Transcript Assistive Technology Planner - University of South Carolina

Assistive Technology
Planner
From IEP Consideration to Classroom
Implementation
Dr. Cheryl Wissick and Dr. Elizabeth Bagley
Definitions
Assistive Technology Device
…any item, piece of equipment, or product system,
whether acquired commercially, modified, or
customized, that is used to increase, maintain, or
improve functional capacities of individuals with
disabilities.
Assistive Technology Act of 1998 as amended (P.L. 108-364)
Assistive Technology Service
…any service that directly assists an individual with a disability in the selection, acquisition, or use of
an assistive technology device." This service includes all of the following possibilities:
1.
evaluation of the technology needs of the individual, including a functional evaluation in the
individual's customary environment;
2.
purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for
individuals with disabilities;
3.
selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing
of assistive technology devices;
4.
coordinating and using other therapies, interventions, or services with assistive technology
devices, such as those associated with existing education and rehabilitation plans and programs;
5.
assistive technology training or technical assistance with assistive technology for an individual
with a disability, or, where appropriate, the family of an individual with disabilities;
6.
training or technical assistance for professionals, employers, or other individuals who provide
services to, employ, or otherwise are substantially involved in the major life functions of
individuals with disabilities.
Assistive Technology Act of 1998 as amended (P.L. 108-364)
Consideration of AT
Consideration of AT - The Law Says…
• IDEA 2004 stipulates the IEP team must
consider special factors including whether the
child needs assistive technology devices and
services. (Sec. 300.324)
• Minimal compliance is documenting in the IEP
the response to the statement “Does the child
need assistive technology devices and services?”
Consideration of AT – QIAT says…
The assistive technology consideration process and
results are documented in the IEP and include a
rationale for the decision and supporting
evidence.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org
Consideration of AT - Reality
Documentation of Consideration of AT
100
n=81
90
Narrative
60
50
40
Checkbox Only
(South Carolina)
33%
Not Sure
20
10
0
4%
30
9%
Percent
70
54%
80
None
NATRI, ATIA 2006
Documentation of AT
Documentation of AT - The Law Says…
Recent Legislation
•
Individuals with Disabilities Education Act Amendments of
1997 (P.L. 105-17)
• Includes a statement that ALL students with an IEP must be
considered for Assistive Technology
•
Individuals with Disabilities Education Improvement Act of
2004 (IDEA 2004)
• Maintained the definition of AT as well as the accompanying
stipulations that AT be considered when developing IEPs
Documentation of AT – QIAT says…
• The education agency has guidelines for documenting
AT needs in the IEP and requires their consistent
application.
• One common error of documenting assistive
technology in the IEP is teams do not know how to
document AT in the IEP.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org
Documentation of AT - Reality
Percentage of Teachers with AT-Specific IEP Guidelines
n=81
30
20
Yes
No
Not Sure
12%
60
50
40
54%
80
70
34%
Percent of Teachers
100
90
10
0
National Assistive Technology Research Institute, ATIA 2006
Documentation of AT - Explanations
Have IEP Information But Not AT-Specific
• “For the IEP meetings, there is a lot of trainings or
manuals or workshops, there is a lot going on, but not
specifically for our assistive technology.” Florida
teacher
• “Our district gives us a lot of information on how to
write a good IEP, like they give us sample IEPs, but I
don’t honestly remember ever seeing a sample one that
you checked AT with, and were shown how to do the
documentation.” Wisconsin teacher
Documentation of AT - The Law Says…
• IDEA 2004 requires assistive technology be made
available to a child with a disability if required as a part
of the child’s-• Special education
• Related services
• Supplementary aids and services (Sec. 300.105)
• The law does not specifically stipulate where AT should
be documented in the IEP
Documentation of AT – QIAT says…
Assistive technology is included in the IEP 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.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org
Documentation of AT - Reality
How and where in the IEP do you
document AT and AT consideration?
100
Accomodations &
Modifications
n=126
90
Special Factors
80
Specially Designed
Instruction
0
Supplementary Aids
& Services
6%
10%
9%
10
10%
20
Goals & Objectives
21%
30
29%
60
34%
Percent
70
50
40
Related Services
Present Level of
Performance
NATRI, ATIA 2006
Implementation of AT
Consideration of AT – QIAT says…
Assistive technology implementation proceeds according to
a collaboratively developed plan.
Intent: Following IEP development, all those involved in
implementation work together to develop a written
action plan that provides detailed information about
how the AT will be used in specific educational settings,
what will be done, and who will do it.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org
AT Implementation Plans - Reality
Percent of Teachers Using AT Implementation Plans
100
n=116
90
No AT Plan
80
10
0
3%
20
Yes
8%
30
Not Sure
10%
50
40
27%
60
Use IEP
52%
Percent
70
Sometimes
NATRI, ATIA 2006
Teacher Responses - Positive
•
“No [we don’t] have a specific form, although that would be a good idea.
