2. ASSISTIVE TECHNOLOGY IN THE SCHOOLS TOOLS FOR SCHOOLS : Technology Solutions in the Classroom Annette Carey (acarey@access.k12.wv.us)acarey@access.k12.wv.us Kathy Knighton (kknighto@access.k12.wv.us)kknighto@access.k12.wv.us West Virginia Department of Education Office of Special Programs

4. 21 ST CENTURY LEARNING 21 st Century Learners Who are your students? Do they all have equal access to the learning environment? What can I do to support their learning?

5. Your Classroom: 15.76% of all West Virginia students are students with disabilities 63.94% of children with disabilities are in the general education classroom full time Chances are your classroom has students with disabilities Some Students need more supports than others

6. Assistive Technology: What do I need to remember? For most people….. technology makes things easier. For people with disabilities…assistive technology makes things possible.

7. INPUTPROCESS OUTPUT How We Teach Child behavior What if the child does not have easy access to the input (sensory) or access to the output (communication/motor)

8. INPUT 10% of the population has a hearing loss 37% of children with minimal hearing loss had failed a grade Children with unilateral hearing loss are 10 times more likely to fail a grade by age 10

9. TYPES AND CAUSES OF HEARING LOSS

10. Conductive Loss Fire truck Issue is with loudness Usually can be corrected with medication/surgery Audiogram is relatively flat

11. Sensorineural Loss The issue is NOT loudness but clarity. Most children we serve have a mixed loss. Hearing aid amplifies sounds we need and sounds we don’t need. Loss shown all over audiogram (may be sloping, rising, or curved).

12. 1252505001000200040008000 FREQUENCY IN CYCLES PER SECOND (HZ) LOW PITCH HIGH PITCH

13. 10 0 20 30 40 50 60 70 80 90 100 110 120 HEARING LEVEL (dB HL) LOUD SOFT

14. z v p h g ch sh l r o a s f th jmdb n ng e i u AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 10 0 30 40 50 60 70 80 90 100 110 120 1252505001000200040008000 HEARING LEVEL (dB HL) 20

15. 10 0 30 40 50 60 70 80 90 100 110 120 AUDIOGRAM OF SPEECH SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 1252505001000200040008000 p h g ch sh jmdb n ng e i u z v l r o a s f th HEARING LEVEL (dB HL) 20

16. z v p h g ch sh l r o a s f th jmdb n ng e i u AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 10 0 30 40 50 60 70 80 90 100 110 120 1252505001000200040008000 HEARING LEVEL (dB HL) 20

17. UNFAIR SPELLING TEST

18. 1. 2. 3. 4. 5.10. 9. 8. 7. 6. “Number your paper from 1 to 10.”

19. AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 10 0 30 40 50 60 70 80 90 100 110 120 1252505001000200040008000 z v l r o a jmd b n ngng eiei u HEARING LEVEL (dB HL) 20 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Click on Speaker to Present Spelling word. Spelling Words through Simulated Hearing Loss above 1000 Hz

20. 10 0 30 40 50 60 70 80 90 100 110 120 AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 1252505001000200040008000 z v p h g ch sh l r o a jmd b n ngng eiei u HEARING LEVEL (dB HL) 20 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Click on Speaker to Present Spelling word. Spelling Words through Simulated Hearing Loss above 1000 Hz

21. 10 AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 0 20 30 40 50 60 70 80 90 100 110 120 z v p h g ch sh l r o a s f th jmdb n ng e i u 1252505001000200040008000 HEARING LEVEL (dB HL) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Shoe Tree Math Desk Snack Miss Test Thumb Fish Spill Click on Speaker to Present Spelling word.

22. Input 80% of learning is through your vision Vision and hearing are your distance senses 95% of all learning is through your distance senses 90% of learning is incidental Learning progresses from the known to the unknown

23. The disability is not the Sensory Impairment The disability is in INFORMATION GATHERING

25. AT In the Schools: Session Overview Legal Aspects of Assistive Technology Legislation Implications for schools Implementation in the Schools Overview of assistive technology devices/services Educational interventions Resources

26. Role of Assistive Technology Tremendous potential to promote equity for students with disabilities…… independent self-confident productive integrated into school and society. Technology is for ALL children – for students with disabilities, it may need to be more personalized. Increase your awareness!!

