Transcript ASSISTIVE TECHNOLOGY IN THE SCHOOLS TOOLS FOR SCHOOLS: Technology Solutions in the Classroom Annette Carey ([email protected]) Kathy Knighton ([email protected]) West Virginia Department of Education Office of Special.

ASSISTIVE TECHNOLOGY IN
THE SCHOOLS
TOOLS FOR SCHOOLS:
Technology Solutions in the Classroom
Annette Carey ([email protected])
Kathy Knighton ([email protected])
West Virginia Department of Education
Office of Special Programs
21ST CENTURY LEARNING
21st Century Learners
 Who are your students?
 Do they all have equal access to the
learning environment?
 What can I do to support their learning?
Your Classroom:
 15.76% of all West Virginia students are students
with disabilities
 63.94% of children with disabilities are in the
general education classroom full time
 Chances are your classroom has students with
disabilities
 Some Students need more supports than others
Assistive Technology:
What do I need to remember?
 For most people….. technology makes
things easier.
 For people with disabilities…assistive
technology makes things possible.
How We Teach
Child behavior
INPUT
PROCESS
OUTPUT
What if the child does not have easy access to the input (sensory)
or access to the output (communication/motor)
INPUT
 10% of the
population has a
hearing loss
 37% of children with
minimal hearing loss
had failed a grade
 Children with
unilateral hearing
loss are 10 times
more likely to fail a
grade by age 10
TYPES AND
CAUSES OF
HEARING LOSS
Conductive Loss
Fire truck
Fire truck
 Issue is with loudness
 Usually can be corrected with
medication/surgery
 Audiogram is relatively flat
Sensorineural Loss
• The issue is NOT loudness but clarity.
• Most children we serve have a mixed loss.
• Hearing aid amplifies sounds we need and sounds we don’t
need.
• Loss shown all over audiogram (may be sloping, rising, or
curved).
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HIGH PITCH
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FREQUENCY IN CYCLES PER SECOND (HZ)
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HEARING LEVEL (dB HL)
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SOFT
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LOUD
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HEARING LEVEL (dB HL)
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AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ)
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AUDIOGRAM OF SPEECH SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ)
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HEARING LEVEL (dB HL)
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AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ)
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UNFAIR SPELLING TEST
“Number your paper from 1 to 10.”
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6.
2.
7.
3.
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Spelling Words through Simulated
Hearing Loss above 1000 Hz
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HEARING LEVEL (dB HL)
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AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ)
10.
Click on Speaker to
Present Spelling word.
Spelling Words through Simulated
Hearing Loss above 1000 Hz
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HEARING LEVEL (dB HL)
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AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ)
Click on Speaker to
Present Spelling word.
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1. Shoe
2. Tree
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3. Math
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4. Desk
5. Snack
6. Miss
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7. Test
8. Thumb
9. Fish
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10. Spill
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AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ)
Click on Speaker to
Present Spelling word.
Input
 80% of learning is
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through your vision
Vision and hearing are
your distance senses
95% of all learning is
through your distance
senses
90% of learning is
incidental
Learning progresses
from the known to the
unknown
The disability is not the
Sensory Impairment
The disability is in
INFORMATION GATHERING
AT In the Schools: Session Overview
 Legal Aspects of Assistive Technology
 Legislation
 Implications for schools
 Implementation in the Schools
 Overview of assistive technology
devices/services
 Educational interventions
 Resources
Role of Assistive Technology
 Tremendous potential to promote equity for students
with disabilities……
 independent
 self-confident
 productive
 integrated into school and society.
 Technology is for ALL children – for students with
disabilities, it may need to be more personalized.
 Increase your awareness!!
What is Assistive Technology?
 “Any item, piece of equipment,
or product system, whether
acquired commercially or off
the shelf, modified, or
customized, that is used to
maintain, or improve functional
capabilities of individuals with
disabilities”
 Legal Definition: Individuals
with Disabilities Education Act
(IDEA).
Assistive Technology
Assistive Technology
Continuum
 No-tech
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Use of procedures, services and existing conditions in the environment that do
not involve the use of devices or equipment.
Services: physical therapy, occupational therapy or services of other
specialists.
