1. CHAPTER 8 Integrating Technology to Meet Student Needs

2. ASSISTIVE TECHNOLOGY  Assistive technology is a device or service that can be used as a tool by a person with a disability to achieve, maintain, or improve a function of daily life, including meeting educational goals and objectives(Evers&Spencer, 2011).  It does not include medical devices that are surgically implanted or the replacement of those types of devices. Example would be a cochlear implant.  AT is identified by levels, types, and categories.

3. LEVELS OF ASSISTIVE TECHNOLOGY  No-Tech: pens, pencils, graphic organizers, pencil grips, templates, dictionaries, spell checkers, prewritten words or phrases.  Low-Tech: electronic dictionaries, touchscreen, macros  High-Tech: word prediction software, voice recognition software, speech output devices, slowing rate of the keys, translation to sign language or braille output

4. TYPES TransparentTranslucentOpaque Device that uses icons or signs that are easily recognizable User may be able to guess how to use it, but needs background knowledge in order to be successful User must have training or specific information in order to operate. Ex: Printer icon, other visual aids Ex: User may need to read a user’s manual prior to trying to operate Ex: copier, computer, other electronic devices.

5. CATEGORIES  Augmentative and alternative communication  Adapted computer access  Devices to assist listening and seeing  Environmental control  Adapted play and recreation  Seating and positioning  Mobility and powered by mobility  Prosthetics  Rehabilitation robotics  Integration of technology into the home, school, community, and place of employment

6. STEPS TO SELECTING ASSISTIVE TECHNOLOGY  Assembling the Team  Assessing Skills and Needs  Training  Evaluation  Supporting student use  Responsibility for Providing Assistive Technology

7. STEP 1: THE TEAM

8. STEP 2: ASSESSING SKILLS AND NEEDS EcologicalPracticalOngoing Classrooms, library/media services, labs, workrooms, gymnasiums, home, public libraries, field trip sites, extracurricular sites, after school clubs, sports Opportunities to use and evaluate devices before purchasing Assessments to ensure proper AT and AT services are still valid

9. STEP 3: TRAINING  Reduce issues with underuse, misuse, and abandonment  Lack of training is a major barrier in implementation into the classroom.

10. STEP 4: EVALUATION  First: soon after delivery of the device(within the first month)  Every 2-3 months in the first year  Before each IEP meeting

11. STEP 6: WHO PROVIDES? WHO CAN FUND?  Under FAPE, school districts are required to consider AT during every IEP, and they must provide and pay for AT if it is deemed necessary  Who can fund? Local education agencies, Medicaid, Medicare, Vocational rehabilitation, Private insurance, state resources, foundations and community organizations

12. AT FOR SPOKEN COMMUNICATION

13. AT FOR WRITTEN COMMUNICATION

14. AT FOR READING

15. AT FOR MATHEMATICS