Data Driven Problem Solving Assistive Technology Practices<br />Elementary Strand<br />
Where does assistive technology fit in?<br />Types of Intervention<br />
IDEA 2004: AT mandate<br />§ 300.105 Assistive technology. <br />(a) Each public agency must ensure that assistive technol...
IDEA 2004<br />§ 300.5 Assistive technology device. Assistive technology device means any item, piece of equipment, or pro...
Assistive Tech vs. Education Tech<br />Types of Intervention<br />
How do we think about AT in education?<br />SETT Framework by Joy Zabala, 1996<br />
AT is part of the problem solving process<br />1<br />2<br />3<br />4<br />
1. Student<br />Strengths<br />Weaknesses<br />Interests<br />Present levels of performance<br />
2. Environment<br />Setting in which task is accomplished<br />Classroom<br />Shared spaced<br />Library<br />Hallway<br /...
2. Environment<br />Barriers and Supports<br />Policy<br />Practice<br />Knowledge<br />Skill<br />Attitude<br />Access<br />
3. Task<br />Task analysis<br />Process<br />Product (outcome)<br />Cluster of skills needed to accomplish task<br />Criti...
4. Consider Tools<br />Consider Assistive Technology<br />Implement and Progress Monitor<br />Are there tools to help stud...
Test-Drive “AT Assessment”<br />Feature-match:&gt; tool to task&gt; tool to setting<br />Data to answer the question: Does...
Implementation<br />Obtain tool(s)<br />Provide training and support for competencies<br />“implementation integrity/valid...
Progress Monitoring<br />Collect data<br />What data? <br />Analyze data<br />Question:<br />Whatever proves usefulness of...
Integrating AT into the Problem Solving ProcessDistrict Guidelines for Building Teams<br />Analyze data to determine effec...
Case studies<br />Assistive Technology Problem-Solving Practices<br />
Case 1: Reading<br />Problem: <br />
Problem Analysis<br />Task<br />5th grader needs to gain information from content area textbook<br />Environment<br />Sett...
Problem Analysis<br />Student<br />Strengths: bright, can verbally give correct answers in class during discussion<br />We...
Problem Analysis<br />DeCoste, 2009<br />
Problem Analysis<br />
Plan Development<br />Consider AT<br />Is there a tool that could help student gain comprehension from text? <br />Is ther...
The tool: text-to-speech software<br />
“Test-drive” data collection<br />“Reading Profile Protocol” - DeCoste, 2009<br />
“Test-drive” data collection<br />
Next?<br />Implementation<br />Obtain tool: install software<br />Train student and staff<br />Operational, functional, st...
Case 2: Writing<br />Problem: Illegible handwriting<br />
Problem Analysis<br />Task<br />4th grade student needs to write<br />5 paragraph ISAT essays<br />1 paragraph test questi...
Problem Analysis<br />Student<br />Poor fine motor skills<br />Has ideas<br />Able to verbally expand (details)<br />Can d...
Plan Development<br />Consider AT<br />Is there a tool that could help student turn ideas into writing? <br />Is there a t...
Tool: keyboard<br />
“Test-drive” data collection<br />DeCoste “Written Productivity Profile” (2003)<br />
Plan Development<br />Importance of matching tool to task and environment<br />
Next?<br />Implementation<br />Obtain tools<br />Ensure access to desktop computer<br />Get portable keyboard<br />Train a...
Questions?<br />Fill out evaluation form<br />Coming up…. <br />Math interventions, including AT tools<br />Reading interv...
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Data Driven Problem Solving Assistive Technology Practices Jan 2010

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Data Driven Problem Solving Assistive Technology Practices Jan 2010

