Coweta County Elluminate Training for Assistive Technology January 28, 2010

Purpose To assist teachers, related service providers, and administrators with providing assistive technology devices and services to students with disabilities in accordance with the requirement of the Individuals with Disabilities Education Act. (IDEA) To assist teachers, related service providers, and administrators with providing assistive technology devices and services to students with disabilities in accordance with the requirement of the Individuals with Disabilities Education Act. (IDEA)

Overview AT Technology Teams AT Technology Teams AT Representative AT Representative Definition of Assistive Technology Definition of Assistive Technology Considering Assistive Technology Needs Considering Assistive Technology Needs Referral Procedures for Assistive Technology Referral Procedures for Assistive Technology Evaluation Report Evaluation Report Documenting Assistive Technology in the IEP Documenting Assistive Technology in the IEP Implementation of Assistive Technology Implementation of Assistive Technology Monitoring the Use and Effectiveness of AT Monitoring the Use and Effectiveness of AT Resources for Assistive Technology Resources for Assistive Technology

COWETA COUNTY SCHOOL SYSTEM COWETA COUNTY SCHOOL SYSTEM SPECIAL EDUCATION DEPARTMENT SPECIAL EDUCATION DEPARTMENT Assistive Technology Teams Assistive Technology Teams Gina Murray – Director, Special Education Department Gina Murray – Director, Special Education Department Gina Murray Gina Murray Charlotte Roberts – Assistive Tech Coordinator (Academic) Charlotte Roberts – Assistive Tech Coordinator (Academic) Charlotte Roberts Charlotte Roberts LaRhonda Kirkland – Assistive Tech Coordinator (Augmentative) LaRhonda Kirkland – Assistive Tech Coordinator (Augmentative) LaRhonda Kirkland LaRhonda Kirkland Sherri Adcox – Compliance Coordinator Sherri Adcox – Compliance Coordinator Sherri Adcox Sherri Adcox Audrey Anglin – Deaf/Hard of Hearing Audrey Anglin – Deaf/Hard of Hearing Audrey Anglin Audrey Anglin Melissa Casablanca – Middle/High School Consultant Melissa Casablanca – Middle/High School Consultant Melissa Casablanca Melissa Casablanca Sikithea Collins – Occupational Therapist Sikithea Collins – Occupational Therapist Sikithea Collins Sikithea Collins Barbara Cooke – Speech-Language Pathologist Barbara Cooke – Speech-Language Pathologist Barbara Cooke Barbara Cooke Mary Cousins – Behavior Consultant (Intellectual Disabilities) Mary Cousins – Behavior Consultant (Intellectual Disabilities) Mary Cousins Mary Cousins Corina Ludewig – Teacher/Orthopedic Impairments Corina Ludewig – Teacher/Orthopedic Impairments Corina Ludewig Corina Ludewig Connie Lytten – Teacher (Burwell Program) Connie Lytten – Teacher (Burwell Program) Connie Lytten Connie Lytten Denise Milam – Middle/High School Consultant (Interrelated) Denise Milam – Middle/High School Consultant (Interrelated) Denise Milam Denise Milam Luanne Owensby – Occupational Therapist Luanne Owensby – Occupational Therapist Luanne Owensby Luanne Owensby Connie Perkins – Occupational Therapist Connie Perkins – Occupational Therapist Connie Perkins Connie Perkins Beth Posta – Preschool (SLP) Beth Posta – Preschool (SLP) Beth Posta Beth Posta Toni Prahl – Teacher/Visually Impaired Toni Prahl – Teacher/Visually Impaired Toni Prahl Toni Prahl Dara Thomas – Occupational Therapist Dara Thomas – Occupational Therapist Dara Thomas Dara Thomas Sandra Lancaster – Technology (Curriculum) Sandra Lancaster – Technology (Curriculum) Sandra Lancaster Sandra Lancaster Becky Walden – Elementary Consultant (Speech-Language) Becky Walden – Elementary Consultant (Speech-Language) Becky Walden Becky Walden Demetrice Webb – Occupational Therapist Demetrice Webb – Occupational Therapist Demetrice Webb Demetrice Webb Anne Welch – Physical Therapist Anne Welch – Physical Therapist Anne Welch Anne Welch Brenda Wynn – Physical Therapist Brenda Wynn – Physical Therapist Brenda Wynn Brenda Wynn Tracy Fitch – Teacher/Visually Impaired Tracy Fitch – Teacher/Visually Impaired Tracy Fitch Tracy Fitch

