Transcript Using the Internet as an Instructional Tool

Consideration:
Introduction to a Guide
for Maryland Schools
John Castellani, Ph.D.
Penny Reed, Ph.D.
and
Joy Zabala
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Framing the Session
• Legal Review and Update
– IDEA Reauthorization
• Issues in AT Consideration
• Introducing…
Considering the Need for
Assistive Technology within
the Individualized Education
Program Process
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Ground Rules
• Contribute actively
• Ask questions
• Honor contributions
of others
• Speak one at a time
• Be prompt
• Take care of yourself
• Enjoy yourself
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Legal Update
What is.. What is to come…
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LANGUAGE
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Senate IDEA
Reauthorization Bill
S. 1248
• Academic Achievement
• Functional Performance
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NEW POLICY
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Addition in Senate IDEA
Reauthorization Bill
S. 1248
…call for an instructional materials
accessibility standard and the development
of a National Instructional Materials Access
Center
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DEFINITIONS
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IDEA ’97 Definition of AT
Devices (Sec. 300.5)
… Assistive technology device means 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 a child with
a disability.
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Addition in Senate IDEA
Reauthorization Bill
S. 1248
…The term does not include a medical device that is
surgically implanted, or the post-surgical
maintenance, programming, or replacement of such
device, or an external device connected with the
use of a surgically implanted medical device (other
than the costs of performing routine maintenance
and monitoring of such external device at the same
time the child is receiving other services under this
Act).
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CONSIDERATION OF
SPECIAL FACTORS
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CONSIDERATION OF
SPECIAL FACTORS
Behavior: Change from ‘97
IDEA ’97
(i)
In the case of a child whose behavior impedes his or her
learning or that of others consider, when appropriate,
strategies, including positive behavior interventions
strategies and supports to address that behavior.
S. 1248
(i)
In the case of a child whose behavior impedes his or her
learning or that of others consider, provide for positive
behavior interventions and supports to address that behavior.
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CONSIDERATION OF
SPECIAL FACTORS
Braille: Addition in S. 1248
(I)
provide for instruction in Braille and the use of Braille
unless the IEP Team determines, after an evaluation of
the child's reading and writing skills, needs, and
appropriate reading and writing media (including an
evaluation of the child's future needs for instruction in
Braille or the use of Braille), that instruction in Braille or
the use of Braille is not appropriate for the child; and
(II)
consider, when appropriate, instructional services
related to functional performance skills, orientation
and mobility, and skills in the use of assistive
technology devices, including low vision devices;
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CONSIDERATION OF
SPECIAL FACTORS
Communication: Change from ‘97
IDEA ’97
(iv) consider the communication needs of the child, and in the case of a child who is
deaf or hard of hearing, consider the child's language and communication
needs, opportunities for direct communications with peers and professional
personnel in the child's language and communication mode, academic level,
and full range of needs, including opportunities for direct instruction in the
child's language and communication mode;
S. 1248
(iv) in the case of a child who is deaf or hard of hearing, consider the child's
language and communication needs, opportunities for direct communications
with peers and professional personnel, and access to the general curriculum
and instruction at the child’s academic level in the child’s language and
communication mode;
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CONSIDERATION OF
SPECIAL FACTORS
Assistive Technology
IDEA ’97 and S. 1248
(v)
Consider whether the child requires
assistive technology devices and services
HR 1350
(II)
Consider whether the child needs
assistive technology devices and services
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Consideration?
What DOES it mean?
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“What If ?”
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“What If ?”
What would your IEP team do if, during
consideration, they found that Jane, who
has very poor handwriting, had been using
a portable word processor to write and,
using that tool, the quality and quantity of
her written work had increased to a level
that is commensurate with the written work
of her peers?
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“What If ?”
What if Brenda, a fully included 10th
grader, was unable to access the
computers the high school writing lab that
her class attended twice a week ? What
would your IEP team do?
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A Snapshot of What’s Happening in
Your District
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Action Item
Consideration?
What’s working well with AT
consideration?
What’s your greatest concern
about AT consideration?
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What We Have Observed…
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What Others Have Said...
