Transcript Coweta County Elluminate Training for Assistive Technology
Coweta County Elluminate Training for Assistive Technology
January 28, 2010
Purpose
To assist teachers, related service providers, and administrators with providing assistive technology devices and services to students with disabilities in accordance with the requirement of the Individuals with Disabilities Education Act. (IDEA)
Overview
AT Technology Teams AT Representative Definition of Assistive Technology Considering Assistive Technology Needs Referral Procedures for Assistive Technology Evaluation Report Documenting Assistive Technology in the IEP Implementation of Assistive Technology Monitoring the Use and Effectiveness of AT Resources for Assistive Technology
COWETA COUNTY SCHOOL SYSTEM Special Education Department Assistive Technology School Representatives 2009-10 Representative School Elementary
Arbor Springs Arnco-Sargent Atkinson Brooks Canongate Eastside Elm Street Glanton Jefferson Parkway Moreland Newnan Crossing Northside Poplar Road Ruth Hill Thomas Crossroads Western Welch White Oak Willis Road
Middle
Arnall East Coweta Middle Evans Lee Madras Smokey Road
High
East Coweta High Newnan Northgate Burwell/Westside Paige Marlow Darrell Hynson Kim Deloach Ceil Harper Chandra Gross Brenda Boutte Terri Smith Natalie Stephens Tammy Stanfield Terri Bedgood Janet Twiggs Melissa Greene Melissa Ballentine Julie Aldridge Renee Powell Tammy Charest Alex Parkman Andrea Evers Jane Waters Cherry Stanard Beverly Ball Debbie Cook Karin Gordon Olivia Thompson Jessica Slaton Jeannette Hallam Beverly Morris Skip Seagraves Connie Lytten
COWETA COUNTY SCHOOL SYSTEM SPECIAL EDUCATION DEPARTMENT Assistive Technology Teams 2009-2010
Gina Murray – Director, Special Education Department Charlotte Roberts LaRhonda Kirkland – Assistive Tech Coordinator (Academic) – Assistive Tech Coordinator (Augmentative) Sherri Adcox Audrey Anglin – Compliance Coordinator Melissa Casablanca Sikithea Collins Barbara Cooke – Deaf/Hard of Hearing – Middle/High School Consultant – Occupational Therapist – Speech-Language Pathologist Mary Cousins – Behavior Consultant (Intellectual Disabilities) Corina Ludewig Connie Lytten Denise Milam – Teacher/Orthopedic Impairments – Teacher (Burwell Program) – Middle/High School Consultant (Interrelated) Luanne Owensby – Occupational Therapist Connie Perkins Beth Posta – Occupational Therapist – Preschool (SLP) Toni Prahl – Teacher/Visually Impaired Dara Thomas – Occupational Therapist Sandra Lancaster Becky Walden – Technology (Curriculum) – Elementary Consultant (Speech-Language) Demetrice Webb Anne Welch – Physical Therapist Brenda Wynn – Occupational Therapist – Physical Therapist Tracy Fitch – Teacher/Visually Impaired
Definition of Assistive Technology
Assistive Technology Devices are defined in IDEA as: “Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” (section300.5)
Legal Reference
§ Section 300.324 Development, review, and revision of IEP
(1) Consideration of special factors. The IEP team must (v) Consider whether the child needs assistive technology devices and services.
(Authority 20 U.S.C. 1414(d)(3)(B)) Georgia Department of Education Kathy Cox, State Superintendent of Schools
Assistive Technology Areas
Technology solutions available in the following areas: − − −
Academic and Learning Aids Aids for Daily Living Assistive Listening Devices and Environmental Aids
– – –
Mobility Aids Augmentative Communication Pre-vocational and Vocational Aids
− −
Computer Access and Instruction Environmental Control
– – −
Recreation and Leisure Aids Seating and Positioning Visual Aids
Adapted from the Assistive Technology Guidelines for Kentucky Schools, Kentucky Department of Education Georgia Department of Education Kathy Cox, State Superintendent of Schools
Assistive Technology Service
§ Section 300.6 Assistive technology service.
Any service that directly assists a child with a disability with the selection, acquisition, or use of an assistive technology device. The term includes −
(a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Assistive Technology Service
§ Section 300.8 Continued −
(b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
−
(c) Selecting designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices;
−
(d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Assistive Technology Service
§ Section 300.8 Continued −
(e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and
−
(f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities.
(Authority 20 U.S.C. 1401(2))
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Considering Assistive Technology Needs
Requirement: Each IEP team in the school system will consider Assistive Technology as a part of the development, review, and revision of each student’s IEP.
