Transcript Assistive Technology

Definition
Considering
Assistive Technology
in the IEP Process
Objectives
• Define assistive technology
• Identify where assistive technology is addressed in the
IEP
• Understand how to identify assistive technology in the
IEP
• Identify indicators of appropriate assistive technology
consideration
• Know who to contact with questions regarding assistive
technology
What is Assistive Technology?
• The Individuals with Disabilities Education
Act IDEA (Public Law 105-17) offers clear
definitions of assistive technology devices
and services.
Legal Definitions
Assistive Technology Devices
• any item, piece of equipment or product
system, whether acquired commercially off
the shelf, modified, or customized, that is
used to increase, maintain, or improve the
functional capabilities of children with
disabilities. (Section 300.5)
Assistive Technology Service
• any service that directly assists a child with a disability in
the selection, acquisition, and use of an assistive
technology device.
The term includes-
Assistive Technology Service
• (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;
• (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 use of other therapies, interventions, or services with assistive
technology devices, such as those associated with existing education and
rehabilitation plans and programs;
• (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. (Section 300.6)
What makes a standard instructional
technology tool assistive technology?
standard instructional
technology tools used by
general education
population
• calculator
• portable word processor
• talking spell checker
• computer
based word
processing
special education student
assistive
technology
• Requires an assistive
technology tool to
accomplish educationally
relevant tasks
• IEP team determines
that the student requires it
to accomplish IEP goals
and objectives
When can assistive technology
consideration, assessment, and decision
making take place?
Depending on specific student needs:
– Can take place as part of a comprehensive evaluation
– Can take place during the IEP process (annual review)
– Can be part of the ongoing process after the IEP during the
equipment trial period
– Can take place as part of a students regular programming
– Can take place as a formal assistive technology assessment
What are the steps the IEP team takes
when considering assistive technology
for a student?
– Identify the students present levels of
performance.
Areas to be considered:
•Handwriting
•Written expression
•Mobility
•Reading
•Communication
•Vision
•Recreation
•Self care
•Spelling
•Math
•Endurance
•Hearing
•Positioning and seating
•Control of the environment
•Computer access
•Daily organization
Identify present levels of educational performance (PLEP Statement)
•Describe how the students disability affects involvement and progress in the
general curriculum.
AREAS TO CONSIDER
Handwriting Written expression Mobility
Reading
Communication
Vision
Spelling
Recreation
Self care
Math
Control of the environment
Endurance
Computer access
Hearing
Daily organization
Positioning and seating
What are the steps the IEP team takes when
considering assistive technology for a
student?
• Identify the students present levels of performance.
• Develop IEP goals and objectives.
– Identify the tasks the student needs to participate in
– Identify student needs
Identify present levels of educational performance (PLEP Statement)
•Describe how the students disability affects involvement and progress in the
general curriculum.
Spelling
Communication
Organization
Reading
Identify the tasks the student
needs to participate in.
Use correct
spelling
Independent work skills
Demonstrate learned skills
Note taking
AREAS TO CONSIDER
Handwriting Written expression Mobility
Reading
Communication
Vision
Spelling
Recreation
Self care
Math
Control of the environment
Endurance
Computer access
Hearing
Daily organization
Positioning and seating
Math
Legible written work
Identify student needs/goals
Word recognition
comprehension
What are the steps the IEP team takes when
considering assistive technology for a
student?
• Identify the students present levels of performance.
• Develop IEP goals and objectives.
– Identify the tasks the student needs to participate in
– Identify student needs
• Determine if the student requires assistive technology
to accomplish the goals and objectives and explore
possible solutions.
– This determination is based on data about the students
present levels of performance, their environment, and
tasks the student needs to complete.
Identify present levels of educational performance (PLEP Statement)
•Describe how the students disability affects involvement and progress in the
general curriculum.
Spelling
Communication
Organization
Reading
Note taking
Identify the tasks the student
needs to participate in.
Math
Use correct
spelling
Independent work skills
AREAS TO CONSIDER
Handwriting Written expression Mobility
Reading
Communication
Vision
Spelling
Recreation
Self care
Math
Control of the environment
Endurance
Computer access
Hearing
Daily organization
Positioning and seating
Legible written work
Identify student needs/goals
Word recognition
comprehension
Demonstrate learned skills
What activities take
place in the
environment
Environment
What materials,
equipment, supports,
resources are available
What is the physical
arrangement
Where- classroom, home,
community, therapy
Explore possible solutions
Low Tech Tools
Mid Tech Tools
High Tech Tools
Pencil grips
Color coding
Highlighters
Slanted surfaces
Reading and writing guides
Enlarged worksheets
Books on tape
Talking spell checker, dictionary
Word processor
Tape recorder
Adaptive eating utensils
Switch controlled toy, light, blender
Text readers
Voice recognition
Environmental control devices
Augmentative communication device
Software for manipulation of objects
Electronic books
What are the steps the IEP team takes when
considering assistive technology for a
student?
