1. Agenda Introduction Overview of AT Presentation Questions & Answers
Overview of Assistive Technology
Agenda
Introduction
Overview of AT Presentation
Questions & Answers
Purpose
To be able to answer “What is AT?”
To understand when AT needs to be considered
To learn some new AT tools and strategies
SRVUSD Special Education SELPA 1

2. Introduction to Assistive Technology
Overview of Assistive Technology
Introduction to Assistive Technology
SRVUSD Special Education SELPA 2

3. Overview of Assistive Technology
Using Technology
Why Would Anyone Use Technology? … to accomplish tasks that would be difficult or impossible to accomplish without assistance where the tasks need to be done in the available time with the available resources
SRVUSD Special Education SELPA 3

4. What is Assistive Technology?
Overview of Assistive Technology
What is Assistive Technology?
A system of no tech, low tech, and high tech tools, strategies, and services that match a person's needs, abilities, and tasks
SRVUSD Special Education SELPA 4

5. Example of How AT Can Help

6. Reading Fact
Roughly 85% of children diagnosed with learning difficulties have a primary problem with reading and related language skills.
Reading difficulties are neurodevelopmental in nature.
Neurodevelopmental problems don't go away, but they do not mean that a student (or an adult) cannot learn or progress in school and life.
Most children with reading difficulties can be taught reading and strategies for success in school.
When children's reading problems are identified early, they are more likely to learn strategies that will raise their reading to grade level.

7. Decoding Activity: Recognizing Phonemes
Phonemes are the building blocks of language. Represented by letters of the alphabet, they are the component sounds of spoken words. Most people automatically hear, for example, that the word "goat" is made up of three sounds: "guh," "oh," and "tuh." Reading requires the ability to map the phonemes we hear to letters on a page, and vice versa. But what happens when this basic skill, called decoding, doesn't come automatically? Imagine struggling to sound out every word because you can't distinguish among phonemes.

8. Take a few moments to familiarize yourself with this phoneme translation key. Then use it to read the passage on the next page.
Phoneme translation key:
When you see
Pronounce as
q z p b ys a, as in bat e, as in pet
d or t m b p er e, as in pet a, as in bat

9. Read the passage aloud to yourself -- or to a roomful of your peers
Read the passage aloud to yourself -- or to a roomful of your peers! (Here's that translation key again.)
When you see
Pronounce as
q z p b ys a, as in bat e, as in pet
d or t m b p er e, as in pet a, as in bat
Passage: We pegin our qrib eq a faziliar blace, a poqy like yours enq zine. Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign. Enq wiqhin each one of qhese zany calls, each one qheq hes QNA, Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze. So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz. Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze. Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain. Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.

10. Decoding Activity: Recognizing Phonemes
Here is the translation:
We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA, The DNA code is exactly the same, a mass-produced resume. So the code in each cell is identical, a remarkable but valid claim. This means that the cells are nearly alike, but not exactly the same. Take, for instance, the cells of the intestines; that they're vital is certainly plain. Now think about the way you would think if those cells were the cells in your brain. (Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.)
So how did you do? Assuming you found the exercise difficult (that was our intention), consider that we disguised only eight of the forty-four known phonemes in the English language. And imagine if this weren't a game.

11. What is Assistive Technology. IDEA (20 U. S. C
What is Assistive Technology? IDEA (20 U.S.C. Section 1401) includes the following definitions:
Assistive Technology Device:
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 children with disabilities.
Assistive Technology Service:
Any service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device.
AT is a tool for access (e.g., school environment, core curriculum) and for independence (e.g., communication, mobility) and will change as the student’s needs change and as technology continues to change. The need for AT should be an integral part of a comprehensive assessment for students with disabilities in all areas related to their disabilities, as appropriate, for each student and must be considered by the IEP team, based upon the student's assessed needs and strengths.
Although the IDEA uses the term “device”, IEP teams should remember that assistive technology also includes AT hardware and software. AT may also include technology solutions that are considered instructional technology tools, if they have been identified as educationally necessary and documented in the student's IEP (i.e., a classroom computer with a word processing program that already exists in the general or special education classroom).
AT may also include low technology solutions that may be typically classified by IEP teams as modifications (i.e., pencil grips or adapted paper).
Caution: AT devices may also include items such as eyeglasses that are typically considered “personal” if the IEP team determines the device is educationally necessary…..the same would apply to hearing aids….(see OSEP opinion letters: 11/19/93 Mr. Peter Seiler; 1/13/95 Mr. Terry Bachus). Be careful what you recommend as “educationally necessary”! 11

