AT ASSESSMENT 7 elements to include Teresa Pinder MLS/AT, OTL/R, ATP R-LATS-Levy

Insuring a TEAM Approach The members of the customary IEP (individual education plan) team –student, parent, teachers, therapists, ect… Those with direct interaction / involvement, who have unique information to contribute to the problem solving process. Together engage in a problem solving process to address the identified need(s) of the student within their LRE (least restrictive environment) 2nd bullet-In the case of a student with a 504 plan 3rd bullet-the need is identified by the goals and objectives of the IEP, through the RtI process, or by documentation/data

Focus on the STUDENT Team decisions are based on student need and are not restricted / limited to the currently available resources and tools. It is in the best interest of the student to explore the tools that are familiar / available to the school / classroom. The student has the final say in the tool(s) he/she will use to meet their need(s). #2- in the interest of time and learning curve of the student and the teacher, looking at the currently known and available tools is the quickest option. #3- if the student is unable to be an active participate in the decision making process then the data recorded during the use of the tool should drive the team decision.

What needs to be ACCOMPLISHED? What is it the student is have difficulty with getting done, that his same age peers are doing / learning to do. The goals and objectives on the IEP should identify the task(s) the student needs to accomplish in the classroom. A task analysis may need to be considered to ensure all steps of the classroom activity are addressed.

Relevant Environmental Needs Where and when are the tools needed by the student? In what place does the identified task need to be accomplished? All the customary environments of the student need to be identified.

Trials and Data Data on ease of use, productivity , student success should be kept on each tool, used over time, within the customary environment. A continuum of tools/ options– low technology, mid-technology, high technology– need to be considered. Level of tech. is based on the user- the learning required for proficiency / independent in using the tool/ system to achieve success. LOW Tech.- no power source, most are easy to understand learn, and quickly available MID Tech.- has a power source, can be taught / learned by reading directions, demonstration and practice & has a single use. HIGH Tech.- has a power source, takes an expert to teach over time, takes time, energy and effort from the student to learn. The decision on who keeps what data/ keep track on, is a team decision. Show examples for writing, reading and math. Research suggests learning High tech. is like learning to speak, read, write a 2nd language. High tech is difficult for the student and the family to learn, these students are the most involved/ needy.

Ongoing Support and Monitoring What supports and services will be needed during the data gathering process? An Assistive Technology Implementation Plan is written to identify: what data is to be taken, who takes it, when the length of the trial(s) period who oversees / is responsible for / address possible issues / problems

Ongoing Support and Monitoring Following trial period the data is evaluated Team members make recommendations Student should have the final decision Training for the student and all others to be identified and addressed.

Ongoing process IEP teams are required to “consider” AT any time goals and objectives are written, revisited or reviewed. to meet the identified need(s) of the student CONDSIDER = the discussion during the IEP team meeting using known information and results to inform a decision regarding assistive technology already being used, trying different assistive technology or discontinuing assistive technology currently in place

Ongoing process Tool/device acquisition for trial(s) Regional labs State Loan Library Training- who provides to student, teacher, family LATS R-LATS FDLRS Seminars/conferences

Assessment process Recognize this is a process: as the student’s needs change the environment changes the student encounters a new or different task the team is required to address the need for AT again. AT implementation plan

IDEA: Supports and Services “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device” (IDEA 2004) Training- student, teacher, family Includes customizing, repairing, replacing the device / tool which is identified as being needed by the student for FAPE.

IDEA: Supports and Services Assessment beyond customary IEP team Trial(s) data does not reflect meeting the student need(s) There is conflict within the team Student request An outside agency has requested / requirement (third party payer) Must occur within the student’s customary environment—not a private evaluation When a parental permission is requested, the 60 day time line takes effect.

SETT Framework (Zabala) SETT Framework for assessment: decision making and implementing the AT plan. S: for the Student E: for the Environment T: for the Tasks T: for the Tools needed for the student to address the task(s) A framework for teams– questions to answer Documents and more information at the website http://www.joyzabala.com/Documents.html

S: STUDENT Who is the student? What are the student’s special needs? current abilities? What does the student need to do? (main areas of concern) Identify about the student: what we know and what we need to know!

E: ENVIORNMENT What are the instructional and physical arrangements in the environment(s)? Are there special concerns? What materials and equipment are currently available in the environment(s)? What supports are available to the student and the people working with the student on a daily basis? How are attitudes/expectations of others in the environment affecting student performance?

T: TASK What activities/tasks occur in the student’s natural/customary environment(s) which enable progress of the IEP goals? What is everyone else in the environment doing? (peers, siblings, others?) What are the critical elements of the activities/tasks and what makes these difficult for the student?

T: TOOLS Is the solution of AT tool(s) and strategies required for the student with these needs and abilities to do these tasks in these environments? What low tech, mid. tech, and high tech solutions/options should be considered? Based on IEP/ needs and the learning curve for the student.

T: TOOLS How might the student’s needs be accommodated without changing the important elements of the tasks/activities? What strategies might be used to incorporate AT solution(s) into the task/situation/activities ?

AT ASSESSMENT 7 elements to include QUESTIONS – Contact the office of Exceptional Student Education and Student Services