Definition of Assistive Technology Assistive Technology Devices are defined in IDEA as: “Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” (section300.5)

Georgia Department of Education Kathy Cox, State Superintendent of Schools Legal Reference § Section Development, review, and revision of IEP (1) Consideration of special factors. The IEP team must- (v) Consider whether the child needs assistive technology devices and services. (Authority 20 U.S.C. 1414(d)(3)(B))

Georgia Department of Education Kathy Cox, State Superintendent of Schools Assistive Technology Areas Technology solutions available in the following areas: Technology solutions available in the following areas: −Academic and Learning Aids −Aids for Daily Living −Assistive Listening Devices and Environmental Aids −Computer Access and Instruction −Environmental Control –Mobility Aids –Augmentative Communication –Pre-vocational and Vocational Aids –Recreation and Leisure Aids –Seating and Positioning −Visual Aids Adapted from the Assistive Technology Guidelines for Kentucky Schools, Kentucky Department of Education

Georgia Department of Education Kathy Cox, State Superintendent of Schools Assistive Technology Service § Section Assistive technology service. Any service that directly assists a child with a disability with the selection, acquisition, or use of an assistive technology device. The term includes- − (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;

Georgia Department of Education Kathy Cox, State Superintendent of Schools Assistive Technology Service § Section Continued − (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; − (c) Selecting designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; − (d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

Georgia Department of Education Kathy Cox, State Superintendent of Schools Assistive Technology Service § Section Continued − (e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and − (f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities. (Authority 20 U.S.C. 1401(2))

Considering Assistive Technology Needs Requirement: Requirement: Each IEP team in the school system will consider Assistive Technology as a part of the development, review, and revision of each student’s IEP. Each IEP team in the school system will consider Assistive Technology as a part of the development, review, and revision of each student’s IEP.

Considering Assistive Technology Needs Procedures: The IEP team will utilize the Assistive Technology Consideration Checklist as a framework for considering the need for assistive technology devices and services. The IEP team will utilize the Assistive Technology Consideration Checklist as a framework for considering the need for assistive technology devices and services.

Considering Assistive Technology Needs When completing the checklist the IEP team should: When completing the checklist the IEP team should: Review the instructional and access areas. Review the instructional and access areas. Determined the required task. Determined the required task. Determine whether or not the student can accomplish the required task with accommodations, and assistive technology that are currently in place. Determine whether or not the student can accomplish the required task with accommodations, and assistive technology that are currently in place. If the student cannot accomplish the tasks without accommodations, or with AT currently in place, then the IEP team must determine what additional solutions (including assistive technology) are required. If the student cannot accomplish the tasks without accommodations, or with AT currently in place, then the IEP team must determine what additional solutions (including assistive technology) are required.

Assistive Technology Consideration Form

Assistive Technology Considerations Form

Georgia Department of Education Kathy Cox, State Superintendent of Schools Consideration Outcomes Section 3 Question 1 Student independently accomplishes tasks. Student independently accomplishes tasks. No assistive technology required No assistive technology required

Georgia Department of Education Kathy Cox, State Superintendent of Schools Consideration Outcomes Section 3 Question 2 Current interventions including accommodations and standard classroom tools are working. Current interventions including accommodations and standard classroom tools are working. Document accommodations and tools Document accommodations and tools No assistive technology required No assistive technology required

Georgia Department of Education Kathy Cox, State Superintendent of Schools Consideration Outcomes Section 3 Question 3 Assistive technology currently in place to meet student’s needs. Assistive technology currently in place to meet student’s needs. Document assistive technology in the IEP Document assistive technology in the IEP Continue use of assistive technology Continue use of assistive technology Monitor use of assistive technology Monitor use of assistive technology