• Identify the students present levels of performance.
• Develop IEP goals and objectives.
• Determine if the student requires assistive technology
to accomplish the goals and objectives and explore
possible solutions.
– This determination is based on data about the students
present levels of performance, their environment, and tasks
the student needs to complete.
• Document team decisions regarding assistive technology
devices and services in the IEP.
Identify present levels of educational performance (PLEP Statement)
•Describe how the students disability affects involvement and progress in the
general curriculum.
Spelling
Communication
Organization
Reading
Note taking
Identify the tasks the student
needs to participate in.
Math
Use correct
spelling
Independent work skills
AREAS TO CONSIDER
Handwriting Written expression Mobility
Reading
Communication
Vision
Spelling
Recreation
Self care
Math
Control of the environment
Endurance
Computer access
Hearing
Daily organization
Positioning and seating
Legible written work
Identify student needs/goals
Word recognition
comprehension
Demonstrate learned skills
What activities take
place in the
environment
Utilize this ongoing process to
review and revise a students plan
Environment
What materials,
equipment, supports,
resources are available
What is the physical
arrangement
Document team decisions
regarding assistive technology
devices and services in the IEP
Where- classroom, home,
community, therapy
Explore possible solutions
Low Tech Tools
Mid Tech Tools
High Tech Tools
Pencil grips
Color coding
Highlighters
Slanted surfaces
Reading and writing guides
Enlarged worksheets
Books on tape
Talking spell checker, dictionary
Word processor
Tape recorder
Adaptive eating utensils
Switch controlled toy, light, blender
Text readers
Voice recognition
Environmental control devices
Augmentative communication device
Software for manipulation of objects
Electronic books
Where is assistive technology
identified in the IEP?
• IDEA regulations do not identify how or where to address
assistive technology in the IEP however they do specify that
consideration is documented somewhere in the IEP.
• AT should be identified in the part or parts of the IEP that best
fit with the type of assistive technology provided.
• Assistive technology considerations should correspond to the
areas addressed by the IEP goals and objectives.
Where is assistive technology identified in
the IEP?
• The following statement is a mandatory component to be checked and
addressed on the IEP
“ The need for assistive technology devices or services was considered”
• Present levels of performance
• Special education Programs/Ancillary and other related services
• Supplementary aids and services
• Program modifications or support for school personnel
• Modification to assessments
• Transition services
How do I write a assistive technology
device into the IEP?
• Describe the type of assistive technology with enough detail
including features, and device category without specifying the
brand name. This allows flexibility to update equipment
without reconvening the IEP.
– Examples of features and general categories of devices:
• voice output device
• text readers
• word prediction
• screen enlarging software
• voice recognition software
• talking spell checker
• hand held scanners
• portable word processor
• large button calculator
Who provides assistive technology and
how is it funded?
• When the IEP team determines that a device is educationally
relevant and necessary for the student to achieve IEP goals and
objectives, the school district must provide the recommended device
without delay or further review or approval from other school
officials.
• If a device is specified in the IEP it must be available and functioning
properly.
• Assistive technology is specified in the IEP even if the device may
be funded by another agency.
• When AT is specified in the IEP a school can not delay
implementation of that part of the IEP while they wait for external
funding. Short term device loaner or rental should be considered.
Who owns the assistive technology
device?
• If the school purchases the device the school
owns it.
• If the student moves out of the district, the
device does not automatically follow the student
unless the district makes an agreement to
transfer it to another school district.
How is assistive technology funded for
students attending a private school?
• The public school district that the private school
resides in has the responsibility for providing the
assistive technology services and devices.
Can the student use the assistive
technology device at home?
• An assistive technology device may be taken home
at night, weekends, or over the summer if :
– the use in other settings is included in the IEP and
– it is determined that the use of the device at home is
needed in order to assist the student in meeting his/her
IEP goals.
Where can I access other state and
national assistive technology resources?
• www.matr.org - Michigan's Assistive Technology Resource (MATR) provides
information services, support materials, technical assistance, and training to
local and intermediate school districts in Michigan to increase their capacity
to address the needs of students with disabilities for assistive technology.
• www.closingthegap.com – searchable database of AT including articles from
their newsletter.
• www.fctd.info – Family Center on Technology and Disability
• www.wati.org Wisconsin Assistive Technology Initiative, examples of
assessment forms, updates, AT information best practice tips and more.
• www.setp.net – Special Education Technology Practice, journal containing
AT research and best practice.
• www.jset.unlv.edu – Journal of Special Education Technology, Free with a
Technology and Media Division of the Council for Exceptional Children
(TAM) membership
• www.tamcec.org - Technology and Media (TAM) Division of the Council for
Exceptional Children (CEC)
Created 2/03 Debbie Spring Lenawee Intermediate School District 517-266-6999 ex 1262