Considering Assistive Technology Needs
Procedures: The IEP team will utilize the Assistive Technology Consideration Checklist as a framework for considering the need for assistive technology devices and services.
Considering Assistive Technology Needs When completing the checklist the IEP team should: Review the instructional and access areas.
Determined the required task.
Determine whether or not the student can accomplish the required task with accommodations, and assistive technology that are currently in place.
If the student cannot accomplish the tasks without accommodations, or with AT currently in place, then the IEP team must determine what additional solutions (including assistive technology) are required.
Assistive Technology Consideration Form
Student Name DOB Person Completing Form Date Completed Purpose of this form:
1.
To consider Assistive Technology needs; To determine Instructional Areas and Tasks that are difficulty for the student; To determine whether the student can accomplish the difficult tasks with standard classroom tools and/or accommodations or if assistive technology is needed.
Section 1. Check (
) the instructional area below that the student exhibits difficulty?
Math Reading Writing Listening Assessments/tests Oral communication Worksheets Study/organizational Groups/group work Note-taking/copying work Handwriting Seating/positioning/mobility Computers Reports Recreation/leisure Projects Presentations Prevocational/vocational Spelling Attention/behavioral Centers Physical classroom Daily living Instructional methods- discussion/questioning
Section 2. Write in Column A the instructional areas and tasks that are difficult for the student. Write in Columns B, C, and D the tools, accommodations, and/or assistive technology necessary for the student to complete the tasks identified in Column A. Use the AT Considerations Resource Guide to help in completing this section.
Column A
Instructional Area and Tasks
(areas of difficulty)
Instructional Area
(from section 1 above - math, reading, etc)
Instructional Tasks
(copying from board, writing name, etc) Column B
Standard Classroom Tools
Column C
Possible Accommodations
Column D
Possible Assistive Technology **Continue to the back and complete section 3**
Assistive Technology Considerations Form
Section 3. Consideration Outcomes: Circle the correct answer and follow the appropriate instructions. 1.
2.
3.
4.
Can the student
independently accomplish the tasks
using
standard classroom tools
?
Yes or No?
a.
If
yes,
AT is
not
required and the decision-making ends here b.
If
no
, continue to question 2 Can the student accomplish the
tasks
with classroom accommodations?
Yes or No?
a.
If
yes
, AT is
not
required and
document
in the IEP the necessary
classroom accommodations
written above or any other accommodations recommended by the IEP team and decision-making ends here b.
If
no
, continue to question 3 Can the student accomplish the
tasks
with
assistive technology
that
is currently in place
or
readily available
in your school?
Yes or No
i.
“
Currently in place” means
that the student
currently uses
the item and it is in his/her IEP. ii.
“
Readily available” means
that you
have or can provide or purchase
the AT item within your school b.
If
yes
, i.
document in the IEP Document
the AT in the
assistive technology
devices and services indicated above and decision making ends here.
supplementary aids and services
section of the IEP c.
ii.
Provide
the required AT tools per the IEP to the student If
no
, continue to question 4 Does the student require
assistive technology
that is
not readily available
in your school?
Yes or No
a.
If
yes
,
document
in the IEP that
AT referral is needed
. (
do not write specific AT items
in the IEP at this time – student must go through trial basis) i.
Contact AT Representative
in your school or AT Representatives at Central Office to
determine i
f the item is can be sent for the student to use on a
trial basis
.
Data should be collected
during the trial use of the AT item.
already available within the county
and b.
ii.
A complete
AT Referral Packet
is
only necessary
if the IEP Team
does not know
what would be
appropriate AT items
for the student. County AT Representatives will let the case manager know if a complete AT Referral Packet is necessary. If
no
, AT is not required and question 1, 2, and/or 3 above should have been answered yes.
Consideration Outcomes Section 3 Question 1
Student independently accomplishes tasks. No assistive technology required Georgia Department of Education Kathy Cox, State Superintendent of Schools
Consideration Outcomes Section 3 Question 2
Current interventions including accommodations and standard classroom tools are working.
Document accommodations and tools No assistive technology required Georgia Department of Education Kathy Cox, State Superintendent of Schools
Consideration Outcomes Section 3 Question 3
Assistive technology currently in place to meet student’s needs.
Document assistive technology in the IEP Continue use of assistive technology Monitor use of assistive technology Georgia Department of Education Kathy Cox, State Superintendent of Schools
Consideration Outcomes Section 3 Question 4
Student’s needs not being met with current interventions. Possible technology solutions known.
Specify trial use of an assistive technology device and identify the expected outcomes Georgia Department of Education Kathy Cox, State Superintendent of Schools
Considering Assistive Technology Needs
When to make a Referral for an AT Evaluation The IEP team will request assistance in completing the consideration process when the IEP team is unable to determine whether or not the student requires assistive technology or when they are unable to identify assistive technology solutions that would be appropriate to meet the student’s needs.