Georgia Department of Education Kathy Cox, State Superintendent of Schools Consideration Outcomes Section 3 Question 4 Student’s needs not being met with current interventions. Possible technology solutions known. Student’s needs not being met with current interventions. Possible technology solutions known. Specify trial use of an assistive technology device and identify the expected outcomes Specify trial use of an assistive technology device and identify the expected outcomes

Considering Assistive Technology Needs When to make a Referral for an AT Evaluation When to make a Referral for an AT Evaluation The IEP team will request assistance in completing the consideration process when the IEP team is unable to determine whether or not the student requires assistive technology or when they are unable to identify assistive technology solutions that would be appropriate to meet the student’s needs. The IEP team will request assistance in completing the consideration process when the IEP team is unable to determine whether or not the student requires assistive technology or when they are unable to identify assistive technology solutions that would be appropriate to meet the student’s needs.

The AT Evaluation Packet Consent to Evaluate Consent to Evaluate Passed vision/hearing Passed vision/hearing Referral form Referral form Parent questionnaire Parent questionnaire Educator Evaluation of Student Performance Educator Evaluation of Student Performance

The AT Evaluation Packet Assistive Technology Background Information Assistive Technology Background Information Academic/learning aids:background information Academic/learning aids:background information Vision referral background information Vision referral background information IEP meeting minutes IEP meeting minutes Copy of the student’s IEP Copy of the student’s IEP

Evaluation Report When the assistive technology evaluation has been completed, the results of the evaluation, including recommendations for assistive technology devices, will be documented in a report. When the assistive technology evaluation has been completed, the results of the evaluation, including recommendations for assistive technology devices, will be documented in a report.

Documenting AT in the IEP Assistive Technology may be documented in one or more of the following sections of the IEP: Assistive Technology may be documented in one or more of the following sections of the IEP: Present levels of education achievement and functional performance Present levels of education achievement and functional performance Consideration of special factors Consideration of special factors Related services Related services Supplementary Aids and Services Supplementary Aids and Services

Documenting AT in the IEP Accommodations Accommodations Supports for School Personnel Supports for School Personnel Annual goals, benchmarks, and/or Objectives Annual goals, benchmarks, and/or Objectives Statement of Transition Services Statement of Transition Services Minutes of the IEP Minutes of the IEP

Documenting AT in the IEP The documentation of AT devices and services should be clearly written so that IEP team members, including parents, have a full understanding of how the assistive devices and services will be provided. The documentation of AT devices and services should be clearly written so that IEP team members, including parents, have a full understanding of how the assistive devices and services will be provided. It is best practice not to specify a name brand of any assistive technology device. It is best practice not to specify a name brand of any assistive technology device.

Implementation of Assistive Technology The IEP will install, modify, customize, and obtain the required assistive technology. The IEP will install, modify, customize, and obtain the required assistive technology. If the device is available in the school system loan program, the school staff will submit the considerations checklist with the IEP. If the device is available in the school system loan program, the school staff will submit the considerations checklist with the IEP.