12. Abilities to Goals
ABILITIES
GOALS
TOOLS

13. Consideration
Use a dynamic, ongoing process of information gathering and decision-making.
Trials should be conducted before determining if an AT device is appropriate.
Take into account the required tasks within various instructional areas across all relevant environments

14. Considerations (cont.)
Match device features to student’s capabilities, interests and needs
Evaluate the student’s AT needs including addressing barriers to student’s performance
Team must have knowledge and experience with AT; may consult with other district personnel, use outside agencies or vendors, but the final decision rests with the IEP team

15. Remember Consideration and training are ongoing processes
Factors which may influence the process:
Change in the environment
Change in the student needs/skills/preferences
New technology
There are no guarantees: it is important to realize the solution reached at one point in time may not be appropriate later!

16. Assistive Technology in Federal Legislation

17. Legislation The Individuals with Disabilities Education Act (IDEA)
The Assistive Technology Act
Americans with Disabilities Act (ADA)
Section 508 of the Rehab Act

18. The Individuals with Disabilities Education Act (IDEA, 2004)
Guarantees all children with disabilities the benefit of a free appropriate public education (FAPE)
Services defined in the Individualized Education Program (IEP)
AT must be “considered” for every student during the development of the IEP
AT that is needed must be provided at no cost to the individual or family

19. AT Concepts
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

20. AT Concepts
Categories of tools that can be AT if required by a student for FAPE
Assistive Technology
Instructional Technology
Universally Designed Technology
Universally Designed Instruction (UDL)

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

22. Continuum from Low to High Tech
Overview of Assistive Technology
Continuum from Low to High Tech
Slides 15-16
10 minutes
including video
Assistive
SAY.. AND/OR USE VIDEO…
SAY: It has been estimated that there are thousands of devices that fall into the AT continuum, so some classification system is helpful.
SAY: Often, when people think of technology, they think only high-tech products, such as computers and high-tech communication aids, but the range of AT devices falls into a broad continuum from very low, non-electronic technology to very complex high technology. .
SAY: Some AT devices are relatively simple, but potentially very effective “low tech” devices. Sometimes they have no electronics in them and sometimes they have very simple electronics which are often powered by standard batteries. Some examples of low tech devices include talking spell checkers, pencil grips, slant boards, single-message speaking devices, and splints.
SAY: Other AT devices are a bit more complex and fall into the lower end of “high tech”. Devices in this category are called “mid-tech” by some people. They have a degree of electronic functioning and almost always have some sort of power source that requires some level of care. These devices are potentially very powerful, but for many users often require less training and support to get started. Some examples of mid-tech devices include portable word processors, multiple-message communication aids, and some alternate computer access devices.
SAY: Examples of the most complex, but often necessary, AT category - high tech - includes computers, very sophisticated communication aids, and more complex computer input systems such as those controlled by eye gaze or with speech. Tools in this category generally require more training and maintenance than less complex tools.
IF USING THE VIDEO, SAY: Please turn your attention to the monitor as have a look at examples of tools on the AT continuum.
CLICK THE MOUSE TO PROCEED TO THE NEXT SLIDE.
Technology
Low Tech
Mid Tech
High Tech
*Simple
*Some Maintenance
*Complex Electronics
*Little Maintenance
*Some training
*More training
*Limited/No Electronics
*More Electronics
*More Maintenance
SRVUSD Special Education SELPA 22

