1. Introduction to Assistive Technology for Special Educators 2016
Santa Barbara County SELPA
Introduction to Assistive Technology for Special Educators 2016
By Jarice Butterfield, Ph. D., CBIS
SBCSELPA Director
Website: sbcselpa.org

2. Agenda Overview of AT SPED Regulations SBCSELPA AT Plan – Why AT
The Role of Special Educators & AT
Documenting AT in the IEP
What is AT - Examples of AT in SPED 2

3. Overview of AT SPED Regulations3

4. “AT is “any item, piece of equipment, or product system, whether acquired or commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” 20 USC 1401 (1) CFR 300.5 4

5. CFR – Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. Such terms include:
A) the evaluation of needs…..
B) Purchasing, leasing or otherwise providing…..
C) Selecting, designing, fitting, customizing….
D) Coordinating with other therapies, interventions…
E) Training or technical assistance for individual with disability…
F) Training or technical assistance for professionals 5

6. Code of Federal Regulations (CFR) & AT Cont’d.
CFR – Each public agency shall ensure that assistive technology devices or assistive technology services or both, as those terms are defined in are made available to a child with a disability if required as part of the child’s
a) Special education under
b) Related services under
c) Supplementary aids and services under (a)(2)(ii)
Note: IDEA 2004 added the following factors that must be considered when developing the student’s IEP:
•Academic
•Developmental, and
•Functional needs of the student
These factors must be addressed when considering the need for 6

7. California Ed Code 30 EC 56020.5 - Definition of "Assistive Technology Device"
"Assistive technology device," as provided in paragraph (1) of Section 1401 of Title 20 of the United States Code, means any item, piece of equipment, or product system, whether acquired commercially without the need for modification, modified, or customized, that is used to increase, maintain, or improve functional capabilities of an individual with exceptional needs. The term does not include a medical device that is surgically implanted, or the replacement of that device. 7

8. 5 CCR § Definition of AT Services and Staff Qualifications - Related Services including Designated Instruction and Services
“Assistive technology service” means any service that directly assists an individual with exceptional needs in the selection or use of an assistive technology device that is educationally necessary. The term includes the evaluation of the needs of an individual with exceptional needs including a functional evaluation of the individual in the individual’s customary environment; coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education programs and rehabilitation plans and programs; training or technical assistance for an individual with exceptional needs or, where appropriate, the family of an individual with exceptional needs or, if appropriate, that individual’s family; and 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 individuals with exceptional needs. 8

9. 5 CCR § 3065 Cont’d Staff Qualifications - Related Services including Designated Instruction and Services
Assistive technology services shall be provided only by personnel who possess a: (A) license in Physical Therapy issued by a licensing agency within the Department of Consumer Affairs, where the utilization of assistive technology services falls within the scope of practice of physical therapy as defined in Business and Professions Code section 2620 and implementing regulations; or; (B) license in Occupational Therapy issued by a licensing agency within the Department of Consumer Affairs; or (C) license in Speech-Language Pathology issued by a licensing agency within the Department of Consumer Affairs or a valid document, issued by the California Commission on Teacher Credentialing, where the function of the assistive technology service is augmentative communication; or (D) baccalaureate degree in engineering, with emphasis in assistive technology; or (E) baccalaureate degree in a related field of engineering with a graduate certificate in rehabilitation technology or assistive technology; or (F) certification from the Rehabilitation Engineering and Assistive Technology Society of North America and Assistive Technology Provider (RESNA/ATP); or (G) a certificate in assistive technology applications issued by a regionally accredited post-secondary institution; or (H) a credential that authorizes special education of physically handicapped, orthopedically handicapped, or severely handicapped pupils. 9

10. Why AT 10

11. Why AT ?
Research shows that technology aids in enhancing content and skill acquisition by students by targeting a variety of learning styles
Even if you do not have a student with IEP designated AT needs, use of technology may help students with “invisible learning disabilities” or students who have not had a formal AT assessment 11

12. “Assistive technology has great potential in providing access for all learners. Through the use of a variety of assistive technologies, student with disabilities can have the ability to access the general curriculum. When assistive technology is appropriately integrated into the regular classroom, students are provided with multiple means to complete their work.”
Janet Jendron University of South Carolina Assistive Technology Project 12

13. AT can aid in all subject areas in school
Why AT Cont’d.
AT helps students who have disabilities learn material in a way that they can understand it
AT helps eliminate the barriers students may face that prevent them from performing at or near the same level as their peers
15-20% of the general student population is in need of some type of “cognitive task assistance”
AT can aid in all subject areas in school
(Family Center on Technology & Disability) 13

