1. Identifying Appropriate Technology for Students with Disabilities

2.  Define assistive technology  Identify legal foundations for a functional technology assessment  Write considerations for functional technology assessment  Independently design outline for functional technology assessment for real or fictional case 7/3/2016 SPED 7302 Jennifer Hune2

3.  Assistive technology Device-Assistive technology device means 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. (Sec. 300.5) ◦ P. L. 105-17 The Individuals with Disabilities Education Act of 1977  http://www.ldonline.org/article/Assistive_T echnology_Glossary http://www.ldonline.org/article/Assistive_T echnology_Glossary 7/3/2016 SPED 7302 Jennifer Hune3

4.  P. L. 100-407, The Technology-Related Assistance for Individuals with Disabilities ◦ Enhanced the availability and quality of assistive devices and services to all individuals and families  P. L. 105-17, IDEA (1997 Section 302) ◦ The provision of assistive technology devices and services may be special education, related services or supplementary aids or services  Section 504 of Rehab Act of 1973 ◦ Part of FAPE 7/3/2016 SPED 7302 Jennifer Hune4

5.  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 functional capabilities or children with disabilities IDEA 1997 7/3/2016 SPED 7302 Jennifer Hune5

6.  Multiplication charts  Dictionaries  Graph paper  Organizational notebook 7/3/2016 SPED 7302 Jennifer Hune6

7.  Note-taking  Cassette recorders  Pencil grips  NCR paper/copy machine  Switches  Head pointers  Picture boards  Taped instructions 7/3/2016 SPED 7302 Jennifer Hune7

8.  Talking clock  Word processors  OCR (optical character recognition calculators)  Voice recognition software  Alternative keyboards ◦ http://www.ldonline.org/article/6380/ has several visual examples 7/3/2016 SPED 7302 Jennifer Hune8

9.  Any service that directly assists a child with a disability in the selection, acquisition or use of an assistive device  It includes: ◦ An evaluation including a functional evaluation of the environment ◦ Purchasing, leasing or otherwise acquiring technology ◦ Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing ◦ Coordinating with other therapies or services ◦ Training or technical assistance for all parties 7/3/2016 SPED 7302 Jennifer Hune9

10.  Assistive technology solutions for students with disabilities are built upon a student’s strengths  Assistive technology will determine these strengths  Watch for learned helplessness  Engage in systematic data collection to assure appropriate use 7/3/2016 SPED 7302 Jennifer Hune10

11.  Consideration = short discussion during the IEP meeting, given known information and ends in a decision  Assessment = looks closely at strengths, demands and deficits relative to a task. 7/3/2016 SPED 7302 Jennifer Hune11

12.  https://arksped.k12.ar.us/documents/policy /rulesandregulations/iepForms.pdf https://arksped.k12.ar.us/documents/policy /rulesandregulations/iepForms.pdf 7/3/2016 SPED 7302 Jennifer Hune12

13. 7/3/2016 SPED 7302 Jennifer Hune13

14.  Evaluation  Acquisition  Implementing assistive technology 7/3/2016 SPED 7302 Jennifer Hune14

15.  The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment ◦ (IDEA, 1997; Section 300.6 a) 7/3/2016 SPED 7302 Jennifer Hune15

16.  The process of matching a person with disabilities to the best assistive technology.  It involves ◦ Referral ◦ Team meeting ◦ Evaluations ◦ Testable Explanations or Hypothesis testing ◦ Written report ◦ Follow-up 7/3/2016 SPED 7302 Jennifer Hune16

17.  Gather accurate information on student abilities  Establish mutual goals  Match strengths of the learner to the appropriate device that will promote individualized learning  Design an implementation plan, including monitoring 7/3/2016 SPED 7302 Jennifer Hune17

18.  Begins with the members of the team  Identifications of strengths, limitations ◦ Cognitive, sensory, physical ◦ Identify student strengths Note: Focus on student’s desires to promote use  Identify goals and tasks to be accomplished ◦ Identify possible weaknesses ◦ Identify environmental tasks relevant to AT  Environmental assessment in which tasks are to take place 7/3/2016 SPED 7302 Jennifer Hune18

19.  Family members  Assistive technology specialist  Teacher  Administrator  Combination of school personnel ◦ Speech pathologist ◦ Occupational therapist, etc. 7/3/2016 SPED 7302 Jennifer Hune19

20.  What are the special needs, educational or communication needs of the student?  What are the student’s current abilities?  What materials and equipment are currently available that might meet those needs?  What is the physical arrangement and instructional arrangement in the environment?  What support is available in the school/home setting?  Cunningham and Kelly (NASP Communique’ 1997) 7/3/2016 SPED 7302 Jennifer Hune20

21.  What resources are available to people supporting the student?  How could activities be modified?  What activities does the student need to participate in and how would technology support it?  What options could be considered?  How can those options be explored?  What strategies can be used to increase the student’s interaction with the technology?  Cunningham and Kelly (NASP Communique’ 1997) 7/3/2016 SPED 7302 Jennifer Hune21

22.  Required only if they are related to developmental needs ◦ Mobility ◦ Interacting with the environment ◦ Communicating ◦ Performing cognitive tasks Cunningham and Kelly (NASP Communique’ 1997) 7/3/2016 SPED 7302 Jennifer Hune22

