ASSISTIVE TECHNOLOGY

IDEA defines it as "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 individuals with disabilities.”

The term does not include a medical

device that is surgically implanted, or the replacement of such a device.

THE LAW: ASSISTIVE TECHNOLOGY

Each public agency shall ensure that Assistive Technology devices or Assistive Technology services, or both, as those terms are defined in SS300.5-300.6, are made available to a child with a disability if required as a part of the child’s: Special education, Related services, or Supplementary aids and services

IDEA 20, USC, Ch 33, Section 1401 (25) US http://www.snet.org/atc

AT CONSIDERATION

AT must be considered and documented for every student who has an IEP

All IEP teams must be able to consider and document AT needs for every student

Students on a 504 plan may also be entitled to AT as a reasonable accommodation

ONE OR MORE AREAS OF THE IEP MAY DOCUMENT ASSISTIVE TECHNOLOGY:

Present Levels “THE Box” (Consideration - Form C) Embedded in goals Supplementary Aids, AT and Services Program Modifications or Supports for

School Personnel Accommodations and Modifications

PLAAPF EXAMPLES

John exhibits a severe expressive communication impairment. He communicates with peers and adults within his environment using vocalizations and an eight location voice output augmentative communication device. He uses the device in all educational settings and appropriate vocabulary is programmed for each setting.

Due to her significant visual impairment, Susan is not able to access standard print instructional materials such as textbooks, worksheets, and written tests. She requires that all print copies be enlarged through the use of a photocopier or closed circuit television system. Computer-based materials are enlarged using a text enlargement software application.

www.gpat.org

4TH GRADER

Xx is unable to independently write her name or numbers to complete writing assignments in her special education classes due to low tone and poor coordination. She has access to rubber stamps, word processing and IntelliKeys (alternate keyboard) and needs help with positioning these tools to make them most functional (non-slip material and/or slant board).

She cannot identify letters or words, so access to a talking word processor with a “Speak on Letters” feature is being used to help with her spelling and reading goals.

www.gpat.org

“THE BOX”

Form C is the Consideration of Other Factors section. Try to include the words in your meeting, “We considered AT, and we all agree to check under Statement of Required Assistive Technology Devices and Services”: Considered, Not Needed Included

On this form, there is a text area available to describe the tools; be sure they are related to the agreed upon tasks, and do not use brand names (e.g., Dragon Dictate, AlphaSmart).

EXAMPLE: JOHN JOHN

Check AT Statement:Included

This kindergarten student uses a walker for mobility, switches to control toys, and simple voice output communication devices for requests/greetings (again, do not indicate specific names/brands of devices here)

www.gpat.org

AT EMBEDDED IN GOALS

During classroom activities, Kim will activate the appropriate switch (from two options - one preferred and one neutral) with no more than 3 prompts on 4 out of 5 opportunities. Short term objective: activate switch to gain

attention of teachers Short term objective: greet adults and peers Short term objective: request motivating

materials

www.gpat.org

SUPPLEMENTARY AIDS, AT AND SERVICES

AT Solutions for Mechanics of Writing

AT Solutions for Written Composition

AT Solutions for Studying/Learning

AT Solutions for Math

AT Solutions for Computer Access

AT Solutions for Reading

AT Solutions for Communication

SUPPLEMENTAL SERVICES EXAMPLES

Shaunda will have access to a portable word processor for all note taking in her general education classes.

Kendra will have access to a calculator for all math activities in her general education classes.

PROGRAM MODIFICATIONS OR SUPPORTS FOR SCHOOL PERSONNEL

Training for student

Training for school personnel

Training for family

EXAMPLE: 6TH GRADE STUDENT

Supplementary Aids/AT Portable word processor, word prediction

software, software for concept webbing Services

Staff, student, and parents should receive training in the use of the portable word processor and the software programs

www.gpat.org

ACCOMMODATIONS AND MODIFICATIONS

Accommodations• Provisions made in how the student

accesses/demonstrates learning

Modifications• Changes in what the student is

expected to learn or demonstrate

EXAMPLES

6th grader academic - accommodations Extended time for tests Shortened assignments Allow oral responses rather than written Use assistive technology with spell check, grammar

check, and predict ahead functions turned off (for testing)

3rd grader Sammy Sue - modifications Alternative assignments will be provided as needed. Alternative assessments will be provided as

needed. Simplified curriculum (limit the number of concepts,

knowledge, or skills to be mastered and assessed).

www.gpat.org

ASSISTANCE IN CONSIDERATION Tiered knowledge model

IEP teams (Tier 1) may request assistance from Tier 2 (AT Team Members) when needed

Process includes: IEP team brainstorming Guided observation and trials Plan development and implementation

TIER ONE: IEP TEAM - ASKS AND ANSWERS

Who is the student?

What is the environment like? What supports are currently available?

What tasks does the student need to accomplish?

What would the tools look like (i.e., features)?

Where do I go to find the exact tools?

If the IEP team is unable to answer some of these questions, they may need help.

Fill out the Assistance Request for AT form and intercampus mail to Deanna Wagner, Meadows.

Deanna can coordinate and touch base with Tier 2 people who may be able to help.

Tier 2 people include staff from different disciplines who have experience with assistive technology.

Tier 2 may also include the AZ Dept of Ed Assistive Technology Specialists with access to a Loan Library of equipment.

CONTACT DEANNA WAGNER

Available for classroom visits, observations, consults, guiding AT implementation and consideration

dwagner@msd38.org 602-684-2953 (text) Part-time district

employee (W/F), please allow time for response

Office at Meadows

REASONS TO USE AT

Increase levels of independence

Improve quality of life

Increase productivity

Enhance performance

Expand educational/ vocational options

Increase success in regular ed

Reduce amount of support serviceswww.educationtechpoints.org

INSTRUCTIONAL OR ACCESS AREAS:

Writing Spelling Reading Math Studying/

Organizational Skills

Listening

Oral Communication Seating/Positioning/

Mobility Daily Living Activities

Recreation and

Leisure Pre-vocational and

Vocational

QUALITY INDICATORS OF AT CONSIDERATION

Consider AT for all students with disabilities vs. only students with severe disabilities

Include staff on the IEP team who are knowledgeable and skilled in AT interventions

Use a consistent process for gathering data about the student, environment, and required tasks

www.qiat.org

ASSISTIVE TECHNOLOGY TRIALS AND RECOMMENDATIONS

Describe AT to be trialed, including means of documenting success.

Indicate what type of AT is required by the student to accomplish tasks identified.

DURING AT TRIALS

Be sure to consider what the student is willing to use and try equipment before purchase.

We can use the AZ Department of Ed Exceptional Student Services AT Short Term Loan Library

http://www.wati.org http://www.adeatloan.org

AT CONSIDERATION CONCLUSIONS AT Consideration Conclusions can be

documented in e-IEP Pro in the text area of Consideration of Special Factors Form C (once again, describing features without indicating specific device/brand)

If the IEP document is already locked, then AT Considerations results should be added as Supporting Documentation and included in a Prior Written Notice.