15. SBCSELPA AT Plan
All special educators will function as “take charge” case managers who take responsibility for their students’ AT needs (assessment, coordination, training, etc.)
All special educators (across the entire spectrum of special education) will have knowledge of AT best practices and how to apply them to enhance students’ learning needs
SBCSELPA will provide ongoing training and support to facilitate best practices and skill acquisition of all special educators
SBSELPA will provide ongoing access to AT experts 15

16. The Role of Special Educators & AT
To assess (informally or formally) ways AT can help students on caseload better access their education
To provide oversight of designated AT services (order supplies, provide or seek training for student, train or inform other staff, and network with parent or guardian
To determine AT needs as part of the IEP process
Stay up on “best practices” in assistive technology through on-going staff development 16

17. What is Assistive Technology? Examples of AT in Education17

18. Examples of AT in SPED
AT can be anything from a simple device, such as a magnifying glass, to a complex device, such as a computerized communication system. 18

19. Examples of AT Use in SPED
You may incorporate the use of AT even if it is not necessary for FAPE or documented in the IEP
Examples of use of AT: enlarge fonts, use of amplification devices, use of computers, have calculators available, etc. It will benefit all of the students! 19

20. Examples of How to Use AT Use in the Classroom
Have computers with appropriate software available in the classroom (general or special education) that are set for the use of students with disabilities to access as per their IEP
Incorporate AT into lesson plans
Familiarize the other students in the class with the AT that other students may be using and make sure they understand why it is being used
Allow all students to access AT in order to lesson any stigma of using AT
Use the AT such as enlarged fonts, amplification, computer aided lessons, etc. with all students 20

21. AT Available in Classrooms
What AT do you have available in your classroom that may assist students with disabilities?
Communication
Reading
Learning and studying
Math
Mobility
Vision 21

22. Answers May Include
General Technology Available in the Classroom that may benefit students with disabilities:
Computers
Calculators
Projectors
Smart boards
Recording devices
Computer software
Ipads or other similar devices with “apps”
Spell checking devices 22

23. Overview of Assistive Technology in IEPs
Assistive technology needs must be “considered” along with the child’s other educational needs (IDEA 2004)
There are many right ways to include AT in the IEP
AT may be a tool that assists a student to perform a functional task that they cannot perform well or cannot perform at all because of their disability
Need for technology must be individualized to the student
Identification for needs for technology must involve family members and a multidisciplinary team
Parents or IEP members can ask for additional evaluation (assessment) to determine assistive technology needs 23

24. Overview of Assistive Technology in IEPs Cont’d.
When a formal AT assessment is being conducted (versus informal AT needs considered), the areas to address should include: 1) fine-motor skills 2) communication, and 3) alternatives to traditional learning approaches
The IEP should clearly communicate what services related to AT needs will be provided help the student:
access the core curriculum
who will provide the AT services or ensure it is implemented
intended outcomes
Note: AT included in the IEP must be a no cost to the parent/guardian, and if IEP team feels appropriate, the AT devices or tools must also be allowed to go home with the student 24

25. IEP Present Levels
AT needs may be listed in the present levels of performance (PLOPS)
Sample Areas of PLOPS where AT can be included:
Pre academic/Academic/Functional Skills
Student is able to read and understand print at grade level with use of a print magnification device such as………………
Communication Development
Student is able to communicate basic needs through use of a communication device such as………………
Gross/Fine Motor Development
Student manifests weak fine motor skills that impact writing. Student is able to write readable print that is appropriately spaced using a specialized pencil grip…… 25

26. IEP Special Factors “yes”
IDEA requires that AT be considered on the “special factors” portion of the IEP used by SBCSELPA
Example:
Does the student require assistive technology devices and/or services? No √ Yes – Specify
Note: marking “yes” does not require or trigger assessment
Samples:
1)The student requires use of a communication device to communicate basic wants and needs Or
2) The student requires use of a speech to text word processing program via computer to communicate ideas in writing

27. IEP Special Factors “no”
Does the student require assistive technology devices and/or services? √ No Yes – Specify
Note: make a comment in the IEP (notes or on special factors page that indicates it was considered)
√ No
Student may benefit from the use of a computer word processor but it is not required for FAPE

28. AT in IEP Goals & Objectives
IEP goal can be focused on training and use of AT or a AT as an accommodation included within the goal.
IEP Goals also do one of the of the following:
Enables student to be involved/progress in core curriculum/state standard
Addresses other educational needs resulting from the disability
Transition Goal: Education, Training Employment or Independent Living
Are linguistically appropriate 28 28

29. Examples of AT in IEP Goals
What AT do you have available in your classroom may assist students with disabilities?
Communication
Reading
Learning and studying
Math
Mobility
Vision 29