23.  Assess difficulties the student is experiencing ◦ Strengths, weaknesses  Existing functional response modes ◦ Functional demands  Auditory, visual, physical demands 7/3/2016 SPED 7302 Jennifer Hune23

24.  Assess strategies, materials and technology with which the student is familiar/student motivation ◦ Available environmental support ◦ Resources available  Brainstorm additional technology ◦ No tech, low tech, high tech  Establish evaluation criteria 7/3/2016 SPED 7302 Jennifer Hune24

25.  Environment and Context  Functional Demands ◦ Explore options ◦ Personal perceptions-client response to technology  Personal Resources 7/3/2016 SPED 7302 Jennifer Hune25

26.  External supports  Functional response is the result of the assessment ◦ (Result in) Personal changes in client  Evaluation and feedback feeds back into the model ◦ Review Randy’s case and discuss elements of the “Unifying Functional Model” 7/3/2016 SPED 7302 Jennifer Hune26

27.  PSAT-Precursor Screening for Technology  SETT-Student, Environment, Tasks, Tools 7/3/2016 SPED 7302 Jennifer Hune27

28. 7/3/2016 SPED 7302 Jennifer Hune28 PSAT-Precursor Screening for Technology Utilizes an assessment kit Utilizes an assessment kit Small flashlight with different colored lenses Small flashlight with different colored lenses Hard squeeze item Hard squeeze item Soft squeeze item Soft squeeze item Foam ball Foam ball Bean bag Bean bag Eye gaze board Eye gaze board Interlocking blocks Interlocking blocks Items are used to determine grip, range of motion, eye gaze and tracking, fine and gross motor skills Items are used to determine grip, range of motion, eye gaze and tracking, fine and gross motor skills Videotapes serve as inter-rater reliability for decision-making Videotapes serve as inter-rater reliability for decision-making

29.  Activities: ◦ Assessor interacts with the student within highly motivating activities ◦ Activities and items to elicit information regarding purposeful movement, such as head or neck movement and range of motion 7/3/2016 SPED 7302 Jennifer Hune29

30.  S-Student ◦ What the student needs to do ◦ What are the special needs ◦ What are the current abilities  E-Environment ◦ Materials available ◦ Physical arrangements ◦ Instructional arrangements ◦ Supports for student ◦ Resources for personnel  J. S. Zabala, LD Online 7/3/2016 SPED 7302 Jennifer Hune30

31.  The Student ◦ What does the student need to do? ◦ What are the student’s special needs? ◦ What are the student’s current abilities?  The Environment ◦ What materials and equipment are currently available in the environment where the student functions? ◦ What is they physical arrangement? Are there special concerns? 7/3/2016 SPED 7302 Jennifer Hune31

32. ◦ What is the instructional context? Are there likely to be changes? ◦ What supports are available to the student? ◦ What resources are available to the people supporting the student?  The Tasks ◦ What activities take place in the environment ◦ What activities support the student’s curriculum 7/3/2016 SPED 7302 Jennifer Hune32

33. ◦ What are the critical elements of the activities? ◦ How might the activities be modified to accommodate the student’s special needs? ◦ How might technology support the student’s active participation in those activities? 7/3/2016 SPED 7302 Jennifer Hune33 SETT Outline for Functional Technology Assessment

34.  The Tools ◦ What no-tech, low-tech, and high tech options should be considered when developing a system for a student with the needs and abilities doing these tasks in these environments? ◦ What strategies might be used to invite increased student performance ◦ How might these tools be tried with the customary environments in which they will be used? 7/3/2016 SPED 7302 Jennifer Hune34

35.  Step 1-Referral  Step 2-Team Meeting  Step 3-Evaluations  Step 4-Trying technology  Step 5-Written Report  Step 6-Follow-up  http://www.ar-ican.org/ http://www.ar-ican.org/ 7/3/2016 SPED 7302 Jennifer Hune35

36.  Multiple data collection formats ◦ Single Subject Research designs  Review designs  http://allpsych.com/researchmethods/singlesubjectdesig n.html http://allpsych.com/researchmethods/singlesubjectdesig n.html  Qualitative assessment ◦ Observing determining treatment fidelity 7/3/2016 SPED 7302 Jennifer Hune36

37.  Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs ◦ 300.6 (e) 7/3/2016 SPED 7302 Jennifer Hune37

38.  Training or technical assistance for the child with a disability or if appropriate that child’s family  Training or technical assistance for professionals (including individuals providing education or rehabilitation services) employers, or other individuals who provide services to, employ or are otherwise substantially involved in the major life functions of that child. 300.6 (f) 7/3/2016 SPED 7302 Jennifer Hune38

39. Functional Technology Assessment Assignment Pre-work Discussion:  Select the Case study at the instructional grade level at which you teach: 1) From the information you have been given, Develop a Present level of performance, 2) list assistive technology considerations for the case. 3) Write a goal  Submit 1-3 to Email to Dr. Hune. This serves as a beginning practice for doing your Functional Technology Assessment  As you do this work, Review SETT and Lindsey’s Functional Model (in this ppt.)for Decision-making  Also http://www.wati.org/content/supports/free/pdf/ ASNAT4thEditionDec08.pdfhttp://www.wati.org/content/supports/free/pdf/ ASNAT4thEditionDec08.pdf - 7/3/2016 SPED 7302 Jennifer Hune39

40.  Early Childhood Applications 7/3/2016 SPED 7302 Jennifer Hune40