1. Keeping up with the field of Assistive Technology Mary Wilds, Statewide Coordinator for Distance Education, TTAC, ODU Wanda Council, VDOE Daniel Irwin, VDOE

2. Virginia Department of Education Assistive Technology Priority Project Technology Creates Opportunities

3. Virginia Department of Education Assistive Technology Priority Project Technology has changed the way we do things

5. Virginia Department of Education Assistive Technology Priority Project AT Legislation  Technology Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act- P.L. 100-407)  Assistive Technology Act of 1998 (P.L. 105-394)  Individuals with Disabilities Education Act, 1990 (P.L. 101-476) and 1997 (P.L. 105-17)  Individuals with Disabilities Improvement Act of 2004 (P.L. 108- 446)

6. Virginia Department of Education Assistive Technology Priority Project What is Assistive Technology? According to IDEA (1997) and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia, an AT device is defined as: “ any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.”

7. Virginia Department of Education Assistive Technology Priority Project Clarification In the 2004 revision of IDEA, the Individuals with Disabilities Education Improvement Act (IDEIA), the following clarification was added to the definition of an AT device: The term does not include a medical device that is surgically implanted, or the replacement of such device.

8. Assistive Technology Devices (8VAC20-81-100; 34 CFR 300.34(b) and 34 CFR 300.113) Free Appropriate Public Education requirement: Each local educational agency shall ensure that the following are functioning properly, including completing routine checks: a.Hearing aids worn in school by children with hearing impairments, including deafness; and b. The external components of surgically implanted devices.

9. Virginia Department of Education Assistive Technology Priority Project AT Services According to IDEA (1997) and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia, an AT service is defined as: “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.” Including:  Evaluation  Acquisition of assistive technology devices  Customizing and repairing devices  Coordinating with other therapies and existing educational and rehabilitation plans and programs  Training or technical assistance for a child, family and professionals

10. Congressional Intent of IDEA 2004 Requires consideration of AT in the IEP process Places responsibility for decision- making with IEP Teams Requires accessible instructional materials IDEA 2004 affirms emphasis on AT as a means to support educational achievement

11. Accessible Instructional Materials-VA The AIM-VA Center is sponsored by the Virginia Department of Education and is supported by The Helen A. Kellar Institute at George Mason University. Web site: www.aimva.orgwww.aimva.org Help Desk: aimva@gmu.eduaimva@gmu.edu 1-866-926-1879 (703) 993-5149

12. AIM-VA Services  Free accessible instructional materials for qualified K-12 students with IEPs in Virginia  Alternate formats for textbooks and instructional materials  Training and technical assistance for teachers

13. Qualifications for AIM-VA Students must have:  An IEP that specifies the need for print related accessible instructional materials in alternate formats (i.e. audio, braille, enlarged text)  A signed document from a medial doctor to certify that the student has a physical limitation, visual impairment or an organic dysfunction (i.e. dyslexia)

14. Additional Requirements for AIM School divisions are required to provide accessible instructional materials to students determined to need them even if they are not eligible for services and resources through AIM-VA.

15. Further Clarification from VDOE  Superintendent’s Memo #174-13, 6/28/2013 Clarification of Student Eligibility Requirements for AIM-VA Services (Attachment A)  Superintendent’s Memo #004-15, 1/9/2015 AIM-VA Resources for Students with Print Disabilities

16. AIM-VA Partners  Learning Ally http://www.learningally.org/http://www.learningally.org/  Bookshare https://www.bookshare.org/cmshttps://www.bookshare.org/cms  Don Johnston Inc. http://donjohnston.com/http://donjohnston.com/  Virginia Department for the Blind and Visually Impaired (DBVI) http://www.vdbvi.org/http://www.vdbvi.org/

17. Educator Roles for AIM-VA  Division Administrator  Lead Digital Rights Manager  Certifying Digital Rights Manager  Digital Rights Manager

18. Accessible Educational Materials National Center on Accessible Educational Materials (AEM) http://aem.cast.org/http://aem.cast.org/ Provides information, webinars and presentations for educators, parents, students, publishers and others about AEM and the National Instructional Materials Accessibility Standard (NIMAS) Video: AIM Simply Said http://aem.cast.org/abouthttp://aem.cast.org/about

19. Process

20. Virginia Department of Education Assistive Technology Priority Project These broad definitions allow IEP teams the flexibility to provide a range of AT devices (and services) from low to high tech to support student performance in academic and functional areas. low tech high tech

21. Virginia Department of Education Assistive Technology Priority Project Areas of Need Consideration of devices should include, but not be limited to the following areas of need:  Literacy and Numeracy  Study/Organizational Skills  Listening and Communication  Activities of Daily Living  Recreation, Leisure, and Adaptive Play  Positioning, Seating, and Mobility  Computer Access  Behavior and Transition

22. Consider This……..

23. Tier I: Instructional environments are proactively designed to be inclusive rather than retrofitted for individual students. Schools provide multiple, flexible means for all students to be successful. Physical and learning barriers are reduced by separating goals from the methods for achieving those goals. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Tier III: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Tier III: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier II: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier II: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier I: Universal Interventions All students Preventive Proactive Tier I: Universal Interventions All settings, all students Preventive Proactive Where does AT fit when designing school-wide systems for student success? Tier III: Some IEP teams will seek additional information through student observation and device trials prior to making AT decisions. IEP teams may request extended multidisciplinary assessment. Recommendations may vary from light- to high-tech devices and include further services for staff and families. Tier II: AT consideration is conducted for all students who have been found eligible for special education services. Most decisions about AT devices and services can be made by IEP teams and typically result in easily accessible AT. Adapted from PBIS.org by VDOE T/TAC at VCU

24. Consideration Process What are student’s current goals and objectives? What tasks are challenging to the student? What strategies are currently being used? Are the strategies working? Is the student making progress? Could assistive technology be required for the student to have success?

25. Other Considerations Now that you have gone through the consideration process and considered what assistive technology is needed for a student to have access to his/her education, think about how assistive technology can be incorporated and used when assessing a student (e.g. SOL, VAAP).

26. TTAC Online Home Page http://www.ttaconline.org

27. www.ttaconline.orgwww.ttaconline.org/a tsdp

32. Grace 11 th grade Currently using computer at school for word processing, text to speech, graphic organizers and annotation software Wants to go to community college, eventually becoming an elementary teacher

33. Stephanie Project Search in local hospital nursery preparing the bassinets for newborns Visual cues Taking a bus to/from work Goal is to live independently

34. Steven 6 years old Autism Difficulty engaging in activities, sustaining attention, communication, & following directions Needs home support

35. Hank Visual schedule Visual timers Makes choices Token System Putting 3-4 symbols together to request/communicate

36. Mary 4 years old in ECSE Program currently has a wheelchair that meets her physical needs has some use of her left arm when she is positioned in her wheelchair limited verbalizations but staff have been trying multiple communication systems loves listening to books and watching them on the computer but has limited access to participate in book reading