1. LOW – MID TECH TOOLS FOR ELEMENTARY CLASSROOMS BLENDED LEARNING CONFERENCE JUNE 19, 2012 TRAVERSE CITY, MI

2. TODAY’S GOALS Low-Mid Tech Solutions for Students at the Elementary Level Goals: Understand Assistive Technology Understand Consideration Awareness of Low and Mid Tech Tools to support struggling learners. Please help to make this session beneficial for yourself – ask questions, volunteer solutions that you’ve tried and have been successful or not!

3. SIMPLE, READILY AVAILABLE TOOLS Is the classroom equipped with low tech tools for intervention? Content areas: Math: calculators, raised number rulers/finger grip rulers, number stamps Reading: magnifiers, highlighter tape, file folders, color filters Writing: assorted writing instruments, lined paper, letter stamps Organizational support: Visual: schedules, assignment directions, rules Communication: Visual representation, communication systems If these tools are NOT allowing children with disabilities access to or progress in the general curriculum, it’s time to look deeper.

4. ASSISTIVE TECHNOLOGY DEVICE

5. ASSISTIVE TECHNOLOGY SERVICES “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes-- (A) the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment; (B) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child; (C) selecting, designing, fitting, customizing, adapting, applying, maintaining, 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; (E) training or technical assistance for such child, or, where appropriate, the family of such child; and (F) training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child.”

6. HAVE YOU SEEN THIS?

7. HOW DO WE “CONSIDER”? Student-Driven Process What task is it that we want this student to do, that s/he is unable to do at a level that reflects his/her skills/abilities? Is the student currently able to complete tasks with special strategies or accommodations? Is there currently assistive technology (tools, devices, hardware or software) used to address this task? Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance? WATI – Assessing Student Needs for Assistive Technology www.wati.org

8. ONE GOAL, SEVERAL OPTIONS Goal: Student with disability receives FAPE (Free Appropriate Public Education) Options: SETT Student Environments Tasks ToolsStudent Environments Tasks Tools SAM Student Access MapStudent Access Map Education Tech Points Has Technology Been Considered? Assistive Technology doesn’t have to mean “expensive”.

9. LOW TECH Definition: not involving specialized, complex technology technologically simple or unsophisticated products using earlier or less developed technology the recycling of materials and components and the use of traditional construction, insulation, and natural means of heating and ventilation (Architecture and Landscaping) do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. devices are typically easy to use, inexpensive to purchase, widely available, and involve little or no training. not involving high technology

11. MID TECH Definition: simple electronic/battery operated devices that require little training devices are somewhat more complex than low-tech, often requiring a battery moderately priced, easy to operate electronic devices typically require a power source

13. CONSIDERATION IS AN ONGOING PROCESS Factors which may influence the process: 1.Change in environment – in-home to preschool, preschool to kindergarten, classroom to classroom, school to work 2.Change in student needs/skills – mobility, learning aids, social skills, accomplishing goals 3.New Technology – newer technology whose features better match the student needs

14. MATCH TOOLS TO STUDENT NEED Tempting to obtain the “latest and greatest” tool and then try to find a way to make it work for a student. Better to follow a process: - Determine student need, preferences, strengths - Determine features the student may need to meet their needs - Brainstorm a list of possible solutions (from low to high tech) - Determine availability of tools (classroom, building, district, ISD, lending library) - Trial tools for adequate time to determine effectiveness - Document success/need for change May need multiple trials

15. REMEMBER THIS? Every year – at every IEP But remember, don’t wait for the IEP if the student is achieving goals with the support of the assistive technolog y

16. WHERE IN THE IEP IS AT? Special Education Documentation in annual goals Determine appropriate goals, then address AT for each goal Example: “Susie will express basic wants and needs in 80% of opportunities using single word utterances and a voice output communication aid/augmentative communication device.”

17. WHERE IN THE IEP IS AT? Related Services Be sure to include amount of time, frequency and location of services Related ServicesFrequencyDurationLocation Speech-Language therapy (including training to use a voice output communication device) 1 hour per week9-15-12 to 6-5-13Across all school environments AT Specialist Support for Access to Computers 2 hours per month9-15-12 to 6-5-13Classroom

18. WHERE IN THE IEP IS AT? Supplementary Aids and Services Often required for a student to participate in general education settings or among children without disabilities.

19. MODEL, MODEL, MODEL Whatever AT is decided upon by the team for the child to use to access and make progress in the general curriculum, the staff around that child must be sure to model what is expected. How will this tool be used? Demonstrate/teach the desired skill In which situations? In class – one way; At home – another way. When students don’t understand the why, how and where of using a tool it will be abandoned.

20. START LOW…. Not expectations! Technology! Low tech solutions work = win/win Student success, motivation, independence, looking like everyone else Tight budgets = Less money spent Can always move to higher tech if low tech solutions just don’t make a difference Data plays the key role

21. QUESTIONS? COMMENTS? CONCERNS? Thank you for attending today’s session! Contact information: Laura Taylor Technology Integration Specialist MITS laura.taylor@mitsweb.org