1. AT 101 Including the work of the ATRC Team of Chicago Public Schools Presenter: Rachel Herron Email: HerronATresources@gmail.com

2. Welcome to AT 101 Who is here? Why use AT? What do you want to know? What do you know?

3. What is assistive technology?  An assistive technology device is “any item, piece of equipment, or product that is used to increase, maintain, or improve the functional capabilities of a student.”  Assistive technology services include any service that directly assists a student with disabilities in the selection, acquisition, or use of an assistive device.

4. What is UDL?  Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn.  UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. http://www.cast.org/udl/

5. Moving Forward with UDL 1960’s Social Movements in Europe impact the US 1973 Vocational Rehabilitati on Act 1990’s Americans with Disabilities Act (ADA) 1998 Schools begin to implement Universal Design in Education http://aim.cast.org/

6. Universal Design The Children’s Museum of Indianapolis

7. Universal Design Accessible Playgrounds of Indiana http://www.accessibleplayground.net/unite d-states/indiana/ Freedom Field, Columbus, Indiana Taylor’s Dream Boundless Playground, Fort Wayne, Indiana

8. UDL and AT in Partnership UDLAT Makes the general education curriculum accessible to students with varying needs Specifically considered for an individual student Used by all students with diverse learning needs Used by a student to meet the expectations of the general education curriculum Implemented by general and special education teachers Monitored by special educators but also used by general education teachers http://marylandlearninglinks.org/3385

9. IDEA and AT  IDEA states that "assistive technology devices and services" must be provided by school districts to eligible children if necessary to ensure the provision of a free appropriate public education.  IEP teams consider student need for assistive technology. AT should allow the student to perform a skill (read, write, communicate, etc.) more easily or efficiently in the least restrictive environment or with less assistance. http://www.cast.org/udl/

10. AT is appropriate when it… Enables an individual to :  Perform functions achieved by no other means  Demonstrate age-appropriate fluency, rate, or standards or a higher level of accomplishment  Participate in programs or activities which otherwise would be closed to the individual  Increase endurance or ability to complete laborious tasks  Concentrate on learning rather than mechanics  Gain access to information  Increase social interactions with peers and adults http://www.pluk.org/AT1.html#2

11. AT in Action Technology currently used in class: Smart boards Ipads Word Walls Pencil Grips These are ALL examples of AT What would you LIKE to be using?

12. Continuum from No/Low Tech to High Tech Assistive Technology No/Low Tech Simple Low Maintenance No/Limited Electronics Mid Tech Some Training Some Maintenance Some Electronics High Tech More Training More Maintenance Complex Electronics

13. READING ACTIVITY Please read the following text to yourself: I susgect th at thechil b wi tha learn ing disadility mu stfre quent lyex ger i e n o e a n alicein won berl an bex is ten ceof the wef in b tba tthe ymu st co ge wi tha n unsta dlew or lb in consistentabul tsa nd haphaza r b gerceg tio nsthey rec on Fuseb dyth erca zys ym dols we piv them gress ureb dy t he leng tho ft imei nwic hto b oi tamb frus tra ted dy regea teb fa ily resth eybo no tlear no hetra bit lon alw ayamb sow ern u stte achth embif Fere ntly. http://www.wvstateu.edu/students/colleate-support-counseling/disability- services/learning-disability-simulation.aspx

14. READING ACTIVITY I suspect that children with learning disabilities must frequently experience an "Alice in Wonderland" existence. Often we find that they must cope with an unstable world, inconsistent adults and haphazard perceptions. They're confused by crazy symbols we give them, pressured by the length of time in which to do it and frustrated by repeated failures. They do not learn the traditional way, so we must teach them differently. http://www.wvstateu.edu/students/collegiate-support- counseling/disability-services/learning-disability- simulation.aspx

15. Assistive technology devices  The following are ideas of how to use assistive technology to support students in the LRE. Most of these devices do NOT require an assistive tech referral or evaluation.