•
•
•
•
•
•
•
•
“We assessed or we didn’t do anything…”
“We prioritize.. most visible needs first”
“Johnny?... he’s too low”
“We just checked yes or no on the form”
“Sally?…she just needs to try harder”
“Not before the fifth grade”
“We don’t have enough money for that”
“Jeff?.. He’s bright. Get the kid a laptop!”
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Assistive Technology
in IDEA ‘97
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Final Regulations
of IDEA ’97
Sec. 300.308
(a) Each public agency shall ensure that assistive
technology devices and assistive technology services,
or both, as those terms are defined in Secs. 300.5300.6, are made available to a child with a disability if
required as a part of the child's (1) Special education under Sec. 300.26;
(2) Related services under Sec. 300.24; or
(3) Supplementary aids and services under Secs.
300.28 and 300.550(b)(2).
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Final Regulations
of IDEA ’97
Sec. 300.308
(b) On a case-by-case basis, the use of schoolpurchased assistive technology devices in a
child's home or in other settings is required if the
child's IEP team determines that the child needs
access to those devices in order to receive
FAPE.
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IDEA ’97
Comment in Regulations (page 12540)
“ Section 300.308 is
sufficient to explain how
a determination about a
child's need for an
assistive technology
device or service is
made.”
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The Federal
Register
March 12,
1999
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Consideration
• Integral Part of the Special
Educational Process
– Prereferral
– Referral
– Evaluation
– IEP Development
– Implementation
– Annual Review
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What are the three most important issues in the
consideration of AT in the IEP?
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Process, Process, Process
Educational
Process
Problem solving
Promising Practices
Resources
Considering the Need for
Assistive Technology within the
IEP Process
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Defining a process for
Maryland schools…
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Considering the Need for Assistive
Technology within the Individualized
Education Program Process
The Center for Technology in Education
with a grant from the
Maryland State Department of Education
and the Technology and Media Division of the
Council for Exceptional Children
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THREE SPECIFIC GOALS
1. To increase awareness of a) the range of AT devices
currently available, b) the importance of AT services,
and c) effective applications and practices related to
AT use in educational settings.
2. To demystify the AT consideration process by
providing a clear, systematic approach for IEP teams
to follow when developing plans for students with
disabilities, in any grade or setting regardless of
disability type or severity.
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THREE SPECIFIC GOALS
3. To increase access to AT through the consideration
process so that students with disabilities are able to
successfully participate in the educational activities
and achieve curricular goals.
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FIVE MEANS TO ACCOMPLISH GOALS
1. Exploring the legal requirements related to assistive
technology that are mandated by IDEA ’97, including
provision of AT devices and services, definitions of
AT devices and services, and consideration of a
student's possible need for AT during the
development of the IEP;
2. Describing a student-centered, systematic process
for considering AT during the IEP development
process;
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FIVE MEANS TO ACCOMPLISH GOALS
3. Discussing the importance of documentation and
describe effective methods for documenting AT;
consideration;
4. Discussing frequently asked questions about
assistive technology devices, services and
consideration; and,
5. Providing a selection of resources that have been
helpful to others.
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Contents
IDEA 1997: THE LEGAL MANDATE FOR
ASSISTIVE TECHNOLOGY
• IDEA Sec. 300.5 - Definition of Assistive
Technology: Improving Functional Capability
• IDEA Sec. 300.6 - Definition of AT Services:
Supporting Implementation of AT Devices
• Thinking about AT Services: What’s Needed to
Support Proper and Effective Use of AT?
