Transcript The SETT Framework - MISD

Assistive Technology
Getting There Another Way
“The Power of A.T. to ...
... improve and enhance
the lives of individuals
with disabilities is
virtually unlimited.”
Cynthia Wagner 10/1999
“A.T. Allows Persons ...
... with disabilities to
participate more fully
in their life...”
Macomb County Schools Assistive Technology
Guide
A.T. is a strategy that...
…expands a
student’s access to
education.
A.T. is a continuum...
… of accommodations and strategies that allow
children with disabilities to be included in
educational opportunities.
Assistive Technology
 levels the playing field.
 is another strategy
to help children
achieve their IEP goals and
objectives.
Students use A.T. Tools throughout the
school day for...
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Writing
Reading
Communication
Math
Arts
Sciences
Social Studies
Computer Technology
A.T. Can Help When a Student...
• is not achieving their IEP goals and objectives.
• has difficulty participating in the curriculum.
• has difficulty doing what the other students are
doing.
A.T. Helps When Students
have difficulty..
 reading it,
 writing it,
 hearing it,
 seeing it,
 saying it,
 attending to it, accessing it, or keeping up.
A.T. Devices include...
 any item, piece of equipment, or
product system:
 acquired commercially or
“off the shelf”,
 modified, or customized
 used to
 increase,
 maintain,
 or improve functional capabilities of
children with disabilities. IDEA 97
Assistive Technology Tools
Range from light tech to high tech
Assistive Technology Service...
...directly assists a child with a disability in:
 the selection
 the acquisition
 or the use of an
assistive technology
device
Assistive Technology Service
 Should be delivered by a student
centered team with a shared
vision and shared responsibility
for assessment, planning, and
implementation.
 Is an ongoing process that
changes along with the student
and his/her personal and curricular
needs.
What the Law Says...
“Annual Consideration of
assistive technology
devices and services is
required for all children
identified as having an
exceptional need.”
IDEA 97
IDEA 2004
Consideration at the IEP…
 AT consideration should occur
later after the student’s annual
goals and have been
developed.
 At least one person on the IEP
Team must have adequate
knowledge about assistive
technology.
 Consideration should be a
brief process
Quality Consideration Means…
 Considering every student regardless of their
disability
 Consideration comes from an informed decision
making team
 Consideration is based on progress in the general
curriculum
 Consideration occurs using data-based decisions
 Consideration is documented in the IEP
Guided Questions for Consideration
at the IEP
 What tasks related to the student’s IEP goals and objectives is
the student unable to do at a level that reflects his/her
skills/abilities?
 Can these tasks be remediated through intense, direct
instruction?
 Could the student complete these tasks with new strategies or
accommodations?
 Would the use of assistive technology tools help the student
perform the task more easily, efficiently, effectively or
independently in the least restrictive environment?.
Gather the student’s
educational team to
brainstorm and plan.
Try some
more things.
Try some
things.
Evaluate the outcomes
and modify the plan to
meet the need.
Steps to Meeting a Student's A.T. Needs
First, Gather Information About the...
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oStudent
oEnvironment
oTask
oTools
Consider the Student’s:
 abilities.
 special needs
 IEP goals and
objectives.
 peer relationships.
Joy Smiley Zabala, M.Ed
Considering the Environment. What..
 Adult/student support is
available?
 are the expectations in that
environment?
 tools can the environment
support?
 Auditory and Visual
Stimulation: In various
environments, impact of
different levels
Joy Smiley Zabala, M.Ed
Thinking about the Task...
o What naturally takes
place in the environment?
o What activities help the
student reach his or her
educational goals?
o What are all the other
students doing?
o What are the critical
elements of the task?
Joy Smiley Zabala, M.Ed
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Considering the Tool. Can it...
 support the critical element
of the task?
 address the student’s
specific learning need?
 be supported everywhere it is
to be used?
 Be appropriate for the most needs in the most environments?
Joy Smiley Zabala, M.Ed
Example of a Continuum of Tools For
Composing Written Material
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Personal Word Book
Pocket Dictionary
Electronic Spell Checker
Computer with Spell Checker
Computer with Visual Mapping Software
Computer with Talking Word Processor
Computer with Word Prediction Software
 Computer with Voice Recognition Software
Technology Initiative 1997
Wisconsin Assistive
Example of a Continuum of tools For Writing:
o Regular pencil/pen, larger
pencil,
o pencil with grip,
o slant board,
o portable note taker,
o computer with talking word
processing, or
o computer with word
prediction.
Continuum example from the Wisconsin Assistive
Technology Initiative 1997
A.T. and the IEP
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o Tie the Assistive Technology Tools and
strategies directly to the student’s IEP
goals and objectives.
o Write the student specific
accommodations and the generic
description of the accompanying
technology tools into the IEP.
Assistive Technology
 Is a process, not an event.
 Is a means to an end.
 Can be simple and inexpensive.
 Is specific to the student, the environment
and the task.
Assistive Technology is...
the power to do more.