 Low-tech
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Less sophisticated and can include devices such
as adapted spoon handles, non-tipping drinking cups
and Velcro fasteners
 Medium-tech
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Relatively complicated mechanical devices, such as
wheelchairs
 Hi-tech
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Devices that incorporate sophisticated electronics or computers
Categories of Assistive
Technology
 Daily living
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Use in activities such as eating, bathing, cooking, dressing, toileting, and home
maintenance.
 Computer technologies
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Input and out- put devices that enable persons with disabilities
to use a computer.
 Augmentative Communication
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Devices that provide a means for communication for
persons with limited speech.
 Environment Control Units
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ECU’s (electronic systems) enable someone with limited mobility or
fine motor skills to control devices in the home or other surroundings.
Categories of AT………
 Seating and positioning
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Accommodations to a wheelchair or seating system to provide greater body
stability, support , and the reduction pressure on the skin surface
 Mobility Aids
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wheelchairs, walkers, scooters and other utility vehicles
used for personal mobility
 Prosthetics and orthotics
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Replacements, substitutions or augmentation of missing or
malfunctioning body parts with artificial limbs or other orthotic aids
 Home, school and worksite modifications
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Adaptations, fabrications in the home, worksite or other areas
(ramps, lifts, bathroom changes) that remove or reduce
physical barriers for an individual with a disability.
Sensory aids
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Assistive technologies enable an individual with hearing, sight, or other
sensory impairments.
Legal Aspects
 Individuals with Disabilities Education Act
(IDEA)
 Access to the general curriculum
 WV Policy 2419: Regulations for the
Education of Exceptional Students
 No Child Left Behind (NCLB)
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Improve achievement for ALL students
Accountability for students with
disabilities
Legal Aspects……
 School districts are mandated to make assistive
technology available to all students with
disabilities if appropriate to receive a free,
appropriate public education.
 IEP Team Decision
 Home Use
 Funded by district
 Provide devices/services
 Consideration of special factors.
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Assistive technology must be considered for
ALL students in the special education process.
Challenges of Delivering
Assistive Technology
 Lack of Information
 Current/accurate information
 Lack of Expertise
 Skills/Knowledge
 High Rate of Abandonment
 1/3 abandoned after first year
 Lack of Funding
 Significant barrier
 Inclusion and Lack of Assistive
Technology
Implications for Schools
 PLANNING
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Long range technology/special education
plans, procedures, services, and budget
include assistive technology
 TRAINING
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All staff are able to appropriately “consider”
students for assistive technology services and/or
devices.
Staff trained to integrate technology in teaching to
help students with disabilities gain skills and
achieve higher standards (NCLB)
 INCLUSION

Assistive technology used to support the
inclusion of students with disabilities in regular
education placements and access to the general
curriculum.
Educator Responsibilities
 Increasing knowledge of AT
 How different tools support student needs
 Organizing AT implementation
 Ensuring that AT is used consistently
 Across environments
 Monitoring student progress
 Communicating results to colleagues and parents
 Learning more about how AT can enhance instruction
and student learning
SETT Framework
Decision Making Process
 Student
 Environment
 Tasks
 Tools
Student
 What does the individual need to be able to do?
 What are the individual’s special needs as
related to the task?
 What are the individual’s current abilities?
 What are the functional areas of concern?
Environment
 What are the structural and physical
arrangements of the environment?
 What supports are available to both student
and staff?
 What materials and equipment are currently
available?
 What are the physical, instructional, and
technological access issues?
 What are the attitudes and expectations of the
staff and family?
Tasks
 What specific tasks occur in the individual’s
environment that enables progress toward
mastery of IEP goals?
 What specific tasks are required for active
involvement in the identified environments –
such as communication and participation?
Tools
 Is it expected that the student will not be able to make
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reasonable progress toward educational goals without
assistive technology devices and services?
If yes, describe what a useful system of supports,
devices, and services for the student would be like if
there were such a system of TOOLS.
Brainstorm specific Tools that could be included in a
system that addresses student needs
Select the most promising Tools for trials in natural
environments
Plan the specifics of the trial (expected changes,
when/how tools will be used, cues, etc.)
