectiveness is generally based on quantitative and qualitative data about student performance from a few sources.

Data collected for the AAC Team occurs during device trials and serves to support applications for funding from AADL for individual devices. More extensive data from multiple sources needs to be considered and collated in a consistent manner. Data collection to support schools in purchasing AT tools is also garnered from multiple sources. A consistent way to track & assess data over time needs to be developed.

Effectiveness is evaluated across environments including during naturally occurring opportunities as well as structured activities.

4 Effectiveness is generally evaluated during naturally occurring opportunities and structured activities in multiple environments.

Additional opportunities to evaluate community and home environments would be beneficial as well as multiple context across the school day that include academic and social opportunities.

Data are collected to provide teams with a means for analyzing student achievement and identifying supports and barriers that influence AT/AAC use to determine what changes, if any, are needed

4 Data are sufficiently analyzed most of the time.

More consistency so that data is analyzed sufficiently. Teams regularly analyze data on multiple factors that may influence success or lead to errors in order to guide decision-making. Such factors include not only the student’s understanding of expected tasks and ability to use AT/ACC where appropriate, but also student preferences, intervention strategies, training, and opportunities to gain proficiency.

Changes are made in the student’s AT services and educational program when evaluation data indicate that such changes are needed to improve student achievement.

4 Program changes are generally linked to student performance data.

Continue to explore way to improve collaboration around IPP goals and AAC. During the process of reviewing evaluation data, the team decides whether changes or modifications need to be made in the assistive technology, expected tasks, or factors within the environment. The team acts on those decisions and supports

Evaluation of effectiveness is a dynamic, responsive, ongoing process that is reviewed periodically.

5 Evaluation of effectiveness takes place on an on-going basis and the team consistently uses the data to make program changes.

Large-scale evaluation occurs yearly; however, we are very flexible in responding to changing needs. Scheduled data collection occurs over time and changes in response to both expected and unexpected results

4

is what we are doing working?

2016-2017

42017-2018

152018-2019

22

number of devices funded through aadl

18 19



1) Transition plans address the AT needs of the student, including roles and training needs of team members, subsequent steps in AT/AAC use, and follow-up after transition takes place.

3 Transition plans sometimes address AT/AAC needs but may not include critical roles, steps or follow-up.

The challenge is how to ensure all team members have the opportunity to be trained and are knowledgeable about roles, steps and follow-up when team members are not always known in advance and can change.

2) Transition planning empowers the student using AT/AAC to participate in the transition planning at a level appropriate to age and ability.

3 Students sometimes participate in the SETT & transition processes and some student input is considered as appropriate.

Many of our AAC students require specialized support to participate fully. How to include them meaningfully would be a next step. Specific self-determination skills are taught that enable the student to gradually assume responsibility for participation and leadership in transition planning as capacity develops. AT/AAC tools are provided, as needed, to support the student’s participation.

3) Advocacy related to AT/AAC use is recognized as critical and planned for by the teams involved in transition.

3 Advocacy usually occurs for AT/AAC use and the development of student self-determination skills, when possible. AAC Camp and FOPs supports parent advocacy to enable transitions from year to year and also builds a small AAC community within our district.Hour of AAC is implemented district-wide to help raise awareness of the challenges of using an AAC device.Advocacy continues through our AT strategic plan and presentations at all levels of administration from principals to senior administrators to trustees at board meetings.

Continue to build on advocacy AT/AAC all levels throughout the district. A focus on community awareness will help to strengthen implementation across environments.

Specific self-determination skills are taught that enable the student to gradually assume responsibility for participation and leadership in AT/AAC transition planning as capacity develops. AT/AAC tools are provided, as needed, to support the student’s participation.

AT/AAC requirements in the receiving environment are identified during the transition planning process.

3 AT/AAC requirements in the receiving environment are identified¸ some participants are involved, and some requirements are addressed.

As previously discussed, assessment across additional environments will support this indicator. Environmental requirements, skill demands and needed AT/AAC support are determined in order to plan appropriately. This determination is made collaboratively and with active participation by representatives from sending and receiving environments.

Transition planning for students using AT/AAC proceeds according to an individualized timeline.

4 Individualized timelines are generally developed and support transition planning for students using AT/AAC. Regardless of AADL requirements, children/students in our district have access to AAC for as long as they need it.

Continuing to increase our inventory will allow students to use AT/AAC according to their individual timelines.

Transition plans address specific equipment, training and funding issues such as transfer or acquisition of AT/AAC, manuals and support documents.