23. Low and High Tech
LOW TECH: Equipment and other supports readily available in schools, including off-the-shelf items to accommodate the needs of the students, which can be provided by general/special education through the Student Study Team/IEP processes (e.g., calculator, tape recorder, pencil grip, large pencils) 23

24. Low and High Tech (cont.)
HIGH TECH: Supports and services beyond basic assistive technology, often for students with low incidence and/or significant/severe disabilities, which require more in-depth assessment (e.g., closed circuit television (CCTV), FM systems, sound field systems, augmentative communication devices, alternative computer access, and specialized software)
It is important to consider and use the technology purchased with state and federal technology funds for all students (e.g., computers and basic software), and to request funding for students with disabilities who may not have access to the technology purchased with these funds. [Same argument as with text books for all students!] 24

25. Who is Assistive Technology Team?

26. The Assistive Technology Team is made up of anyone that interacts with the student:
Teachers and paraprofessionals,
Parents,
Other Specialists – speech, OT, Physical
Other agencies such as the Regional Center, CCS, outside assessors.
However! AT decisions are made by the student’s IEP team.

27. 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

28. Assistive Technology Decision-making

29. Gather data from a variety of sources...
Overview of Assistive Technology
Gather data from a variety of sources...
“That was wonderful, Leonard, but according to our earlier assessments, you are not able to do that.”
SRVUSD Special Education SELPA 29

30. The SETT Framework
Student
Environments
Tasks
Tools

31. The Goal of SETT Framework
… to help collaborative teams create
Student-centered (Self),
Environmentally-useful, and
Tasks-focused
Tool systems
that foster the educational success of
students with disabilities

32. The Student/Self
The person who is the central focus of the AT process.
The person for whom everyone involved in any part of the AT service provision is an advocate.

33. Environments
The customary environments in which the student is (or can be) expected to learn and grow

34. Tasks
The specific things that the student needs to be able to do to reach expectations and make educational progress

35. Tools
The supports and services needed by the student and others for the student to do in tasks in order to meet expectations

36. Critical Elements of the SETT Framework
Overview of Assistive Technology
Critical Elements of the SETT Framework
Collaboration
Communication
Multiple Perspectives
Pertinent information
Shared Knowledge
Flexibility
On-going Processes
SRVUSD Special Education SELPA 36

37. Feature Matching Individual Technology Needs Abilities Expectations
Environments
Future Plans
Technology
Features
Input/User Interface
Processing
Output

38. Quality Indicators for Assistive Technology Services (QIAT)
Overview of Assistive Technology
Quality Indicators for Assistive Technology Services (QIAT)
SRVUSD Special Education SELPA 38

39. Quality Indicators for Eight Areas
Administrative Support
Consideration
Assessment
IEP Development
Implementation
Evaluation of Effectiveness
Transition
Professional Development

40. Areas of Assistive Technology Devices
Overview of Assistive Technology
Areas of Assistive Technology Devices
SRVUSD Special Education SELPA 40

41. Major Categories of Assistive Technology Devices
Overview of Assistive Technology
Major Categories of Assistive Technology Devices
Low Tech Solutions Creative Thinking
Seating/Positioning
Mobility Aids
ADL / EADL
Recreation
Computer Access
AAC
AT for People with Learning Disabilities
AT for People with Sensory Impairments
SRVUSD Special Education SELPA 41

42. Thinking about AT TOOLS For whom? Think STUDENT or SELF For where?
Overview of Assistive Technology
For whom? Think STUDENT or SELF
For where?
Think ENVIRONMENT
Thinking about
AT TOOLS
For what?
Think goals and TASKS
SRVUSD Special Education SELPA 42

43. Low Tech Solutions - Creative Thinking
Overview of Assistive Technology
Low Tech Solutions - Creative Thinking
SRVUSD Special Education SELPA 43

44. “Imagination is more important than knowledge”
Albert Einstein

45. AT is Everywhere!! AT does not have to be expensive or complicated
AT can be anything that assists a person with a disability

46. Example of Creative Thinking
Plant Watering Device
Battery Operated Kerosene Pump
Adapted for switch access
Total device cost - under $10

