For each of these categories of assistive technology, there are no/low tech options, mid tech options and high technology options.
Fostering Independence through Assistive Technology GOOD SPIRIT SCHOOL DIVISION M A R C H 5 TH, 2 0 1 2
Overview of Presentation Assistive Technology Category Exploration Project – Overview Today: 2 Educational Divisions Involved to Date Technologies Definition of Assistive Classification of Technology (AT) Technologies Brief Overview of Quality Low/Mid/High Indicators for Assistive Technology Technology (QIAT) Universal/Targeted/ Individual Division Planning for AT Planning & Goal Development
Changing ParadigmsReactive ProactiveWaiting for students to fail…. Preparing for students to succeed…Delivery of a different curriculum Providing access to regular curriculumFrom an authoritative, expert stance To a collaborative, interdisciplinaryoften predetermined by students’ team response which addressesdiagnoses. students’ learning needs
What is Assistive Technology (AT)? Assistive Technology (AT) describes a range of strategies, services, and/or low to high technology tools to enable, improve, increase, and/or maintain a students’ ability to meet the learning outcomes of the curriculum and/or of a personal program plan.
Developmental ContinuumNot Evident Individual AT not explored; knowledge of types, uses, advantages of AT not known; no evidence of school division plan to enhance AT access.Emerging/ Limited individual AT considered; school division plan to enhanceDeveloping access to variety/applicable AT in development, but limited to pilot implementation; limited or no training relative to AT provided to staff.Evident Assessments conducted by qualified personnel to determine appropriate AT to support student’s needs; school personnel implement AT recommendations provided by supporting professionals; school division has developed comprehensive plan to enhance access to variety of AT requests for technology supports are individually submitted and congruent with school division plan; training relative to AT provided by school personnel.
Student Support Services Rubric 2011/2012Exemplary •Professional accept assistive technology as a tool for learning and as a means to promote inclusive values; •Individual AT, as well as universal assistive technology is used to provide curricular access and individualized instruction; •AT is routinely considered to support students’ functional capabilities, to help them interact with the curriculum and the environment and to support their achievement of educational outcomes; •Assessments are conducted to determine the most effective student- technology match; •School division has a comprehensive plan to facilitate and enhance access to a range of low and high AT used in a range of applications, including a pre-referral process; •Technical support is available to students and/or school personnel; professionals are trained on the implementation of assistive technology.
Division Planning for Assistive Technology As a division, one may wish to develop a tiered approach to infusing technology (educational & assistive) into the classroom. Collaborate to develop universal technologies that will be available to all students. Then as a division explore the targeted technologies that will be available to support students. Explore creating high technology and low technology toolkits of approaches, hardware and software to assist students and educators. Create a plan for addressing students that benefit from intensive individualized interventions.
Inclusive Learning Technology Toolkits To meet student needs, the Area toolkits include: Calgary Board of Education Hardware Devices has created Inclusive Software Devices Learning Technology Low Tech Toolkits. Kindergarten Specialized These toolkits are comprised Toolkits: of AT tools that have the Hardware Devices potential to increase student Software Devices access to information and the Additional Language AT curriculum. Toolkits. For more information, please refer to: http://www.innovativelearnin g.ca/assistivetech/toolkit.asp
Categories of Assistive Technology Activities of Daily Living Computer Access Augmentative & Aids for Vision Alternative Aids for Hearing Communication Recreation & Leisure Educational Technology Seating & Positioning Math Aids for Mobility Reading Writing Adaptations to the Mechanics Learning Environment Process Environmental Control Behavior Units Organization
Categories of Assistive Technology Categories of Assistive Technology No/Low Mid Technology High Technology Technology Simple; little Some Complex maintenance; maintenance; electronics; more limited/no some training; training; more Electronics more electronics maintenance
Categories of Assistive Technology For each of these categories, there are: Low Technology Options: These tools typically require little maintenance, have no electronics, and do not require a battery source. For educational technologies this would include: Reading: picture symbols, adapted books, line guide, predictable books, change text size, changes to spacing and/or colour. Writing and spelling: pocket dictionary/thesaurus, variety of pencils, adaptive grips, adapted paper etc. Organization: highlighters, highlighter tape, book holder, pocket folders, calendar/planner, binder. Math: graph paper, abacus/mathline, enlarged math worksheets, alternatives for answering.
Categories of Assistive Technology For each of these categories, there are: Mid Technology Options: These tools typically require some training and maintenance; they may have electronics and a power source. For educational technologies this would include: Reading: Digital recorder, books adapted for page turning, picture/symbols with text, scanning pen. Writing & Spelling: Portable word processor, talking spell checker, recording device. Organization: Online calendar, use of cell phone or other portable device, digital voice recorder. Math: Talking calculator, large calculator, software.
Categories of Assistive Technology For each of these categories, there are: High Technology Options: These items are typically more complex; they require maintenance and training. For educational technologies this would include: Reading: Talking word processor, electronic books, multimedia software, scanner with OCR. Writing & Spelling: Word processor software, adapted keyboard or mouse, word prediction software, voice recognition software. Organization: Electronic organizer, software to organize ideas, word-prediction software, voice recognition software. Math: Calculator with special features, software for manipulation, math software.
Planning for Assistive Technology Low Technology Mid Technology High Technology
Planning for Assistive Technology Universal: What technology will be offered to all students? Targeted: What technology will be offered as part of a strategic toolkit? Individual: What technology will be provided on a individual basis following team assessment & trial?
Planning for Assistive Technology Universal Strategies: What training & support do we need to provide to ensure successful use with: Universal technology? Targeted toolkit technology?
Targeted ATHighschool: Kurzweil Dragon Naturally Speaking Kindle/E-Reader/Kobo Intel Reader Live Scribe iPads iPods/Use of Phones
Targeted ATHighschool: Grade Alike Days – have Kurzweil a Tech Tidbit – Universal Dragon Naturally Carousel – illustrate each Speaking of the tools/technologies Kindle/E-Reader/Kobo Webinars – within Intel Reader toolkit and online Coaches/PSPs need to be Live Scribe fluent with technology iPads iPods/Use of Phones
How will software be reviewed? Who will review? How often will software be reviewed? Who makes hardware decisions?