16. Reading… For students displaying difficulty with… Slow reading rate Poor recall Inconsistent visual tracking Problems with decoding Unable to turn the page Vision issues

17. Reading… DeviceHelps students… Colored overlaysView text in a clearer manner Magnetic lettersIdentify the letters of the alphabet Reading windowTrack the lines of print displayed on a page Audio textbooksAccess traditional print textbooks Color-coded removable plastic flags or tabs Mark important pages of text and notes Pocket magnifierAttend visually to text and to task for students with a visual impairment

18.  One line of text shown at a time.  Distractions removed on the page.  Student can focus on relevant text.  Visual tracking is easier. http://www.onionmountaintech.com Line Markers/Reading Guides

19. Colored Overlays  Colored overlays are transparent sheets that come in various colors  When placed over text, this may help a student view the text in a clearer manner http://www.onionmountaintech.com

20. Reading… DeviceHelps students… Slant boardAccess written material Copy of classmate’s/ teacher’s notes Access subject content Pre- highlight/underline text Identify main idea or key points Reading penRead words in a line of text aloud

21. Reading… DeviceHelps students… Read Outloud (Free to Indiana Students) A text reader, that provides access to any book file and to the internet Bookshare www.bookshare.org Provides textbooks or novel in a digital format for qualifying students Optical character recognition software By scanning text and reading it aloud Learning Ally https://www.learningal ly.org/state-landing- pages/indiana/ By providing textbooks on tape or CD (previously RFBD)

22. Read:OutLoud ACCESSING Read:Outloud in Indiana: http://www.icam.k12.in.us/i ndex.php?option=com_con tent&view=article&id=33& Itemid=22 http://donjohnston. com/readoutloud/#. U5UK23JdUz4 Read:Outloud 5 Minute Demo :

23. BREAK

24. Spelling… For students displaying difficulty with… Letter reversals Letter omissions Inventive spelling Phonetic blend confusion

25. Spelling… DeviceHelps students… Develop a personal word book or dictionary Spell words correctly that they use often and continue to misspell Word processing program with spell check Spell words they have difficulty spelling but can visually identify Word walls, word banks Spell words that are currently related to the curriculum Portable spell checker/dictionary Spell words correctly using auditory and visual prompts

26. WRITING ACTIVITY Choose a letter of the alphabet and write it on the top of the paper. Copy the words read aloud in a short passage omitting the letter at the top of the page.

27. Writing… For students displaying difficulty with… Mechanics of writing Low endurance – easily fatigues Illegible Time consuming Writing skills below student’s cognitive abilities Visual spatial disorientation Poor visual discrimination

28. Writing (motor)… Device Helps students… Paper with bold or raised lines With fine motor or visual impairment to stay within the lines Graph paperTo more evenly space letters and words Pencil gripWith a larger and more supported means of holding a pencil Soft rubber-like padKeep papers from slipping off smooth or inclined surfaces Weighted pencilHold the pencil in a more stable manner Digital RecorderDictate information as an alternate to a written assignment; Take notes

29. Low technology for writing  Paper or book stabilizer  Pen or Pencil grips  Weighted pencil  Slant board http://www.sammonspreston.com

30. Writing (motor)… Device Helps students… Portable keyboarding device Type instead of write Word prediction software Reduce keystrokes while typing (lessen the amount) Alternate keyboards Access the computer to write On screen keyboard Access the computer to write

31. Word prediction software http://donjohnston.com

32. CO:WRITER DEMONSTRATION http://donjohnston.com/cowriter-7- resources/#.U5UdA3JdUz4 www.donjohnston.com

33. Alternate keyboards

34. Writing (process)… DeviceHelps students… Graphic organizers Organize ideas Charts Understand text/ideas Highlighters Remember important details/ information Ample space With a larger response area Highlighting text on computer Emphasize important text on the computer in word processing programs Sentence strips Build and organize ideas from text

35. EyeBoxToolsInc.com Concept mapping (or webbing) is a great way to help students organize thoughts. In addition mapping assists with comprehension and studying. Color coding makes the web even more organized. Graphic organizer

36. Different colors can mean different things. Using a favorite color can be more motivating.

37. Note Taking Pen  Record and playback (up to 400 hours)  Save, Search and Organize  Send and Share http://www.livescribe.com/en-us/smartpen/echo