Without a specific form to define all those questions, it’s nebulous.”
Massachusetts teacher
•
“Most definitely [need a plan], because our AT specialist can only be available just
a few hours each month at my school.” Kentucky teacher
•
“I think it needs to be in the implementation plan even as specific as who is
going to buy it. Once you have all that stuff in writing it will be easier to manage
services, manage how much it is being used, and just makes people more
responsible for what their role is in the implementation. Kentucky teacher
•
“Probably would be a good idea. Somebody would probably kill me for saying
that (laugh). [They will say] then you write it!” Kentucky teacher
Teacher Responses - Negative
•
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“If there is, I don’t think people would adhere to [an new AT form]. I have
never heard of one” California Teacher
“No, we have enough forms already, so we don’t need another one.” Montana
teacher
“I don’t know of a specific plan that we have or it seems like it’s way more
informal than that.” California teacher
“Usually at the IEP meeting, we just talk about how we’re going to use it and
then as soon as the IEP meeting is over, that’s when we start using it however
we said we would.” California teacher
“It’s pretty loose here and everyone just kind of does what is needed.”
“Yeah and if somebody is not there then everybody is calling that person to
see what’s going on.” California teacher
AT Planner
AT Planner Resources
• Tam Products
• http://www.tamcec.org
• NATRI
• http://natri.uky.edu/
AT Planner
•
The Assistive Technology Planner is designed to support
teachers, families, and administrators as they work in
collaboration with other IEP team members in planning and
implementing assistive technology (AT) services.
•
The planner consists of 3 separate booklets for:
• teachers,
• families, and
• administrators.
•
It is accompanied by a user's guide that contains a reproducible
AT implementation plan form.
Booklet for Families
•
•
•
•
•
•
•
•
AT Implementation form (PDF)
IDEA 2004
(Office of Special Education and
Rehabilitation Services website.)
Human Function Model
AT Continuum
Parent Advocacy Coalition for Educatipnal
Rights (PACER)
Parent Training and Information Centers
(PTIs)
The Family Center on Technology and
Disability (FCTD)
The Alliance for Technology Access (ATA)
Information for Spanish
Speakers
Planificador de la Tecnología
Asistiva en español
•
Imprentar el planeador
familiar entero (PDF)
http://natri.uky.edu/atPlanner/at
PlannerFamily.html
Booklet for Teachers
•
•
AT Implementation form (PDF:
480 Kb)
IDEA 2004
(Note: This link takes you to the
Office of Special Education and
Rehabilitation Services website.)
•
Organizations that Support AT Use
•
AT-Related Federal Legislation
•
AT Research and Development
•
AT Products and Vendors
• List of Products and Vendors
• AT Device Videos
•
Human Function Model
•
AT Continuum
•
Universal design for learning
•
•
Publications on AT
• Online Reports
• Print Publications
Searchable Database with AT
resources
•
State-based Programs that Support
AT Use
Booklet for Administrators
•
AT Implementation form (PDF: 480
•
Organizations that Support AT Use
•
IDEA 2004
(Note: This link takes you to the
Office of Special Education and
Rehabilitation Services website.)
•
AT-Related Federal Legislation
•
AT Research and Development
•
AT Products and Vendors
•
List of Products and Vendors
•
AT Device Videos
Kb)
•
Human Function Model
•
AT Continuum
•
Universal design for learning
•
Publications on AT
•
Searchable Database with AT resources
•
Online Reports
•
•
Print Publications
State-based Programs that Support AT
Use
AT Planner Categories
The AT Planner contains practical information about
the following topics
• Understanding AT
• Considering AT in the IEP
• Getting Ready for AT
• Implementing AT
AT can help students in all disability areas:
• Complete and/or develop functional skills
• Address physical and sensory challenges
• Access curriculum
• Participate in lessons
• Become more efficient learners
• Bypass lack of skills
Understanding AT
AT – Enhancing All of Life’s Functions
When
considering
AT:
• Identify
Environments
• Determine the
Functional
Areas
• Select AT
Understanding AT
Types of AT
•
•
•
•
AT is NOT only computers and sophisticated devices.
Some AT solutions that do not involve any technology at all!
Low-High Tech Continuum
• Low-tech – Non-electronic devices such as adapted spoon handles,
magnifiers, pencil grips, raised line paper, etc.
• Medium-tech – Non complicated mechanical devices such as
manual wheelchairs, switch-operated toys & appliances, calculators,
audio books, etc.
