Assistive Technology Devices & Assistive Technology Services • Assistive Technology DEVICES can be any device or piece of equipment, whether acquired commercially off-the-shelf, modified or fabricated, that assists in reaching a goal (independence, educational, or vocational goals) • Assistive Technology SERVICES can mean evaluation, implementation, purchasing, maintenance, professional development/training, etc. • Assistive Technology MUST BE CONSIDERED in an Individualized Education Plan (IEP) - IDEA, 2004 • Assistive Technology IS NOT A MAGIC WAND, it is a tool that needs to be appropriate for the needs of the student/person, in the appropriate environment, and for a specific task.

Accommodations or Modifications? Do Not fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria. Provide EQUAL ACCESS to learning and EQUAL OPPORTUNITY to demonstrate what is learned. Grading and credit is the SAME as None-1508 students DO fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria. Provide student meaningful and productive learning experiences based on individual needs and abilities. Grading and credit are DIFFERENT

Include ALL Students In Instruction and Assessments The participation of students with disabilities in assessments is required by federal and state laws. To include all students in standards-based instruction and assessment; Provide accommodations/modifications during instruction and assessment to increase access Use alternate assessments for students with significant cognitive disabilities.

Accommodations or Modifications? Accommodations do not reduce learning expectations. They provide access. Modifications or alterations refer to practices that change, lower, or reduce learning expectations.

Collaboration is Key General educator’s knowledge of content, and special educator’s knowledge of specialized instructional techniques combine and creates a team for the benefit of students with disabilities. Collaboration promotes understanding of general and special education staff roles and responsibilities ( i.e., Who is responsible for generating materials? Who is responsible for collecting data on the use of the accommodation? What are the agreed upon standards for grading the student?)

What are Accommodations? Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable instructional and assessment access for students with disabilities. Accommodations reduce or eliminate the effects of a student’s disability and do not reduce learning expectations. Response Accommodations - Allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using some type of Assistive Technology. For example – Text to Speech, use of a calculator, fill in the blank instead of essay…

Other Accommodations Setting Accommodations (change of location in which a test or assignment is given or the conditions of the assessment setting.) Timing/Scheduling Accommodations (increase the allowable time to complete a test, taking short breaks…) Others…

Remember You must select accommodations and modifications for instruction and assessment. You must have data to support the accommodations/modifications entered on the IEP Clarify the difference between accommodations/modifications with team members Ensure that accommodations and modifications are specifically documented on the IEP. Share with the team what accommodations/modifications will be used and how the student will be graded. Have a system to document whether the accommodations/modifications are working Make changes to the accommodations/modifications based on data collected. DO NOT ADD accommodations/modifications for state assessments when the student does not use the accommodation on a regular basis for instruction and assessment.

Questions to Consider What are the student’s learning strengths and needs? How does the students’ learning needs affect the achievement of grade level content standards? What specialized instruction (e.g., learning strategies, organizational skills, reading skills does the student need to achieve grade level content standards? What accommodations will increase the student’s access to instruction and assessment by reducing the effects of the disability?

Review Current Accommodations - What accommodations are currently being used by the student during instruction and assessment? Are the current accommodations working well for the student during instruction and assessment? Are any changes needed?