47. Remember…..
Think Outside the BOX!!!
Traditional
Thinking

48. Computer Access

49. Examples of Input Devices
Assisted Keyboard
On-Screen Keyboard
Cursor Control-Pointer Systems
Alternative Keyboards
Voice Recognition
Eye-Gaze
Keyboard Emulation (ASCII)
Switch
Direct Switch Interface
Scanning
Morse Code
Auditory

50. Output Modalities
Auditory
Visual
Combination
Interface
Tactile

51. AT for Persons with Disabilities

52. Reading Support
Writing Assistants
Organizational Assistants
Math/Spelling Supports

53. AT – Reading Support Color Highlighting
Overview of Assistive Technology
AT – Reading Support
Color Highlighting
Books with audio or electronic formats
Reading Pen
Text Reading Software
Quicktionary reading pen
Kurzweil 3000
SRVUSD Special Education SELPA 53

54. AT Low Tech - Writing Assistants
Overview of Assistive Technology
AT Low Tech - Writing Assistants
Slant Board
Magnetic Words
Labels
Pens/Markers
Pencil Grips
Raised Paper
Templates
Quicktionary reading pen
Kurzweil 3000
SRVUSD Special Education SELPA 54

55. AT Mid Tech – Writing Assistants
Portable Word Processors
Neo/Alphasmart
Fusion
DreamWriter
Writing Correction
Franklin Dictionary

56. AT High Tech - Writing Assistants
Pixwriter
Classroom Suite
Clicker 5
Writing with Symbols
Speech to Text

57. AT - High Tech Writing Assistants
Webspiration
Draft Builder

58. AT Organizational Assistants
Color Coding
Object Calendars
Organizers
Voice Diaries
Two-way Text pagers
Electronic Calendars

59. AT Math Supports Portable Calculators Money Calculator
Graphing Calculator
Spell Checkers
Graphing Software

60. Access to Multimedia Materials
CD Player
Audio Description
E-text
Cassette Tapes

61. Access to Computers Speech Output
Voice synthesis
Screen Reading Software

62. Portable Task & Behavior Support
Visual Schedules
Information Sharers
Checklists/organizers
Behavior Supports
Activity Task Supports
Social Stories
Communication Mnemonic Supports
Timers

63. Internet Accessibility
Is an emerging area.
Youtube closed captioning
Text to speech
Magnifiers

64. Documenting AT in the IEP
Documentation should support why a specific device or services is being selected, based on established criteria, for the specific needs of the individual child
Document any specific conditions/environments in which the use of the device will be necessary (i.e., home, school, community)
Address whether or not parents will be held liable for loss, theft or damage to a device beyond normal wear and tear, if the device is going home
Document how training for student, family members and service providers in the use of identified tools and strategies will be provided
Plan for and document meaningful follow through by all team members
AT should be discussed during “transition services” when it may be needed in post-secondary environments and documentation of who is responsible to do what is required
AT may be addressed in one or more components of the IEP
Present levels
Goals and objectives
Special ed. and related services
Supplementary aids and services
Modifications required for participation in district/statewide assessments
Supports required for school personnel
AT must be addressed in the consideration of special factors component of the IEP

65. Documenting in IEP
Make sure and consider AT for every student with an IEP!
SPECIAL FACTORS
Does the student require assistive technology devices and/or services? 􀂆 No 􀂆 Yes (specify) ______________________
_________________________________________________________________________________________________________

66. Common Questions about AT
Q: Are schools required to pay for AT and services?
A: It is the responsibility of the school district to provide the equipment, services, or programs identified in the IEP. However, the district may pay, utilize other resources to provide and/or pay for it, or cooperatively fund the device and/or services. Other resources may include, but are not limited to, Medi-Cal, foundations, church or social groups, charitable organizations, businesses, and individuals.
Cost is a consideration but not a controlling factor. If more than one option will provide for the provisions of FAPE, then cost may be a legitimate factor in determining whether a particular device or service is appropriate. However, the determination must be done on an individual basis with the components of IDEA being followed. Cost may not be a factor when the alternative is denial of the provision of FAPE. 66