27. What is Assistive Technology? “Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to maintain, or improve functional capabilities of individuals with disabilities” Legal Definition: Individuals with Disabilities Education Act (IDEA).

28. Assistive Technology

29. Assistive Technology Continuum No-tech Use of procedures, services and existing conditions in the environment that do not involve the use of devices or equipment. Services: physical therapy, occupational therapy or services of other specialists. Low-tech Less sophisticated and can include devices such as adapted spoon handles, non-tipping drinking cups and Velcro fasteners Medium-tech Relatively complicated mechanical devices, such as wheelchairs Hi-tech Devices that incorporate sophisticated electronics or computers

30. Categories of Assistive Technology Daily living Use in activities such as eating, bathing, cooking, dressing, toileting, and home maintenance. Computer technologies Input and out- put devices that enable persons with disabilities to use a computer. Augmentative Communication Devices that provide a means for communication for persons with limited speech. Environment Control Units ECU’s (electronic systems) enable someone with limited mobility or fine motor skills to control devices in the home or other surroundings.

31. Categories of AT……… Seating and positioning Accommodations to a wheelchair or seating system to provide greater body stability, support, and the reduction pressure on the skin surface Mobility Aids wheelchairs, walkers, scooters and other utility vehicles used for personal mobility Prosthetics and orthotics Replacements, substitutions or augmentation of missing or malfunctioning body parts with artificial limbs or other orthotic aids Home, school and worksite modifications Adaptations, fabrications in the home, worksite or other areas (ramps, lifts, bathroom changes) that remove or reduce physical barriers for an individual with a disability. Sensory aids Assistive technologies enable an individual with hearing, sight, or other sensory impairments.

32. Legal Aspects Individuals with Disabilities Education Act (IDEA) Access to the general curriculum WV Policy 2419: Regulations for the Education of Exceptional Students No Child Left Behind (NCLB) Improve achievement for ALL students Accountability for students with disabilities

33. Legal Aspects…… School districts are mandated to make assistive technology available to all students with disabilities if appropriate to receive a free, appropriate public education. IEP Team Decision Home Use Funded by district Provide devices/services Consideration of special factors. Assistive technology must be considered for ALL students in the special education process.

34. Challenges of Delivering Assistive Technology Lack of Information Current/accurate information Lack of Expertise Skills/Knowledge High Rate of Abandonment 1/3 abandoned after first year Lack of Funding Significant barrier Inclusion and Lack of Assistive Technology

35. Implications for Schools PLANNING Long range technology/special education plans, procedures, services, and budget include assistive technology TRAINING All staff are able to appropriately “consider” students for assistive technology services and/or devices. Staff trained to integrate technology in teaching to help students with disabilities gain skills and achieve higher standards (NCLB) INCLUSION Assistive technology used to support the inclusion of students with disabilities in regular education placements and access to the general curriculum.

36. Educator Responsibilities Increasing knowledge of AT How different tools support student needs Organizing AT implementation Ensuring that AT is used consistently Across environments Monitoring student progress Communicating results to colleagues and parents Learning more about how AT can enhance instruction and student learning

38. SETT Framework Decision Making Process Student Environment Tasks Tools

39. Student What does the individual need to be able to do? What are the individual’s special needs as related to the task? What are the individual’s current abilities? What are the functional areas of concern?

40. Environment What are the structural and physical arrangements of the environment? What supports are available to both student and staff? What materials and equipment are currently available? What are the physical, instructional, and technological access issues? What are the attitudes and expectations of the staff and family?

41. Tasks What specific tasks occur in the individual’s environment that enables progress toward mastery of IEP goals? What specific tasks are required for active involvement in the identified environments – such as communication and participation?

42. Tools Is it expected that the student will not be able to make reasonable progress toward educational goals without assistive technology devices and services? If yes, describe what a useful system of supports, devices, and services for the student would be like if there were such a system of TOOLS. Brainstorm specific Tools that could be included in a system that addresses student needs Select the most promising Tools for trials in natural environments Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.)

