Technology for Learning Elizabeth Pearce Lewis University

Agenda Universal Design for Learning (UDL) Assistive Technology (AT) – Definition – Continuum – Laws – SETT Approach – AT in the classroom

How can technology help learners? How can teachers/learners use technology wisely? How can teachers make environmental adaptations to help all learners? How do teams decide what technology students need?

Universal Design for Learning 6e e4 Three Principles of UDL – Provide multiple means of Representation – Provide multiple means of Action and Expression – Provide multiple means of Engagement

Assistive Technology Definition Assistive or Adaptive Technology commonly refers to "...products, devices or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase or improve the functional capabilities of individuals with disabilities..." Assistive Technology Act of 1998Assistive Technology Act of 1998

AT Continuum No-tech: Solutions make use of procedures, services, and existing conditions in the environment without the use of devices or equipment. Example: Using mouth to hold utensils Low-tech: Support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: big grip pens, Mid-tech: Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, overhead projector, watches with alarm clocks, calculators, and simple voice output devices. High-tech: Complex technological support strategies – typically "high" cost equipment. Example: digital cameras; sign language interpreters, and adaptive software such as reader/scanners (reads text that is scanned), computer monitor magnifiers, electric wheelchairs, complex voice output devices.

AT Fosters Inclusion Inclusion: The practice of educating all or most children in the same classroom, including children with physical, mental, and developmental disabilities. (Association for Supervision and Curriculum Development) AT helps students who have disabilities learn the material in a way that they can understand it AT helps eliminate barriers students may face that prevent them from being at the same level as their classmates

AT Benefits ALL Students 15-20% of the general population is in need of some type of “cognitive task assistance” A large population of “at risk” students need assistance, but because they don’t easily fit into a diagnostic profile, they do not receive assistance; if AT is available to everyone, these students can benefit AT aids in all of the subject areas in school

A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY For the Mechanics of Writing Regular pencil or pen Pencil or pen with adaptive grip Adapted paper (e.g. raised line, highlighted lines) Slantboard to create slanted writing surface Use of prewritten words/phrases Portable word processor to keyboard instead of write Computer with word processing software Portable scanner with word processing software Voice recognition software to word process (See Computer Access Continuum) No Tech High Tech Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing Student’s Needs for Assistive Technology ©2000.

A Student’s AT Needs Evolve Over Time As a student’s schoolwork gets more advanced, their technology needs may change or increase New technology may become available that will better meet the needs of the student During a regularly scheduled evaluation, the IEP team or another professional may decide that another piece of technology will be better for the student

IEPs and AT IEPs play a big role in the AT services a student receives. IEP (Individualized Education Program): Written document that describes a student with a disability’s educational plan; it discusses the disability, goals for the student, various things that need to be done throughout the school year, what services the school will provide, and where the student will learn. Students receive AT through their IEP. When the IEP Team decides that AT is an option, they allow the student to borrow the device until it is known that that particular device will help the student in the way intended. If the AT device is determined to be necessary, steps are made to purchase it or acquire it through a loan program. If AT is suggested through the IEP, the school must provide that student with it according to the law. If an IEP Team feels they cannot make the best decision concerning a child and AT, the child may go through a secondary, independent AT evaluation. – AT evaluations look at the student’s abilities and needs, determine goals, and identify possible AT devices to try.

Assistive Technology Law IDEA Amendments 2004 Maintains the requirement that AT devices and services must be considered at the IEP meeting. The term assistive technology is clarified to not include a medical device that is surgically implanted or the replacement of such device. (example – cochlear implant) Includes the statement: “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by…supporting the development and use of technology, including AT devices and services, to maximize accessibility for children with disabilities. (20 W.S.C. § 1400©(5)(H) (emphasis added) Part C – early intervention services clearly mention AT services and device as in Part B. States clearly that a hearing aide or glasses could be an AT device needed by a child in order to receive a FAPE. If so, the school must provide these devices. (also applied to a pulmonary nebulizer)

SETT Framework- Joy Zabala S tudent: E nvironment: T asks: T ools: What does the Student need to do? (main areas of concern) What are the Student's special needs? What are the Student's current abilities? What are the instructional and physical arrangements? Are there special concerns? What materials and equipment are currently available in the environments? What supports are available to the student and the people working with the student on a daily basis? How are the attitudes and expectations of the people in the environment likely to affect the student's performance? What activities occur in the student's natural environments which enable progress toward mastery of identified goals? What is everyone else doing? What are the critical elements of the activities? Is a system of AT tools and strategies required for a student with these needs and abilities to do these tasks in these environments? What no tech, low tech, and high tech options should be considered? How might the student's special needs be accommodated without changing the critical elements of the activities? Will modifications be necessary? What strategies might be used?

AT in the Classroom The AT you find in your classroom, may be in place to aid in the following areas: – Computer Access – Composing Written Material – Communication – Reading – Learning and Studying – Math – Mobility – Vision – Hearing

Types of AT in the Classroom

Types of AT in the Classroom Continued… Adapted from: “A Resource Guide for Teachers and Administrators about Assistive Technology” Penny R. Reed, Ph.D. & Elizabeth A. Lahm, Ph.D. Wisconsin Assistive Technology Initiative January, 2005

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