67. Common Questions about AT (cont.)
Q: Can schools require parents to pay for AT devices or services identified in the IEP or require parents to use their own private health insurance
A: No, the “free” in FAPE is extremely significant regarding students with disabilities; IDEA requires that all special education and related services identified in the IEP must be provided “at no cost to the parent.”
Districts may request but cannot require parents to use their private insurance; however, the use of private insurance proceeds must not pose a realistic threat of financial loss to the parents of the child with disabilities. Districts need to inform the parents that they should check whether or not it will effect their insurance cap. 67

68. Common Questions about AT (cont.)
Q: If a device is written into an IEP, does that mean that it is for the sole use of the student or does the student just have to have access to the device?
A: The student needs to have reasonable access to the device. So, if it is written that a student needs to have text to speech to assist with reading and writing, having access to the classroom computer would meet FAPE.

69. Common Questions about AT (cont.)
Q: Can the student take the AT device owned by the school home?
A: Yes, if the IEP team determines that the student needs access to an AT device at home to implement the educational program. For example, a student with a physical disability may not be able to complete homework assignments without access to a calculator at home.
As technology is provided in the home setting, school systems will have to address whether or not parents should be held liable for loss or a device or for damage to a device beyond normal wear and tear. 69

70. Common Questions about AT (cont.)
Q: Does the device follow the student when he/she transitions from elementary to middle school and on to high school?
A: If an assistive device is necessary to fulfill the requirements of the student’s IEP, such a device must be provided in the school the student attends. The same device may not necessarily follow the student from one school to another, but a comparable device that fulfills the IEP requirements will be needed in the new school.
Remember, access to the device is key.

71. Common Questions about AT (cont.)
Q: Does the student have access to AT aids and services if they are eligible for extended school year services?
A: Yes, if the IEP team determined that the assistive technology is needed as part of the extended school year services.

72. Common Questions about AT (cont.)
Q: Is a school district responsible for providing “state-of-the-art” equipment for the student?
A: No. However, the school must provide appropriate technology for the student’s needs to ensure a FAPE. The decision is an IEP team responsibility and should be based on the AT evaluation. If a less expensive device would accomplish the same goals, the IEP team is under no obligation to choose a more expensive option.
The IEP team should however consider the future goals of the child so that the AT can grow with the needs of the child. 72

73. Common Questions about AT (cont.)
Q: Are schools responsible for customization, maintenance, repair, and replacement of AT devices?
A: AT services are included as considerations in the acquisition of equipment or devices purchased/provided by the school. If family-owned AT is used by the school and listed in the IEP as necessary for providing FAPE, the school might also be responsible for maintenance, repair, and replacement. Responsibilities for these services should be discussed in the IEP notes or the meeting document.

74. Common Questions about AT (cont.)
Q: Under what circumstances may AT be considered a related service?
A: AT can be a related service if the service is necessary for the student to benefit from his/her education.
NOTE: Training of staff and parents would be consultation services and must be documented on the student’s IEP.

75. Common Questions about AT (cont.)
Q: Can the IEP team refuse to consider AT devices on the IEP?
A: No, IEP teams have the responsibility to determine a student’s need for AT and of specifying the devices and services needed. It is important that IEP teams are informed of this requirement to determine if a student needs an AT device and the need for an AT consultation to assist in making the determination.

76. Summary
AT is a tool for access (e.g., school environment, core curriculum) and for independence (e.g., communication, mobility) and will change as the student’s needs change and as technology continues to change.

77. Summary (cont.)
The need for AT should be an integral part of a comprehensive assessment for students with disabilities in all areas related to their disabilities, as appropriate, for each student and must be considered by the IEP team or 504 Coordinator, based upon the student's assessed educational needs and strengths.

78. Questions? 78

79. The AT Team is available for consultation and training
Contact Information
Tandra Ericson
ext 6241
Willow Creek Center
The AT Team is available for consultation and training
Please contact us!