AT Center Changes HIAT

In order for the Assistive Technology Center to provide a higher level of service to students with more significant challenges, we are developing a new service provision model for High Incidence and Low Incidence AT. High Incidence = HIAT New Assistive Technology Model

Definition: High Incidence Disabilities are those involving the largest numbers of students. *Students most likely to be in mainstream educational environments with a range of interventions and tools including assistive technology. High Incidence Disabilities (HIAT)

HIAT include more than 10% of students in an average classroom: *Communication Disorders (Speech and Language Impairments) *Specific Learning Disabilities (including some OHI eligibilities such as ADHD) *Mild/moderate cognitive impairments *Emotional or behavioral disorders *Autism Spectrum Disorder (Asperger’s) High Incidence Disabilities (HIAT)

 Students with high incidence disabilities can benefit from strategies that help many students.  Universal Design for Learning (UDL) approach is beneficial to more students  School staff are needed to implement these strategies – not experts  School staff can “own” this type of knowledge DeCoste/Bowser: The Changing Roles of AT Teams 2014 Rationale

Low Incidence

Include less than 1% of school-aged population which include: *Blindness *Low vision *Deafness *Hard-of-hearing *Deaf-blindness *Significant developmental delay *Complex health issues *Serious physical impairment *Multiple disability *Autism Spectrum Disorder *Complex communication disorders Low Incidence Disabilities

Low Incidence Disabilities can pose challenges for schools struggling to meet their needs because they encounter them so infrequently. *This makes it more difficult for schools to: o Stay up to date on the best strategies to educate. o Be familiar with available technologies. o Be aware of available support services from outside agencies. Low Incidence Disabilities

Students with low incidence disabilities often require:  Specialized, ongoing AT expertise  Programming AAC devices  Alternate computer access  Continuous support to related services DeCoste/Bowser: The Changing Roles of AT Teams 2014 Rationale

The team will conduct an AT staffing to gather information using the SETT process The team will identify (using SETT) equipment/strategies to be trialed by the student for achievement of educational goals. If the team does not have sufficient knowledge of and experience with a hierarchy of tools/assistive technology, assistance may be sought through the AT Center. The team will develop a plan of implementation and a system for data collection. HIAT Teams

The LI population requires more assistance with implementation of AT to be successful. LI Team members may include all service providers. The AT center will provide increased support to local teams, for example, help with complex communication needs, switch training and modified classroom activities to compliment the curriculum. Provide on going follow-up and support to teams. Assist with adaptations to the AT plan. Provide product training to the teams upon request. Low Incidence Team

In order for AT to be successful it may require: o Several or all disciplines focusing on the same ultimate goal.  EX. Communication Systems  Speech Focus- Language  OT Focus- Direct selection or switch activation  PT Focus- Core Stability  VI Focus- Visually attending to communication system  Case Manager- Daily implementation Low IncidenceTeam