1. Ten Things Families Need to Know About Assistive Technology… and more Jeff Diedrich Michigan Integrated Technology Supports Joy Zabala CAST and the National AIM Center

3. Big Ideas of the Session The meaning of the term, assistive technology (AT) and the items included The connection between AT and functional capabilities The place of AT in person-centered processes Four important aspects of AT decision-making Strategies for integrating AT into natural routines and environments Strategies for evaluating the effectiveness of AT implementation Connections between AT and other initiatives

4. The primary purpose of Assistive Technology is enhancing of capabilities and lowering barriers to achievement.

5. Assistive technology devices and services may be useful to people with disabilities of all ages to increase participation, communication, and productivity in meaningful activities of life in all environments.

6. While there may be prerequisites for the use of specific devices, there are not prerequisites for AT devices and service, per se.

7. With apologies to Linda Roberts “ Technology is a tool that serves a set of goals, and if we don ’ t think about what we want the technology for first, we end up with technology-driven solutions that have little or no impact on the lives of users or on the quality of service delivery. ”

8. Assistive Technology is essentially a legal term.

9. Assistive Technology Device Assistive technology device means any item, piece of equipment, or product system...that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of that device

10. Assistive Technology Service …any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

11. Big Ideas about Assistive Technology Assistive Technology is essentially a legal term related to use and need, not to specific items Includes a broad range of possible devices and services Not always something to be acquired

12. “ Where there was once an observer, let there now be a participant.” - Jerome Bruner

13. Assistive Technology is related to function, rather than to specific disability categories or sources of equipment

14. Functional Skills Reading Written Expression Math Problem-solving Communication Recreation Daily organization Seating/Positioning Hearing Seeing Self-Care Mobility Behavior Specific task-related skills

15. Let’s Take a Peek

16. The least complex solution that will remove barriers to achievement should be a first consideration.

17. Big Ideas about Least Complex Solutions View technology as part of a SYSTEM of tools and strategies Recognize that assistive technology can BE a barrier Try to develop tool systems that lower more barriers than they create

18. AT does not eliminate the need for instruction in skills pertinent to the tasks. (social, academic, vocational, recreational, or other)

19. Let’s Take a Peek

20. Assistive Technology service provision follows a person-centered process that requires a team approach.

21. The Most Important Team Membership Issue Team membership is flexible and team members are selected based on the specific needs of the individual with disabilities

22. The person is always the center of the team Team members bring different gifts - knowledge, skill, observations, ideas, suggestions Multiple perspectives are vital Focus is on common interest in individual achievement and aligning thoughts on how to foster it Big Ideas about Teams

23.  Assessment and intervention form a continuous, dynamic process  Systematic problem analysis and solving are essential

24. The SETT Framework: A Decision-Guiding Tool SS S tudent / S elf E E nvironments T T asks T T ools

25. The Goal of SETT Framework … to help collaborative teams create S tudent-centered, E nvironmentally-useful, and T asks-focused T ool systems that foster the educational and life success of persons with disabilities

26. The Student / Self The person who is the central focus of the decision-making process The person for whom everyone involved in any part of the program is an advocate

27. Environments The customary environments in which the person is (or can be) expected to learn, live, work and grow

28. Tasks The specific things that the person needs or wants to be able to do to reach expectations and make progress toward identified goals

29. The SETT Framework The Tools Everything that is needed by the person and others for the person to accomplish the tasks in the places where they need to be done so that progress and satisfaction is achieved

30. When a team can describe the student / self, the environments and the tasks, they can describe the tools that are needed to support success! The SETT Framework

31. Let’s Take a Peek

32. Assistive Technology is needed by some persons to participate in and benefit from other initiatives and activities

33. Universal Design for Learning (UDL) principles can be applied throughout the lifespan.

34. UDL is a systematic way of planning that ensures that environments, materials, and strategies are beneficial to persons with the widest possible range of abilities, interests, and needs !

35. Let’s Take a Peek

36. Accessible versions of print-based materials must be provided to students with disabilities who need them and should be provided to all individuals who need them.

37. Purpose of AIM To provide people who are unable to obtain information through the use of traditional print materials with accessible materials appropriate to their individual needs To enable students with print disabilities to gain the information they need to complete tasks, master IEP goals, and reach curricular standards

38. Specialized Formats Braille Large Print Audio Digital Exactly the same information as the printed materials Only the presentation is different

39. Many digital materials are NOT accessible! (and accessibility is a moving target!)

40. http://aim.cast.org

41. The AIM Navigator A process facilitator that assists educators, families, and students with decisions about AIM for an individual student Four Major decision points Need, Selection, Acquisition, and Supports for Use Guiding questions and instant feedback Built-in scaffolded supports Extensive references and resources Student Summary and To Do List Not a screening or evaluative tool

42. The AIMing for Achievement DVD The DVD can be used by educators, families and other stakeholders individually or in groups to build awareness and knowledge about AIM Two Sections: The Legal Context and the Decision-making Process Interviews with national leaders Illustrative vignettes: IEPs teams, students, families, educators, administrators Reflection Points Almost 4 hours of content

43. The AIM Product Tutorials A suite of supports that assist with feature matching and supports for using ten common software-based readers An extensive features chart 101 captioned “how-to” videos focused on specific features of the products Transcripts for videos Links to vendor sites for updates and additional information

44. The AIM Explorer A simulation tool to assist students, educators and families with the selection of features and initial settings for an individual user Magnification Background and text colors Speech voices and speed Highlighting Images Not a screening or evaluative tool

45. Let’s Take a Peek

46. There are many ways to do it right!

47. QIAT for Eight Areas Administrative Support Consideration Assessment IEP Development Implementation Evaluation of Effectiveness Transition Professional Development

48. Collegial Conversations QIAT Web Site http://www.qiat.org QIAT Listserv - collegial conversations - new information and updates - handouts and feedback

49. “It is not enough to stare up the steps… We must step up the stairs” Vaclav Havel

50. Stepping Up the Stairs Communicate! Be proactive Collaborate! We’re all advocates for participation and achievement Proceed with Purpose! Think “Tasks before Tools” Celebrate every step! For additional information contact Jeff Diedrich at jeff.diedrich@mitsweb.org