1. Assistive Technology in the IEP… What Special Ed Directors
Arizona Department of Education Exceptional Student Services Assistive Technology
4/2/2017
Assistive Technology in the IEP…
What Special Ed Directors
Need to Know
Arizona Department of Education
Exceptional Student Services
Assistive Technology
School Days Graphics courtesy of Pete's PowerPoint Station
What Educators Need To Know

2. Hello QIAT friends
This is an abbreviated version of our presentation. I have removed slides not relevant outside of Arizona. I hope you enjoy the AT Myths. They were initially created by me and Christine Flannigan from Glendale (AZ) Union High School for a presentation to school psychologists. They were so successful in creating great talking points that we embedded them in other presentations, including this one. If you have myths we need to add, we’d love to hear from you.

3. Arizona Department of Education
Exceptional Student Services
Assistive Technology Team
Bruce Kennedy, MA, MPA
Assistive Technology Specialist
Flagstaff
Mary Keeney, CCC, SLP
Phoenix
Ann Gortarez, MEd
Tucson

4. Learner Outcomes: Learners will identify:
Arizona Department of Education Exceptional Student Services Assistive Technology
4/2/2017
Learner Outcomes:
Learners will identify:
Legal aspects of assistive technology (AT)
Low tech to high tech continuum of AT
SETT Framework for consideration
Common myths and misconceptions about delivering AT services in the schools
ADE Assistive Technology resources and services
What Educators Need To Know

5. What is Assistive Technology?
Special education law defines assistive technology as both devices and services.

6. Assistive Technology Devices
“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 of a child with a disability.”
IDEA ‘04
*except
surgically implantable devices

7. Any device Used by a person To improve AT Devices with a disability
(off the shelf, customized, or modified)
Used by a person
with a disability
AT Devices
To improve
functional capabilities

8. In other words…
ANYTHING you can make, or buy, or change, that will help ANY student, with ANY disability, do ANYTHING.

9. Assistive Technology Services
“... any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.”
Evaluation and selection of an
assistive technology system
Purchasing, leasing, or acquiring
devices
Training and technical assistance for the
individual, family/caregiver, and school staff

10. AT in the IEP
Assistive technology must be considered at every annual IEP meeting, regardless of the type or severity of the student’s disability.

11. In other words…
Consider assistive technology for every student, every disability, every annual IEP, every time.*
*at a minimum

12. AT may be documented in a variety of places on the IEP:
Arizona Department of Education Exceptional Student Services Assistive Technology
4/2/2017
AT may be documented in a variety of places on the IEP:
Special Factors
PLAAFP
Goals
Support Services
Supplementary Aids and Services
Related Services
Accommodations
Transition Plan
Where you are in AT implementation plan will determine in part where it will be documented
NEVER discuss AT at the beginning of the meeting!
Student has access to ________ is not documenting AT
Should be about features
Relate it to transition planning/advocacy/
The only way you can document it wrong is by not documenting it
Goals need to functional not behavioral (ie bring laptop 3/5 days no)
What Educators Need To Know

13. Section 504 of the Rehabilitation Act
Prohibits discrimination against individuals with disabilities
Applies to all programs that receive federal funds, including the public school system
Students with disabilities must be given the same opportunities to participate in educational programs and activities as their classmates, and the use of AT may be considered as an accommodation.
If a child does not qualify for special education services, they may be able to acquire AT through a Section 504 plan.
PEA staff members may also fall into this category as employees with disabilities.

14. Arizona Department of Education Assistive Technology Services
Arizona Department of Education Exceptional Student Services Assistive Technology
4/2/2017
Arizona Department of Education Assistive Technology Services
Grant funded trainings
District trainings
Regional trainings
Tech support
Consultation
Loan library
-Any PEA (public or charter school) is eligible
-Private schools, BIE schools not eligible
What Educators Need To Know

15. Arizona Department of Education Exceptional Student Services AT Loan Library www.adeatloan.org

17. AT Infomercial

18. So, what AT do students with ______ need?
Arizona Department of Education Exceptional Student Services Assistive Technology
4/2/2017
So, what AT do students with ______ need?
What Educators Need To Know

19. Improve Functional Capabilities in…
Arizona Department of Education Exceptional Student Services Assistive Technology
4/2/2017
Improve Functional Capabilities in…
Activities of Daily Living
Communication
Composing Written Materials
Computer Access
Control of the Environment
Executive Functioning
Hearing
Learning/Studying
Math
Motor Aspects of Writing
Positioning & Seating
Reading
Recreation
Mobility
Vision
All ideas above quoted directly from the “Assistive Technology Consideration Quick Wheel” sold by TAM All pictures used with permission from ATEN of FL
What Educators Need To Know