38. Math… For students displaying difficulty with… Computations Concepts Time consuming math problems Laborious process

39. Math… DeviceHelps students… Calculator/ Number line Who have difficulty with math calculation Manipulatives/ velcro numbers or symbols Understand math concepts Graph paper Who have difficulty lining up numbers on paper Color coding Who have difficulty with math calculations when there are many numbers involved

40. Math… DeviceHelps students… Money calculator Complete math problems involving money Math software By reinforcing concepts and providing practice Computation software By aligning numbers and providing an alternate way to complete the problems

41. Organization… For students displaying difficulty with… Organizing their space Keeping their place in textbooks Boundaries Keeping track of assignments/homework

42. Organization… DeviceHelps students… Assignment notebook with calendar Record assignments and key points to remember Plastic tabs Mark their place in a book Colored binders Organize their materials by content area Box top from copy paper Organize their materials in their desk by using it as a drawer Lunch tray Create boundaries for their materials and hands

43. Colored binders

44. BREAK

45. Behavior… For students displaying difficulty with… Transitions Taking turns Following rules Remaining on task

46. Behavior… DeviceHelps students… Timer (visual and/or auditory) With transitions and to remain on task Visual representation of classroom rules Understand classroom rules Charts and lists of expectations of activity Understand what is expected of them Classroom/individual schedules With transitions and to remain on task Class Dojo (online behavior program) www.classdojo.com www.classdojo.com With visual reminders to stay on task and to monitor behavior.

47. Communication Activity  Pair up and select a “communicator” and a “listener”  The communicator will place several marshmallows in each cheek and will describe the picture in the provided booklet.  The listener will write down what he or she believes the communicator is trying to describe.  SWITCH http://crosscultured.com/documents/C%20&%20A %20file/Diverse%20Lrng%20Activities.pdf

48. Communication… For students displaying difficulty with… Non-verbal Delayed speech Using speech that can be understand by others Physical disability Cognitive delay

49. Communication… DeviceHelps students… Object symbols/ Choice board Indicate their wants or needs within daily activities Picture communication boards and books With frequently communicated messages Alphabet books Generate new messages through spelling

50. Communication… DeviceHelps students… Static display device Communicate using messages pre-recorded by staff or parent Dynamic display device Communicate using messages pre-programmed by staff, parents, or the student Communicate using a self- generated message created by the student using vocabulary in the device.

51. Referral Process for AT and AAC WATI Referral/Question Idetification Guide is used at CCC to determine if there is a referral need 1. CCC determines AT/AAC evaluation is needed, parent signature obtained, start 50 day timeline 2. Notify AT Director, director fills out AT Team Assignment Sheet, serves as case manager, schedules AT Team meeting 3. AT team to fills out each relevant section of the WATI Student Information Guide 4. Team Assessments are Assigned with dates 5. Assessment: SLP's Companion Document for S&L Evaluation Report AT see WATI Checklist 6. Synthesize information with AT team and Director to create report 7. Send copy of report to AT team for review, revise as needed 8. Send finalized copy of report to parents and CCC team 9. CCC is reconvened within 50 days, report is reviewed 10. CCC determines if student needs an AT/AAC device and/or services to provide FAPE 11. If AT/AACis needed, begin trials

52. WATI Referral Page REFERRAL QUESTION What task(s) does the student need to do that is currently difficult or impossible, and for which assistive technology may be an option? http://www.wati.org/ www.wati.org

53.  PATINS PROJECT http://www.patinsproject.com/http://www.patinsproject.com/  WATI Resource Guide http://www.wati.org/  mATch Up (Maryland Assistive Technology Connection HUB) http://pfs.cte.jhu.edu/pf/mobile/?pf_url=matchup  AT Pinterest Board http://www.pinterest.com/ssjcsss/assistive-tech-%2B- universal-design-for-learning/ http://www.pluk.org/AT1.html#2 RESOURCES

54. Questions

55. EXPLORE DEVICES Take time to PLAY! The more you know the better you will be at implementation.