The AT Evaluation Packet
Consent to Evaluate Passed vision/hearing Referral form Parent questionnaire Educator Evaluation of Student Performance
The AT Evaluation Packet
Assistive Technology Background Information Academic/learning aids:background information Vision referral background information IEP meeting minutes Copy of the student’s IEP
Evaluation Report
When the assistive technology evaluation has been completed, the results of the evaluation, including recommendations for assistive technology devices, will be documented in a report.
Documenting AT in the IEP
Assistive Technology may be documented in one or more of the following sections of the IEP: Present levels of education achievement and functional performance Consideration of special factors Related services Supplementary Aids and Services
Documenting AT in the IEP
Accommodations Supports for School Personnel Annual goals, benchmarks, and/or Objectives Statement of Transition Services Minutes of the IEP
Documenting AT in the IEP
The documentation of AT devices and services should be clearly written so that IEP team members, including parents, have a full understanding of how the assistive devices and services will be provided.
It is best practice not to specify a name brand of any assistive technology device.
Implementation of Assistive Technology
The IEP will install, modify, customize, and obtain the required assistive technology.
If the device is available in the school system loan program, the school staff will submit the considerations checklist with the IEP.
Monitoring the use and Effectiveness of Assistive Technology
The IEP Team will monitor the student’s use of the recommended assistive technology and makes changes when necessary.
The IEP Team will collect data on the student’s use of assistive technology.
Present Levels of Performance
Examples: John exhibits a severe expressive communication impairment. He communicates with peers and adults within his environment using vocalizations and a voice output augmentative communication device. He will have access to the device in all school settings as appropriate.
Susan is not able to see standard print instructional materials. She requires that all print copies be enlarged through the use of a photocopier or closed circuit television system.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Annual Goals
Examples: Susie will express basic wants and needs in 80 % of the opportunities using single word utterances and a voice output augmentative communication system.
John will compose a three or more sentence paragraph with less than two spelling errors when using a hand-held spellchecker.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Consideration of Special Factors
Minimal compliance is checking yes or no on the consideration of assistive technology special factor and describing if yes is checked Best Practice Examples: An analysis of all tasks and activities indicates that Karen can complete the tasks independently. No assistive technology is required.
Paula needs access to adaptive seating and positioning equipment (prone stander, wedge) in her classes in order to benefit from her educational program.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Statement of Transition Services
Examples: Colin’s school staff, vocational rehabilitation counselor, and family will contact public and private agencies to assist him in obtaining funding for a communication device that can be used after he graduates from school. They will begin contacting agencies at the beginning of his senior year. The vocational rehabilitation counselor will identify potential sources to technical support that will be available to Colin after he graduates.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Supplemental Aids and Services
Examples Kendra will use a portable word processor to complete writing assignments in her general education classes.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Accommodations for Participation in State/District-Wide Assessments
Examples: Mavis requires the use of her auditory trainer when directions are provided during administration of state/district-wide assessments.
Marcus requires the use of word processing program when taking tests that require over one paragraph of written communication.
All testing materials should be provided to Sally in Braille.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Supports for School Personnel
Examples: Paul’s teachers will receive training in the use and programming of his augmentative communication device.
Kelly’s special education and general education teachers will be provided with follow-up training and technical assistance as needed to aid them in integrating the use of her assistive technology devices (spell checker, word processor) into her school curriculum.
Minutes of IEP Meeting
Examples: The committee members present discussed Donnita’s recent assistive technology assessment. Based on the recommendations of the assessment and her classroom performance, it was recommended that she needs to have access to her augmentative communication device in all school settings.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
CCSS Special Education Website
Assistive Technology Welcome to the Assistive Technology information page!
For more information, please contact Charlotte Roberts or LaRhonda Kirkland .
Assistive Technology Ppt Presentation for Faculty Meetings 2009-10 Coweta County Assistive Technology Teams 2009-10 Assistive Technology Coweta County School Representatives Assistive Technology Decision Making Form
CCSS Special Education Website
Premiere Assistive Technology Grant Information Link to Georgia Project for Assistive Technology (GPAT) AAC Devices Chart - Academic Setting Asst Tech Devices for Writing/Spelling Asst Tech Devices for Study and Organization Asst Tech Devices for Math Asst Tech Devices for Struggling Readers ACC in Preschool/Functional Classroom
THANK YOU!!
For more information, contact: Charlotte Roberts at [email protected]
LaRhonda Kirkland at or [email protected]