3 The plans sometimes address AT/AAC equipment, training or funding issues.

This is an area we can improve upon to ensure all students consistently have plans in place.

5

CollaborATive Team Meetings – AT & AAC Transition

SETT IS Decision making about appropriate

technology…Does this STUDENT need

assistive technology TOOLS (devices and services) to

accomplish the TASKS needed to make progress toward master of goals

across ENVIRONMENTS?

SETT*The SETT Framework

SETT Framework includes: building shared knowledge about the student with team members, collaborating gathering data, creating a plan that includes tools,

services and strategies, implementing and evaluating. These are also the key elements of the CRM process.

How are we going to ENSURE kids with disabilities HAVE

access TO curriculum from pre-k to grade 12?

(Alberta Education, Programming for Students with Special Needs, Ch. 9, Infusing Assistive Technology for Learning into the IPP Process, 2006)

20 21

Functional Skills• Reading• Writing• Math• Problem Solving• Communication• Recreation• Organization • Seating • Hearing• Seeing• Self-Care• Mobility• Behaviour• Specific Task Related SkillsWhat are the needs

of our STUDENTS?

Whatassistive technology, strategies, or changes

in pedagogy do we need to add to our toolkit to better meet the needs

of all students?

What do we know about the

ENVIRONMENTS in which they use assistive

technology?

What are the TASKS that the students are

now struggling with that we want AT to assist

with?

What technology or TOOLS do we have

readily available that we can use differently?

STUDENTThe person who is the central focus

of the processThe person for whom everyone is

an advocate

EnvironmentsThe customary environments in which the person is (or can be)

expected to live and grow

TasksThe specific things that the person needs or wants to be able to do to

reach expectations

ToolsWhatever is needed by the student

and others for the student to accomplish the tasks in the places

where they need to be done so that progress is achieved

when making decisions, we think

of functionAssistive Technology is related to function, rather than disability. A functional approach includes whether or not a student:

• Needs an alternative for visual information

• Needs an alternative for physical interaction or manipulation

• Needs an alternative for auditory information

• Needs support for processing and understanding

• Prefers different options for different tasks in different environments, etc.

22 23

AACWhat is Alberta

Aids to Daily Living (AADL)?

Alberta Aids to Daily Living assists Albertans with a long-term disability, chronic illness or terminal illness, in maintaining independence in their community. AADL provides funding for basic medical equipment and supplies to meet clinically assessed needs. Speech generating communication devices are electronic augmentativeand alternative communication (AAC) devices used to supplement or replace speech for individuals with speech and language impairments.

How can you qualify to be

funded through AADL?

In order to receive funding through AADL, assessment through a healthcare professional is necessary. Edmonton Catholic School’s Genesis AAC Team is an AADL approved level 2 service centre and can provide this type of assessment. It also involves conducting a device or technology trial involving both the school and home team.

Supports a child/student’s need for alternative and/or augmentative communication. A referral for services must be made by the Inclusive Programming Consultant (IPC) and/or the Early Learning Consultant (ELC) in consultation with their school team.

Engages the child/student, family and school team in a comprehensive assessment of student needs to determine an appropriate program plan including technology options for trial. Not all referrals will result in allocation or provision of a Speech Generating Communication Device (SGCD). Once the technology option is chosen all team members will be trained to support successful implementation.

A tracking process will be used to monitor and adjust the program plan if required.

Family involvement and commitment is paramount to this process as they will ultimately be responsible to sustain their child’s communication success with their SGCD.

Community of practice opportunities.

AAC Spring and Summer camp for students and their families.

Referral rollover from year to year so students and teams have continuous support.

GenesisAugmentative & Alternative

Communication TeamFOR PREK - GRADE 12

Our AAC Team includes Speech Language Pathologists, Therapeutic Assistants in Speech

Language Pathology, Occupational Therapists and AT Specialists.

Who is eligible for AADL funding?

Individuals must require benefits due to a long-term disability or terminal illness. Individuals must be an Alberta resident with a valid Alberta personal healthcare number.

Albertans may not be eligible for AADL funding if they are eligible to receive comparable benefits through another source including: Workers Compensation Board, Private insurance plan, Veterans affair, Non-insured health benefits for first nations and Inuit.

How much do families have to pay

for benefits?AADL is a cost share program. Families are required to pay 25% of the approved benefit amount up to a maximum contribution of $500 per family, per year. Low income Albertans and those receiving income assistance are not required to cost share.

Assistive Technology in inclusive education

Assistive Technology in inclusive education...writing and vocabulary builder to create study materials. He also uses Co-Writer app on the iPad for word prediction and Pomodore timers

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