• High-tech – Devices that incorporate sophisticated electronics or
computers such as speech recognition programs and electronic
communication devices
AT continuum is used for decision making across functional areas.
Understanding AT
Matching AT to the Child
• Consideration of AT begins with “What does your child
need to do?”
• Take into account:
• Environments
• Demands placed on your child
• Influences that affect AT use
• Maximizing AT Use
• Not all AT is right for every child. AT may create
problems when it is mismatched to a child.
Considering AT in the IEP
Identifying Skills Needed
• Determine AT Skills
• Look at prerequisite skills needed
• If possible, teach prerequisite skills
• Use Task Analysis to help identify skills needed
• Identify the steps needed to use the device
• Note what is done at each step
• Review the list to determine if the child has all the
skills
• Decide if accommodations may help the child
bypass skill deficits
Considering AT in the IEP
Trying Out AT
•
Conduct a trial when considering
the appropriateness of AT for a student
•
Steps when planning a trial:
• Identify the purpose and desired outcomes of the trial,
including the criteria
• Determine a trial period
• Design the trial - decide how and where the trial will take
place
• Track results
• Review trial results & their impact on implementation
Considering AT in the IEP
Trying Out AT
Administrator & Teachers
If the student is to use AT on largescale assessments, make sure that
the:
Families
•
Student uses the AT device
regularly in the classroom
If the student is to use AT on district-wide
testing, make sure that your child:
•
AT is well suited to the assessment
(does the student require more
time b/c of the AT, etc
•
Has had sufficient time to become
proficient using it prior to the test
•
Uses the AT regularly in the classroom
•
Uses the AT to complete homework
assignments
Considering AT in the IEP
Organizing for Success
• PRE strategy
• Arrange the physical space
• Establish routines for use
• Handle equipment problems
• Consider use in multiple settings
• Teach student how to use AT
• Provide realistic context for learning
Getting Ready for AT
AT & Functional Skills
Assistive Technology
Functional Skill
Proficient with AT Not Proficient
Maintenance &
Skill
mastered generalization
New skill
Explore use
Skill not
mastered Teach new skill
Getting Ready for AT
Teach features of
technology
Practice with
known skill, then
try new skill
Planning & Implementing AT – Roles
Teacher’s Role
Administrator’s Role
•Providing ongoing support
•Developing policies &
procedures
•Monitoring & evaluating
implementation
•Acknowledging teacher
efforts and student
successes
•Ensuring student results
are communicated to
the family
•
•
•
•
•
•
Getting Ready for AT
Familiarizing yourself
with types of AT
Organizing for AT
implementation
Ensuring that AT is used
consistently
Monitoring student
progress
Communicating results
Learning more about AT
Family’s Role
•
•
•
•
•
Familiarizing yourself
with types of AT
Organizing home for
AT implementation
Ensuring that AT is
used consistently
Monitoring student
progress
Communicating
results
Ensuring The Effective Use of AT
Once AT has been selected, use the planning form to
address key implementation issues by:
• Identifying the point of contact
• Assigning responsibility for the AT
• Specify training
• Connecting AT to IEP goals
• Monitoring & evaluating use
EQUIPMENT
EQUIPMENT TASKS
TRAINING
HOME IMPLEMENTATION
CLASSROOM IMPLEMENTATION
AT Planner - Form
Getting Ready for AT
http://natri.uky.edu
Administrator’s Role – Implementation
Using the PEP Strategy
Policies
•
•
•
Written policies and procedures
AT service delivery is evaluated
Staff & families help to develop policies
Equipment
•
•
The school-wide includes budget process includes AT
Appropriate equipment is provided and maintained
Personnel
•
•
•
Personnel are hired who have AT competencies
Resources are provided
Ongoing training & technical support are provided
Implementing AT
Administrator’s Role – Implementation
Evaluating & Communicating Results
• Your role is to support the collection and analysis of
observable, measurable data over time.
• Evaluation Steps:
• Define the behavior/task to be measured
• Select a recording system
• Design a data collection sheet & schedule
• Summarize the data in a chart or graph
• Monitor student progress & make adjustments
Implementing AT
Teacher’s Role - Implementation
•
•
•
•
•
•
Integrating AT into Classroom Activities
Evaluating Student Results
Monitoring Use – Observable & Measurable Data Time
Communicating with the Student’s Family
Collaborating with Colleagues
Using Technology to Enhance Learning for All
Implementing AT
Family Role - Implementation
• Monitoring Use
• Check the AT on a regular basis
• Talk to Your Child about AT
• Celebrating Success
Implementing AT
Purchasing the AT Planner
• Available from TAM Products http://www.tamcec.org
• Cost $35.00 for a complete planner
• Cost $6.00 per booklet for orders or 25 or more
• Shipping includes, no PO accepted.