43. Assistive Technology Communication Picture Board, Voice Output Device Hearing/Vision FM system, magnifier, Braille printer Position, Access, and Mobility Walker, wheelchair, grab rails Activities of Daily Living Adaptive eating devices, drinking devices Environmental Controls Light switch extension, remote controlled appliances

44. TECHNOLOGY SOLUTIONS Educational choices in Assistive Technology Instructional Use of Video & Captioning Multimedia Organizing Tools Providing Access to Portable Tools Word Prediction Technology in Early Childhood Education Low-tech/High-tech Solutions Commercially Available Adapted Items Creative Solutions

45. Assistive Technology and Reading How Assistive Technology is used to support students in developing literacy. Highlighting Important Words Text Readers Changes in Text, Spacing, Color Physical Access Speaking Spell Checkers Electronic Books Single Word Scanners

46. Assistive Technology and Math Abacus/Math Line Calculator/Talking Calculator Tactile/Voice Output Measuring Devices Math Smart Charts Low Tech Adaptations for Answering Enlarged Math Worksheets On screen Calculator Alternative Keyboards Software/Voice Recognition

47. Assistive Technology and Writing Adapted Paper/Pencils Pencil Grips Rubber Stamps Word Processor Writing Guides Computer Alternate keyboards Arm Support Mouth Stick/head pointer Scanner

48. Assistive Technology Tools Learning and Studying Print or Picture Schedule Highlighting Text Recording Material Voice Output Reminders NCR Paper Low Tech Aids to Identify Materials Electronic Organizers Palm Computers Software

49. Highlights We’ve come a long way…..biggest issue is not obtaining the AT Closet shelf Too complicated for student and staff Definition of AT includes training!

50. TECHNOLOGY TIPS Consider low-tech solutions first. knowledgeable Build a network of individuals knowledgeable about equipment and low-tech strategies. Access local, regional and national resources. Consider adaptable equipment when purchasing new technology and other educational products. Systems should be portable. BE CREATIVE !

51. TECHNOLOGY TIPS See Equipment Tips Handout Provide print or tactile copy of screens Verbal descriptions Be cognizant of background noise Lighting enough to see…watch for glare Choose font, size, color for strong contrast Paler highlighters Uncluttered screens Described and Caption Media Program: http://www.dcmp.org/

52. WV RESOURCES WV DEPARTMENT OF EDUCATION (WVDE) OFFICE OF SPECIAL PROGRAMS Kathy Knighton (kknighto@access.k12.wv.us)kknighto@access.k12.wv.us Annette Carey acarey@access.k12.wv.usacarey@access.k12.wv.us Ruth Ann King raking@access.k12.wv.usraking@access.k12.wv.us Valerie Wilson vwilson@access.k12.wv.usvwilson@access.k12.wv.us WV Birth to Three Program (WVDHHR) Contact: Pam Roush, (304) 558-6311, 1-800-642-9704 WV Early Childhood Resource Lending Library (ECRLL ) 1-800-642-9704 http://cedwvu.org/resources/library.phphttp://cedwvu.org/resources/library.php West Virginia Assistive Technology System (WVATS) (888) 829-9426 http://wvats.cedwvu.org/http://wvats.cedwvu.org/ West Virginia Division of Rehabilitation Services (304) 356-2060 or 1-800-642-8207 http://www.wvdrs.orghttp://www.wvdrs.org

53. CAMP GIZMO 2013 Assistive Technology Summer Camp Parents, professionals and students learn how assistive technology can help young children (0-8) with significant and multiple developmental needs WV Schools for the Deaf and Blind Campus Romney, WV – July 20-24 Lodging/meals provided Registration (website) Professional Development Opportunities

54. RESOURCES Article: Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do http://www.wested.org/online_pubs/kn-05-01.pdf Web Resources for Assistive Technology in the Classroom Family Center on Technology and disability http://www.fctd.info/ Assistive Technology funding in the Schools http://wvde.state.wv.us/osp/assistivetechnology.html TIS TECHNOLOGY TIPS Using Apple Technology to Support Learning for Students with Sensory and Learning Disabilities http://images.apple.com/education/docs/L419373A- US_L419373A_AppleTechDisabilities.pdf http://images.apple.com/education/docs/L419373A- US_L419373A_AppleTechDisabilities.pdf SETT FRAMEWORK http://www2.edc.org/ncip/workshops/sett/SETT_Framework.html

55. Thank You!!