Monitoring the use and Effectiveness of Assistive Technology The IEP Team will monitor the student’s use of the recommended assistive technology and makes changes when necessary. The IEP Team will monitor the student’s use of the recommended assistive technology and makes changes when necessary. The IEP Team will collect data on the student’s use of assistive technology. The IEP Team will collect data on the student’s use of assistive technology.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Present Levels of Performance Examples: Examples: John exhibits a severe expressive communication impairment. He communicates with peers and adults within his environment using vocalizations and a voice output augmentative communication device. He will have access to the device in all school settings as appropriate. John exhibits a severe expressive communication impairment. He communicates with peers and adults within his environment using vocalizations and a voice output augmentative communication device. He will have access to the device in all school settings as appropriate. Susan is not able to see standard print instructional materials. She requires that all print copies be enlarged through the use of a photocopier or closed circuit television system. Susan is not able to see standard print instructional materials. She requires that all print copies be enlarged through the use of a photocopier or closed circuit television system.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Annual Goals Examples: Examples: Susie will express basic wants and needs in 80 % of the opportunities using single word utterances and a voice output augmentative communication system. Susie will express basic wants and needs in 80 % of the opportunities using single word utterances and a voice output augmentative communication system. John will compose a three or more sentence paragraph with less than two spelling errors when using a hand-held spellchecker. John will compose a three or more sentence paragraph with less than two spelling errors when using a hand-held spellchecker.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Consideration of Special Factors Minimal compliance is checking yes or no on the consideration of assistive technology special factor and describing if yes is checked Minimal compliance is checking yes or no on the consideration of assistive technology special factor and describing if yes is checked Best Practice Examples: Best Practice Examples: An analysis of all tasks and activities indicates that Karen can complete the tasks independently. No assistive technology is required. An analysis of all tasks and activities indicates that Karen can complete the tasks independently. No assistive technology is required. Paula needs access to adaptive seating and positioning equipment (prone stander, wedge) in her classes in order to benefit from her educational program. Paula needs access to adaptive seating and positioning equipment (prone stander, wedge) in her classes in order to benefit from her educational program.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Statement of Transition Services Examples: Examples: Colin’s school staff, vocational rehabilitation counselor, and family will contact public and private agencies to assist him in obtaining funding for a communication device that can be used after he graduates from school. They will begin contacting agencies at the beginning of his senior year. The vocational rehabilitation counselor will identify potential sources to technical support that will be available to Colin after he graduates. Colin’s school staff, vocational rehabilitation counselor, and family will contact public and private agencies to assist him in obtaining funding for a communication device that can be used after he graduates from school. They will begin contacting agencies at the beginning of his senior year. The vocational rehabilitation counselor will identify potential sources to technical support that will be available to Colin after he graduates.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Supplemental Aids and Services Examples Examples Kendra will use a portable word processor to complete writing assignments in her general education classes. Kendra will use a portable word processor to complete writing assignments in her general education classes.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Accommodations for Participation in State/District-Wide Assessments Examples: Examples: Mavis requires the use of her auditory trainer when directions are provided during administration of state/district-wide assessments. Mavis requires the use of her auditory trainer when directions are provided during administration of state/district-wide assessments. Marcus requires the use of word processing program when taking tests that require over one paragraph of written communication. Marcus requires the use of word processing program when taking tests that require over one paragraph of written communication. All testing materials should be provided to Sally in Braille. All testing materials should be provided to Sally in Braille.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Supports for School Personnel Examples: Examples: Paul’s teachers will receive training in the use and programming of his augmentative communication device. Paul’s teachers will receive training in the use and programming of his augmentative communication device. Kelly’s special education and general education teachers will be provided with follow-up training and technical assistance as needed to aid them in integrating the use of her assistive technology devices (spell checker, word processor) into her school curriculum. Kelly’s special education and general education teachers will be provided with follow-up training and technical assistance as needed to aid them in integrating the use of her assistive technology devices (spell checker, word processor) into her school curriculum.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Minutes of IEP Meeting Examples: Examples: The committee members present discussed Donnita’s recent assistive technology assessment. Based on the recommendations of the assessment and her classroom performance, it was recommended that she needs to have access to her augmentative communication device in all school settings. The committee members present discussed Donnita’s recent assistive technology assessment. Based on the recommendations of the assessment and her classroom performance, it was recommended that she needs to have access to her augmentative communication device in all school settings.

CCSS Special Education Website Assistive Technology Welcome to the Assistive Technology information page! For more information, please contact Charlotte Roberts or LaRhonda Kirkland.Charlotte RobertsLaRhonda Kirkland Assistive Technology Ppt Presentation for Faculty MeetingsAssistive Technology Ppt Presentation for Faculty Meetings Coweta County Assistive Technology Teams Assistive Technology Coweta County School Representatives Assistive Technology Decision Making Form

CCSS Special Education Website Premiere Assistive Technology Grant Information Link to Georgia Project for Assistive Technology (GPAT) AAC Devices Chart - Academic SettingAAC Devices Chart - Academic Setting Asst Tech Devices for Writing/Spelling Asst Tech Devices for Study and OrganizationAsst Tech Devices for Study and Organization Asst Tech Devices for Math Asst Tech Devices for Struggling Readers ACC in Preschool/Functional Classroom

THANK YOU!! THANK YOU!! For more information, contact: Charlotte Roberts at or LaRhonda Kirkland at