• Consideration of Special Factors: Attending to
Very Specific Needs
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Contents
CONSIDERING THE NEED FOR AT DEVICES
AND SERVICES: MAKING INFORMED
DECISIONS
▪ The AT Consideration Process: A Five Step
Approach
▪ Making a Decision About AT: Four Options for
the IEP Team
▪ Weighing AT Options: Balancing Short-Term
Need and Long-Term Benefit
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Contents
DOCUMENTING AT CONSIDERATION:
• What to Include on the IEP
IMPROVING THE AT CONSIDERATION
PROCESS: Working with Teams and Stakeholders
• Common Problems and How to Avoid Them:
Stay Focused on Student Needs
• Improving the AT Consideration Process
District-Wide: Useful Tools
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Contents
RESOURCES TO HELP WITH
AT CONSIDERATION
•
•
•
Web-based
Print
Other
APPENDICES
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The Five Step Approach
The AT consideration process outlined in IDEA ’97
mirrors the IEP development process, follows the
same steps, and takes place at the same time. When
facilitated by a knowledgeable IEP team member, AT
consideration is likely to be a relatively brief and
reasonably easy process completed in 5 logical
steps.
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The Five Step Approach
1. Review present level of performance and other
pertinent information
2. Develop annual goals, including benchmarks
3. Identify tasks necessary to accomplish goals
4. Determine the difficulty of the student’s tasks
5. Identify appropriate supports and services, including
AT
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Outcomes of Assistive
Technology Consideration
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Results of AT Consideration:
Options for the IEP Team
There are four major outcomes that result from
the consideration process
1. AT is not required,
2. AT is required and specific tools are known
3. AT is required, but trials are required to determine
exactly which tool
4. more information is needed
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Results of AT Consideration:
1
AT is not required
AT is not required or is no longer needed because it is
anticipated that the student will be able to access the
curriculum and make reasonable progress in his/her
educational program without AT devices and services.
This is a reasonable decision if the IEP team has
completed the five-step process and can provide
supporting evidence or data
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Results of AT Consideration:
2
AT is required and specific tools
are known
AT is required for the student to access the
curriculum and make reasonable progress in
his/her educational program. In this case, the
team should also make recommendations for
specific devices and/or services.
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Results of AT Consideration:
3
AT is required, but trials are required
to determine exactly which tool(s)
If the IEP team determines that AT is
required but they are not able to identify
the specific tool(s) that would most
effectively enable the student to access
the curriculum and make reasonable
progress in his educational program, the
IEP would document the need for AT…
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3
(Continued)
More about trials…
During implementation, comparative trials would
be conducted to determine the device and services
that will be most effective. For example, the team
may decide that a child needs an alternative
keyboard for computer access but they are not
clear on which alternative keyboard would best
meet the student’s needs.
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Results of AT Consideration:
4
More information is needed
More information is needed before the team can
make a decision about AT and the team needs
additional help. The team documents the nature of
the assistance that is needed and a timeline for
getting it. If an AT assessment is needed a referral
is made and it is documented in the IEP as an AT
service to be provided.
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Where is it written?
It depends…
• In the objective
• As a method or material
• In related services
objectives
• In accommodations or
modifications
• In the minutes
• As support for staff
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Improving Consideration
in Your District
Quality Indicators for
Assistive Technology
Services
http://www.qiat.org
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Quality Indicators for Consideration
of Assistive Technology Needs
1. Assistive technology devices and services are
considered for all students with disabilities
regardless of type or severity of disability.
2. The IEP team has the knowledge and skills to
make informed assistive technology decisions.
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Quality Indicators for Consideration
of Assistive Technology Needs
3. The IEP team uses a collaborative decision
making process based on data about the student
environment and tasks to determine assistive
technology needs.
4. A continuum of assistive technology devices and
services is explored.
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Quality Indicators for Consideration
of Assistive Technology Needs
5. Decisions regarding the need for assistive
technology devices and services are made based
on access to the curriculum and the student's IEP
goals and objectives.
6. Decisions regarding the need for assistive
technology devices and services and supporting
data are documented.
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A Quick Review …
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A Quick Review…
Why must IEP teams consider assistive technology?
IEP teams consider assistive technology because they
are required by state and federal statutes to do so
during the development of the IEP
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What decisions do IEP teams make
as a result of AT consideration?
1. AT is not required,
2. AT is required and specific tools are
known
3. AT is required, but trials are required to
determine exactly which tool
4. more information is needed
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Next Steps - Action Items
• What is one thing you
will do back in your
district based on our
conversation today?
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Contact Information
• [email protected]
• [email protected]
• [email protected]
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