Transcript Computer Access Wisconsin Assistive Technology Initiative

ASNAT
Assessing Student’s Needs for
Assistive Technology
ASNAT & Math
Wisconsin Assistive Technology Initiative
www.wati.org
Objectives
• Participants will understand the SETT process as it
relates to identifying appropriate AT for Math.
• Participants will have basic knowledge of the AT
continuum for Math as identified in the ASNAT Math
Chapter.
• Participants will be able to access resources and tools
for trial with students who need AT Math supports.
Introduction
• 2009 ASNAT revision
(Assessing Students’ Need for Assistive Technology)
• Uses the SETT framework for AT assessments
Student
Environment
Tasks
Tools
– Framework developed by Joy Zabala 2002
• http://sweb.uky.edu/~jszaba0/SETTUPDATE.PDF
– Implementation Plan & Follow-up added by WATI
• Revised version has added Sensory Considerations
Using the SETT framework
• “Traditional” SETT
– The Student
•
•
•
•
Identify the functional area(s) of concern?
Special needs (related to area of concern)
Current abilities (related to area of concern)
What does the student need to communicate
that is difficult or impossible to do
independently at this time?
Using the SETT framework
• The Environment(s)
– Arrangement (instructional, physical)
– Support (available to both the student and the
staff)
– Materials and Equipment (commonly used by
others in the environments)
– Access Issues (technological, physical,
instructional)
– Attitudes and Expectations (staff, family, others)
Using the SETT framework
• The Tasks
– What SPECIFIC tasks occur in the student’s
natural environments that enable progress toward
mastery of IEP goals and objectives?
– What SPECIFIC tasks are required for active
involvement in identified environments? (related
to communication, instruction, participation,
productivity, environmental control)
Using the SETT framework
• The Tools
– Tools include devices, services and strategies…
everything that is needed to help the student succeed.
– Describe what a useful system of assistive technology
devices and services for the student would be like.
– Brainstorm Tools that could be included in a system
that addresses student needs.
– Select the most promising Tools for trials in the natural
environments.
– Plan the specifics of the trial (expected changes,
when/how tools will be used, cues, etc.)
– Collect data on effectiveness. (Zabala 2002)
Using the SETT process
Decision Making Guide
WATI’s version
of the SETT
Framework for
Math.
Guide will be
Different for
every area of
AT assessment
Using the Student Information
Guide in the SETT Process
• The Guide is intended to help the team discuss key issues when
assessing the need for AT for a specific student.
• It helps teams consider the whole child & environment & not
“jump” to a device!
• It is a group (sped, reg. ed, support staff, admin., parent,
student) process in which everyone contributes.
• Important to write on a large format so that everyone can see,
edit, remember (shared group memory), stay focused, and be
informed!
• Team members take roles of: Facilitator, Recorder, Time Keeper
Assistive Technology for Math
The Student
Student
List the functional
areas of concern
What are the student’s
special needs related
to the area of concern.
What are the student’s
abilities….
What motivates the
student?
Other questions you
might ask?
Assistive Technology for Math
The Environment
Environmental Considerations
What specific
environmental
considerations need to
be addressed?
Obstacles?
Supports?
Attitudes of others?
What are other the
environments that need
to be taken into
account?
Sensory Considerations (new)
New section as a subset of Student &
Environment
– Does this student have sensory deficits or
sensitivities that will impact his/her ability to
access math?
– Do the learning environment(s) impact the sensory
issues of the student?
Sensory Considerations
•Visual clutter
•Fluorescent lighting versus full spectrum lighting
•Classroom and background noise
•Tactile stimulation
•Awareness of physical space
•Other individual specific sensitivities
Assistive Technology for Math
The Task
Tasks to Consider
• What does the student
need to do to achieve
educational goals from
their IEP and be an
active participant in
their environment?
• What are other
students doing in the
same environments?
Narrowing the Focus
• As a team, identify by circling or other
means those few tasks the student needs
to do that will have the most impact.
Solution Generation:
Tools/Strategies
As a team, brainstorm and write on chart paper
any assistive technologies &/or strategies you
think will assist the student in successfully
completing those tasks you identified.
– Brainstorm possible AT
– Don’t evaluate (yet)!
– Remember to include AT that the student already
uses
– Use all resources including people
Assistive Technology:
past and present
• When brainstorming, be sure to
consider AT tried in the past and that
currently used as the students strengths,
skills and technology changes
Assistive Technology for Math
The Tools
AT Continuum
• Follow the
progression
of low tech,
through mid
tech to high
tech when
selecting
assistive
technology
tools
AT for Math
• Math Manipulatives
AT for Math
• Low Tech Physical Access
– Rulers
– Stamps
– Adapted manipulative
AT for Math
• Abacus/Math Line
AT for Math
• Adapted Math Paper
– Enlarged worksheets
– Graph paper
– Guideline paper
AT for Math
• Adapted Math Tools
– Calculators
– Adapted measuring devices
– Adapted time tools
AT for Math
• Math “Smart Chart”
– Math Scripts
AT for Math
• Digital Access to Math
AT for Math
• Math Tool Bars
– Equation Editor
AT for Math
• Alternative Keyboards
– Portable Math Processors
• CalcuScribe
• Intellikeys
AT for Math
• Virtual Manipulative
AT for Math
Math Software and Web Simulations
– Physical access
– Computation
– Visualization
– Scripting
AT for Math
• Voice Recognition Math Software
– Considerations
•
•
•
•
•
•
Speech
Cognitive abilities
Dictation skills
Literacy/Editing
Motivation
Support
Solution Selection:
Tools & Strategies
• Review the list of potential tools
– Now is the time to evaluate for a match
with:
• Student (abilities, difficulties, likes/dislikes)
• Environment (supports, obstacles)
• Tasks (what 1-2 things do you want the student
to do?)
– Prioritize selections
Implementation Plan
• Very Important! This is often where it breaks
down!
– Write down on the group chart (for top priorities)
•
•
•
•
Who is going to do… (get specific)
What (ditto)
When (do I need to say it again?)
For how long?
– Write down your expectations (objectives) so you
know if the AT is working or not!
– Give everyone a job
Follow-up Plan
• Before the meeting is
over, plan the follow-up
– For accountability
– We are all busy, so plan
it now!
– Bring list from original
meeting so group can
review who, what, when,
& expectations
Tools Resources
Refer to WATI (2009) Assessing Students
Needs for Assistive Technology (ASNAT)
chapter 8: Math, for an extensive list of
resources, vendors and websites.
References Resources
Refer to WATI (2009) Assessing Students
Needs for Assistive Technology (ASNAT)
chapter 8: Math, for an extensive list of
References.
Conclusion
• It’s not about the technology/device- it’s about
matching the Student, the Environment and the
Task with the best Tool
• Finally some research about using technology…….
– …using technology for compensatory intervention
actually also provides remedial benefits (Silver-Pacuilla,
H., Ruedel K. & Mistrett, S. p. 8).