20. The SETT Framework (Zabala, 1995)
Arizona Department of Education Exceptional Student Services Assistive Technology
4/2/2017
The SETT Framework (Zabala, 1995)
Step 1
Student’s present levels of academic and functional performance and evaluation data
Environment where the student will make progress toward mastering the curriculum goals and objectives
Tasks and objectives that address the student’s needs within the general curriculum
Tools/AT devices and services required for the student to make progress toward the objectives
Step 2
Step 3
Step 4
What Educators Need To Know

21. Which Tools?
Who?
What?
Where?

22. S E T T is an ongoing process
Student
Environment
Tasks
Tools

23. Is this AT?
bendy straw
clipboard
page-up
curly shoelaces
duct tape

24. The Assistive Technology Continuum
Arizona Department of Education Exceptional Student Services Assistive Technology
4/2/2017
The Assistive Technology Continuum
No or low tech
Mid tech
High Tech
Discuss start low and work your way over, multiple solutions,
What Educators Need To Know

25. Quality Indicators for Administrative Support of Assistive Technology
The public education agency (PEA) has written procedural guidelines that ensure equitable access to AT devices and services for students with disabilities, if required for a free and appropriate public education (FAPE).  
Intent: Clearly written procedural guidelines help ensure that students with disabilities have the AT devices and services they require for educational participation and benefit. Access to AT is ensured regardless of severity of disability, educational placement, geographic location, or economic status.
©The QIAT Community (Revised, 2005). Quality Indicators for Assistive Technology Services. For more information, visit the QIAT web site at

26. Quality Indicators for Administrative Support of Assistive Technology
The PEA broadly disseminates clearly defined procedures for accessing and providing AT services and supports the implementation of those guidelines.
Intent: Procedures are readily available in multiple formats to families and school personnel in special and general education. All are aware of how to locate the procedures and are expected to follow procedures whenever appropriate.

27. Quality Indicators for Administrative Support of Assistive Technology
The PEA includes appropriate AT responsibilities in written descriptions of job requirements for each position in which activities impact AT services.
Intent: Appropriate responsibilities and the knowledge, skills, and actions required to fulfill them are specified for positions from the classroom through the central office. These descriptions will vary depending upon the position and may be reflected in a position description, assignment of duty statement, or some other written description.

28. Quality Indicators for Administrative Support of Assistive Technology
The PEA employs personnel with the competencies needed to support quality assistive technology services within their primary areas of responsibility at all levels of the organization.
Intent: Although different knowledge, skills, and levels of understanding are required for various jobs, all understand and are able to fulfill their parts in developing and maintaining a collaborative system of effective AT services to students.

29. Quality Indicators for Administrative Support of Assistive Technology
The PEA includes AT in the technology planning and budgeting process.
Intent: A comprehensive, collaboratively-developed technology plan provides for the technology needs of all students in general education and special education.

30. Quality Indicators for Administrative Support of Assistive Technology
The PEA provides access to ongoing learning opportunities about AT for staff, family, and students.  
Intent: Learning opportunities are based on the needs of the student, the family, and the staff and are readily available to all. Training and technical assistance include any topic pertinent to the selection, acquisition, or use of AT or any other aspect of AT service delivery.

31. Quality Indicators for Administrative Support of Assistive Technology
The PEA uses a systematic process to evaluate all components of the agency-wide AT program.
Intent: The components of the evaluation process include, but are not limited to, planning, budgeting, decision-making, delivering AT services to students, and evaluating the impact of AT services on student achievement.  There are clear, systematic evaluation procedures that all administrators know about and use on a regular basis at central office and building levels.

32. Top 10 Myths About Assistive Technology in Special Education

33. # 1
Myth: AT is always high tech and expensive

34. # 2
Myth: AT is really only for students with certain kinds of disabilities

35. # 3
Myth: All you need to do is check the box in special factors and that constitutes “consideration” of AT

36. # 4
NEVER name AT in an IEP. Discuss when why and how to document AT in the IEP.

37. # 5
Myth: AT cannot go home Sister Myth: AT purchased by parents can never be used at school

38. # 6 Myth: There’s got to be an AT Evaluation here somewhere!
Still methodical process BUT often there is no AT eval and that is OK.

39. # 7 MYTH: If AT is not working, it must be the student’s fault.
“Don’t blame the lettuce.”

40. # 8
Myth: You should wait until students are “READY” to use AT.

41. # 9
A.T.
Myth: AT is a “cure-all” that can replace good instruction

42. # 10 Myth: There is an AT Lone Ranger out there somewhere.
The AT Specialist is not responsible for identifying and implementing AT- all by themselves. AT consideration is, always will be, and should be a TEAM sport.

43. Bonus Myth: If you have UDL, you don’t need AT.
May need to define UDL.

44. Resources and Handouts

45. Contact Information
Bruce Kennedy, MA, MPA ADE/ESS Assistive Technology Specialist Northern Region (928) Mary Keeney, CCC-SLP ADE/ESS Assistive Technology Specialist Central Region (602) Ann Gortarez, MEd ADE/ESS Assistive Technology Specialist Southern Region (520)