Assistive Technology (AT) Assessment Beginning the Conversation about Design and Process at FHUHS, Fall 2012 Gina Himes Chuck Connelly

Why an AT Evaluation? AT evaluations identify if there is a need for AT devices and services that will allow the child to increase in quality, quantity, or independence in activities defined in the IEP. Gayl Bowser and Penny Reed “A School Administrators Desktop Guide to Assistive Technology” Susan A. Zapf “Matching Assistive Technology to Child”

Process Steps to Design AT Evaluation Step One – Create an Inventory of AT Tools currently available for students at FHUHS. Low Tech and High Tech Tools Include both Hardware and Software Tools Make the Document Available Digitally to both Regular and Special Educators via Shared Network Drives and our SpED Wiki. Include as many Stakeholders in the process as possible. Consider creating a database of tool use by students in general.

Hardware: Examples of Inventory Laptop Advantages: Transfer audio class notes to computer to store or share with other students. Considerations: Use of audio in a classroom appeals to to an auditory learner. Digital voice recorder Advantages: The advantage of the laptop is its portability and universality. Considerations: Nice fit for a student who can adequately word process and type. Farview Magnifyer Advantages: Allows images to be magnified, recorded and transferred to a computer. Considerations: Assists visually handicapped students with class notes, texts and other materials.

Software: Examples of Inventory Advantages: A reading program for students with developmental disabilities. Considerations: Uses a whole-word approach with short instructional steps and constant repetition to ensure immediate success Advantages: The preeminent speech-to-text program that allows students to say the text they want to appear on screen. Considerations: Free on the iPad 2 and the technology improving yearly. (See automotive speech to text) Advantages: Excellent data gathering program; web based; keeps class and individual data. Considerations: Sends individual and group results to teacher’s ; matched to national standards.

Process Steps to Design AT Evaluation (Continued) Step Two – Identify the child’s need for Assistive Technology Needs to Link to Educational Goals Identified in the IEP Goals not being met or assessed at a non-proficient standard or rate should be looked at first IEP Team’s input a very important component (IEP Development Checklist) Regular Educator’s input is valuable.

Resources for Step Two Benefits of the Goalview SIS web based system include: access for all case managers, consistent format and templates for all identified students, ability to edit, and ability to identify quickly whether a goal is being met or not. The IEP Team has determined that the student is eligible for the supports of Accessible Instructional Materials which have met the National Instructional Materials Accessibility Standards for print disabilities The IEP Development Checklist includes A Supplemental Aids & Supports section which provides for, among other things, assistive technology.

Process Steps to Design AT Evaluation (Continued) Step Three – Collect Information about the Student Discuss the Student’s Goals and Experience with Technology Observe the student in the setting in which the AT is proposed for use Include the parent(s) in questions regarding technology history, likes and dislikes, etc. Include data tools such as Goalview and ARSU Data and Planning Tools (ARSU Observation Form; ARSU Student Support Planning Tool)

Resources for Step Three Observation Summary Form: Includes references to Core Curriculum being addressed, activity being observed, barriers to target student’s participation, and ways the target student participated (includes assistive technology) Adapted from: Assessing Students’ Needs for Assistive Technology (2004)

Resources for Step Three The ARSU Student Support Planning Tool (an observation tool) includes in the Response to Instruction category, areas that naturally connect with assistive technology questions: Takes notes, Uses materials well/ properly, Follows teacher instructions. Certainly Need for AT could be added if deemed appropriate.

Resources for Step Three The Match-Aces Assistive Technology Assessment includes a form which assesses a child’s interest and comfort level with technology. This particular form is filled out by the student’s parent to gain an understanding of the student’s experiences, behavior and reactions with technology.

Process Steps to Design AT Evaluation (Continued) Step Four – Utilize a Planning Matrix to Match Student Goals(s) with Instructional (Content) or Access Areas based on Information from Steps One, Two and Three. Examples Include: Wisconsin Assistive Technology Initiative Palm Beach County: Assistive Technology for Curriculum Access Georgia Project for Assistive Technology

Resources for Step Four The School District of Palm Beach County, FL, AT Form: Note the differentiation under student and tasks of different areas of need and how the tools/techniques list move from least to more restrictive with technology tools being at the bottom of the list.

Resources for Step Four Georgia Project for Assistive Technology: Similar to the Palm Beach instrument, this tool is more comprehensive in the instructional access areas and adds a number of non-AT modifications and accommodations to try to assist the struggling studdent; a comprehensive AT Solution list as well.

Process Steps to Design AT Evaluation (Continued) Step Five - Measurement of Tool Effectiveness: Utilize a standard of tool effectiveness that takes into consideration least restrictive environment (LRE) and measures tool effectiveness within a consistent standard of time and through consistent measures. Examples Include: Measuring tool effectiveness over four-to-six weeks time Matching tool effectiveness to the goals in the IEP.

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