Assistive Technology
 Communication
Picture Board, Voice Output Device
Hearing/Vision
 FM system, magnifier, Braille printer
Position, Access, and Mobility
 Walker, wheelchair, grab rails
Activities of Daily Living
 Adaptive eating devices, drinking devices
Environmental Controls
 Light switch extension, remote controlled
appliances
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TECHNOLOGY SOLUTIONS
 Educational choices in Assistive
Technology
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Instructional Use of Video & Captioning
Multimedia
Organizing Tools
Providing Access to Portable Tools
Word Prediction
Technology in Early Childhood Education
 Low-tech/High-tech Solutions
 Commercially Available
 Adapted Items
 Creative Solutions
Assistive Technology and Reading
How Assistive Technology is used to support students in
developing literacy.
 Highlighting Important Words
 Text Readers
 Changes in Text, Spacing,
Color
 Physical Access
 Speaking Spell Checkers
 Electronic Books
 Single Word Scanners
Assistive Technology and Math
 Abacus/Math Line
 Calculator/Talking Calculator
 Tactile/Voice Output Measuring
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Devices
Math Smart Charts
Low Tech Adaptations for Answering
Enlarged Math Worksheets
On screen Calculator
Alternative Keyboards
Software/Voice Recognition
Assistive Technology and Writing
 Adapted Paper/Pencils
 Pencil Grips
 Rubber Stamps
 Word Processor
 Writing Guides
 Computer
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Alternate keyboards
Arm Support
Mouth Stick/head pointer
Scanner
Assistive Technology Tools
Learning and Studying
 Print or Picture Schedule
 Highlighting Text
 Recording Material
 Voice Output Reminders
 NCR Paper
 Low Tech Aids to Identify Materials
 Electronic Organizers
 Palm Computers
 Software
Highlights
 We’ve come a long way…..biggest issue is not
obtaining the AT
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Closet shelf
Too complicated for student and staff
 Definition of AT includes training!
TECHNOLOGY TIPS
 Consider low-tech solutions first.
 Build a network of individuals knowledgeable
about equipment and low-tech strategies.
 Access local, regional and national resources.
 Consider adaptable equipment when
purchasing new technology and other
educational products.
 Systems should be portable.
 BE CREATIVE!
TECHNOLOGY TIPS
 See Equipment Tips Handout
 Provide print or tactile copy of screens
 Verbal descriptions
 Be cognizant of background noise
 Lighting enough to see…watch for glare
 Choose font, size, color for strong contrast
 Paler highlighters
 Uncluttered screens
 Described and Caption Media Program:
http://www.dcmp.org/
WV RESOURCES
 WV DEPARTMENT OF EDUCATION (WVDE)

OFFICE OF SPECIAL PROGRAMS
 Kathy Knighton ([email protected])
 Annette Carey [email protected]
 Ruth Ann King [email protected]
 Valerie Wilson [email protected]
 WV Birth to Three Program (WVDHHR)
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Contact: Pam Roush, (304) 558-6311, 1-800-642-9704
 WV Early Childhood Resource Lending Library (ECRLL) 1-800-642-9704
http://cedwvu.org/resources/library.php
 West Virginia Assistive Technology System (WVATS)
(888) 829-9426 http://wvats.cedwvu.org/

West Virginia Division of Rehabilitation Services
(304) 356-2060 or 1-800-642-8207 http://www.wvdrs.org
CAMP GIZMO 2013
 Assistive Technology Summer
Camp
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Parents, professionals and students
learn how assistive technology can
help young children (0-8) with
significant and multiple
developmental needs
 WV Schools for the Deaf and
Blind Campus
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Romney, WV – July 20-24
Lodging/meals provided
Registration (website)
 Professional Development
Opportunities
RESOURCES
 Article: Using Flexible Technology to Meet the Needs of Diverse
Learners: What Teachers Can Do
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http://www.wested.org/online_pubs/kn-05-01.pdf
 Web Resources for Assistive Technology in the Classroom
Family Center on Technology and disability
 http://www.fctd.info/
Assistive Technology funding in the Schools
http://wvde.state.wv.us/osp/assistivetechnology.html
TIS TECHNOLOGY TIPS
Using Apple Technology to Support Learning for Students with
Sensory and Learning Disabilities
http://images.apple.com/education/docs/L419373AUS_L419373A_AppleTechDisabilities.pdf
SETT FRAMEWORK
http://www2.edc.org/ncip/workshops/sett/SETT_Framework.html
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Thank You!!