30. IEP Related Service
AT needs may be listed as a “Related Service” on the IEP
Sample Areas of AT as a related service:
Service: Occupational Therapy
Provider: OT
Start Date: End Date:
Frequency: 2x weekly Duration: 30 minutes
Comments:
Student will be provided OT support in order to facilitate use of low level AT devices to support written language

31. Sample #1 IEP Goal & Objective
Sample baseline: Mary is currently able to communicate her interests and needs by pointing to a visual in 2 out of five trials over a two week time period. She has not used a voice output device.
Sample goal:
Mary will communicate her interests and needs in three or more environments/situations using a single message voice input device 4 out of 5 trials as measured by observation and data tracking records.
Sample Objectives:
1. Mary will communicate her interests and needs in any given environment using a single message voice input device 2 out of 5 trials
2. Mary will communicate her interests and needs in two or more environments using a single message voice input device 3 out of 5 trials 31

32. IEP Supplementary Aids, Services & Other Supports & Service
AT needs may be listed in the IEP “Supplementary Aid, Services, or other Services” section of the IEP:
Aids, Services, Program Accommodations/Modifications, and/or Supports:
Example: Student will be provided the use of an electronic tablet device such as the Ipad and “app” such as Proloquo to Go to facilitate communication of basic needs and wants
√ indicate this support is for the student
√ Indicate the start and end date
√ Indicate the frequency & duration
√ Indicated where the AT will be used

33. Examples of AT AT CATEGORY WHY STUDENT WOULD NEED EXAMPLES
Computer Access
If a student cannot access the computer in its standard form and they need it to perform academic tasks
•Word prediction
•Switches
•Voice recognition software
•Alternate keyboards
•Pointing options
Writing
If a student is having difficulty with writing or with composing written pieces
•Pen/pencil grips
•Adapted paper
•Writing templates
•Word processor
•Word card, book wall, thesaurus
•Software 33

34. Examples of AT Cont’d. AT CATEGORY WHY STUDENT WOULD NEED EXAMPLES
Augmentative / Alternative Communication
If a student shows a documented difference between comprehension of language and ability to express it, demonstrates delayed expressive language, or if their speech is not understandable to those around them
•Communication board
•Eye/gaze board or frame
•Voice output device •Device with speech synthesis
Reading
If a student is having trouble understanding what they are reading or paying attention to the reading assigned
•Word prediction phrases/texts
•Book adapted for page turning
•Electronic book
•Single word scanners
•Talking electronic devices/software 34

35. Examples of AT Cont’d. AT CATEGORY WHY STUDENT WOULD NEED EXAMPLES
Learning / Studying
If a student is struggling to organize their work, track various projects or get their work done in a timely manner, or they are having trouble understanding the various lessons
•Highlighters
•Recorded material
•Copies of notes (carbon paper or use of electronic device to take notes
•Hand held scanners
•Electronic PDA devices
•Copy of schedule or visual schedule
Math
If a student is finding it difficult to keep up with the majority of the class in math lessons
•Number line
•Enlarged worksheets
•Graph paper
•Talking clock
•Computer assisted learning that is self-paced
•Oral response device 35

36. Examples of AT Cont’d. AT CATEGORY WHY STUDENT WOULD NEED EXAMPLES
Vision
If a student demonstrates trouble seeing or cannot see at all
•Eyeglass
•Magnifier
•Large print books
•CCTV (audio input)
Hearing
If a student demonstrates trouble hearing or cannot hear at all
•Pen and paper – written input
•TTD/TTY for phone access
•Closed captioning
•Hearing aides
•FM amplification system 36

37. AT Needs Over Time…..
As a student’s schoolwork get more advanced, their technology needs may change or increase
New technology may be come available that will better meet the need of the student over time
During a regularly schedule evaluation, the IEP team may recommend another piece of technology that will better suit the student 37

38. In Summary…. Use Technology!
Learning how to use the AT devices that will be present in the classroom (SPED or general ed classroom)
Familiarize the whole class with the AT and why some students may need to use it
Incorporate AT into the regular school day
Ask for help from others when needed
Be prepared to discuss AT needs of student at IEP
Collaborate with families and other IEP team members to ensure student is successful with AT 38

39. Group Practice Divide up in to groups of two (partners)
Read the “student scenarios” samples provided
Describe the student’s current levels of performance
Brainstorm ways AT may assist the student
Complete the Special Factors portion of the IEP
List any Supplementary Aid, Services, or other Services” that may be needed related to AT
Write one sample AT goal for the student 39

40. Resources •Family Center of Technology and Disability
•National Dissemination Center for Children with Disabilities
•Center for Implementing Technology in Education
•Assistive Technology in the Classroom
•Office of Special Education Programs (OSEP)
•WATI – Wisconsin Assistive Technology Instruction 40