  1. 1. Data Driven Problem Solving Assistive Technology Practices<br />Elementary Strand<br />
  2. 2. Where does assistive technology fit in?<br />Types of Intervention<br />
  3. 3. IDEA 2004: AT mandate<br />§ 300.105 Assistive technology. <br />(a) Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in §§ 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child’s— <br />(1) Special education under § 300.36; <br />(2) Related services under § 300.34; or <br />(3) Supplementary aids and services under §§ 300.38 and 300.114(a)(2)(ii). <br />(b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE. <br />
  4. 4. IDEA 2004<br />§ 300.5 Assistive technology device. Assistive technology device means 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 the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. (Authority: 20 U.S.C. 1401(1)) <br />
  5. 5. Assistive Tech vs. Education Tech<br />Types of Intervention<br />
  6. 6. How do we think about AT in education?<br />SETT Framework by Joy Zabala, 1996<br />
  7. 7. AT is part of the problem solving process<br />1<br />2<br />3<br />4<br />
  8. 8. 1. Student<br />Strengths<br />Weaknesses<br />Interests<br />Present levels of performance<br />
  9. 9. 2. Environment<br />Setting in which task is accomplished<br />Classroom<br />Shared spaced<br />Library<br />Hallway<br />Home<br />
  10. 10. 2. Environment<br />Barriers and Supports<br />Policy<br />Practice<br />Knowledge<br />Skill<br />Attitude<br />Access<br />
  11. 11. 3. Task<br />Task analysis<br />Process<br />Product (outcome)<br />Cluster of skills needed to accomplish task<br />Critical vs. non-critical elements<br />
  12. 12. 4. Consider Tools<br />Consider Assistive Technology<br />Implement and Progress Monitor<br />Are there tools to help student meet goals?<br />Stop<br />No<br />Yes<br />Maybe<br />Filter/Test Drive Options<br />
  13. 13. Test-Drive “AT Assessment”<br />Feature-match:&gt; tool to task&gt; tool to setting<br />Data to answer the question: Does student need AT?<br />Test Drive Options<br />
  14. 14. Implementation<br />Obtain tool(s)<br />Provide training and support for competencies<br />“implementation integrity/validity”<br />
  15. 15. Progress Monitoring<br />Collect data<br />What data? <br />Analyze data<br />Question:<br />Whatever proves usefulness of tool<br />Does the tool help solve the problem<br />“Not everything that’s countable counts and not everything that counts is countable”<br />- Albert Einstein <br />“How do you know it? How can you show it?” Reed, Bowers, Korsten (2002)<br />
  16. 16. Integrating AT into the Problem Solving ProcessDistrict Guidelines for Building Teams<br />Analyze data to determine effectiveness of intervention<br />handout<br />
  17. 17. Case studies<br />Assistive Technology Problem-Solving Practices<br />
  18. 18. Case 1: Reading<br />Problem: <br />
  19. 19. Problem Analysis<br />Task<br />5th grader needs to gain information from content area textbook<br />Environment<br />Settings<br />Classroom<br />Home<br />Barriers<br />(see handout for list)<br />
  20. 20. Problem Analysis<br />Student<br />Strengths: bright, can verbally give correct answers in class during discussion<br />Weakness: significantly below class norm on reading fluency CBMs<br />Can student use listening comprehension to by-pass decoding barrier?<br />
  21. 21. Problem Analysis<br />DeCoste, 2009<br />
  22. 22. Problem Analysis<br />
  23. 23. Plan Development<br />Consider AT<br />Is there a tool that could help student gain comprehension from text? <br />Is there a technology feature that matches the student’s difficulty with the task?<br />Maybe… a test drive is needed<br />
  24. 24. The tool: text-to-speech software<br />
  25. 25. “Test-drive” data collection<br />“Reading Profile Protocol” - DeCoste, 2009<br />
  26. 26. “Test-drive” data collection<br />
  27. 27. Next?<br />Implementation<br />Obtain tool: install software<br />Train student and staff<br />Operational, functional, strategic, social competencies<br />Progress monitor<br />Question: Does tool help solve problem?<br />What data should we collect?<br />For how long?<br />Who’s responsible?<br />
  28. 28. Case 2: Writing<br />Problem: Illegible handwriting<br />
  29. 29. Problem Analysis<br />Task<br />4th grade student needs to write<br />5 paragraph ISAT essays<br />1 paragraph test questions<br />Short answer questions<br />Worksheets (fill-in-the-blank)<br />Environment<br />Settings: classroom, home<br />Barriers: (see handout for list)<br />
  30. 30. Problem Analysis<br />Student<br />Poor fine motor skills<br />Has ideas<br />Able to verbally expand (details)<br />Can dictate to a scribe<br />
  31. 31. Plan Development<br />Consider AT<br />Is there a tool that could help student turn ideas into writing? <br />Is there a technology feature that matches the student’s difficulty with the task?<br />Maybe… a test drive is needed<br />
  32. 32. Tool: keyboard<br />
  33. 33. “Test-drive” data collection<br />DeCoste “Written Productivity Profile” (2003)<br />
  34. 34. Plan Development<br />Importance of matching tool to task and environment<br />
  35. 35. Next?<br />Implementation<br />Obtain tools<br />Ensure access to desktop computer<br />Get portable keyboard<br />Train and support<br />Operational, functional, strategic, social competencies<br />Progress Monitor<br />Question: Does tool help solve problem?<br />What data should we collect?<br />For how long?<br />
  36. 36. Questions?<br />Fill out evaluation form<br />Coming up…. <br />Math interventions, including AT tools<br />Reading interventions, including AT tools<br />Writing interventions, including AT tools<br />

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