1. ED 505 Fall 02 2014 Carmen Martin

2. Assistive Technology (AT) is any tool, program, device & associated services that help a students to reach the desired learning outcomes given a particular disability. Underutilized for a variety of reasons. Americans with Disabilities Act ( ADA ) Section 508 of the Rehabilitation Act Assistive Technology Act of 1998 Individuals with Disabilities Education Improvement Act of 2004 (IDEA ’04)

3. Devices AT can be simple to complex & inexpensive to very costly. breakingdownwallsbuildingbridges.blogspot. com

4. Services Services include assistance with and support of the selection, acquisition, or use of any assistive technology device. This includes the following: Evaluate student’s need for a device Buying, leasing, or acquiring the equipment or hard/software Selecting, fitting, adapting, repairing, or replacing the device. Coordinating the use of a device. Providing training and/or technical assistance to the student, family, teachers, and all or others who interact with the student and needs the knowledge.

5. FM Systems, Infrared Systems, Induction Loop Systems, One-to-One Communicators, etc. Infrared Hearing Aid Loop Systemswww.arc.net.nz The Sign Language Ring | At The Rimattherimmm.blogspot.com

6. Video Magnifiers, Braille, Optical Character Recognition Systems, Speech Systems, Magnification Programs for the Computer Screen www.petit-prince-collection.com www.atarizona.com atwiki.assistivetech.net www.visual-techconnection.com

7. Dysgraphia, Dyscalculia, Dyslexia, ADD/ADHD, and Executive Functioning AT: Electronic Worksheets, Text to voice, Digital Pens, Graphic Organizers Portable Word Processors, Word Prediction Software, APP such as phonetic spelling software, Audio Books, graph paper, pencil grips, etc. theinnovativeeducator.blogspot.com wvats.cedwvu.org Dysgraphia - etec.ctlt.ubc.ca Dyslexia - oraclecharterschool.org

8. Autism Spectrum, Paraplegia, Quadriplegia, Multiple Sclerosis, Hemiplegia, Cerebral Palsy, Dystrophy, Polio, absent limb/reduced limb function, etc. blog.amsvans.com www.rifton.com

9. School & IEP Each schools must establish and follow a systematic plan to ensure that AT is considered for each student with a disability. The school is also responsible for the cost of the devices and services. It is the responsibility of the IEP (Individual Education Plan) team to determine if AT devices and services are needed to accomplish the student’s goals and objectives. The Team should be made up of everyone who works with a student Issues the Team must consider are l Functioning Level Strengths & Weaknesses Previously used strategies and accommodations. Use of AT devices and services Also, it is important for the team to consider in what areas the focus will be on REMEDIATION (providing additional instruction, training, or coaching to help a student improve his or her performance) or COMPENSATION (using technology or other strategies to make up for difficulties performing specific tasks). Team & Approach

10. In the implementation of AT Devices and Services, the first step is the selection of a sub-group from the IEP team, those who will be most impacted/involved with the AT, called the “Assistive Technology Team”. The Assistive Technology Team then develops a plan that includes: Contact person for coordinating efforts Implementation Team members and their roles AT devices and services used How AT will be used in home, school, and community environments AT training for student, teachers, and parents How AT will be monitored and evaluated

11. Feedback & Observation As soon as implementation of AT has begun, information must be gathered so informed decisions about what is working can be made by the Implementation Team. Information should include: Student feedback Observations Performance data The Implementation Team must monitor the AT devices and services over time to determine it’s effectiveness. The Implementation Team must consider possible explanations if the AT devices/services are not effective and then continue attempts to find more suitable AT for the student. If the AT has been found to be beneficial, ongoing monitoring is necessary to determine whether the assistive technology: Is used routinely with continued success Is only used intermittently, which raises questions about the actual benefits Is abandoned at some point

12. American Foundation for the Blind. (2014). Assistive Technology. Retrieved on [11/01/2014] from http://www.afb.org/info/living-with-vision-loss/using- technology/assistive-technology/123 American Speech-Language-Hearing Association. (2014) Hearing Assistive Technology. Retrieved on [11/01/2014] from http://www.asha.org/public/hearing/Hearing-Assistive-Technology/ Family Center on Technology and Disability. (2014). Assistive Technology Laws: Retrieved on [11/01/2014) from http://www.fctd.info/resources/techlaws.php National Center for Learning Disabilities. (2014). Assistive Technology. Retrieved on {11/01/2014] from http://www.ncld.org/students-disabilities/assistive-technology- education The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on [11/01/2014] from http://iris.peabody.vanderbilt.edu/module/at//