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  • The case study would be via a Word document as well and here they would be given enough information whereby AT/IT should be part of the solution and they will list the types of AT/IT that they think would be appropriate to meet the needs of the student. So, we would provide them a list where they would fill in the devices that could be used for the student.
  • OK, You Know this information We have been required since 1997 The numbers indicate we are not there…we have a long way to go to connect the possibilities with the needs. Example – district of about 10,000 students – 1500 have IEPs – One AT person and an essential Team
  • We have some good practices We are advancing However, the finds suggest we are not meeting the needs of all students with IEPs and actually, meeting very few.
  • Give reference to the Word Document that we will provide that will share links to these resources.
  • AT/IT Consideration integrated within IEP Process Good/Bad how we perceive IEP focus and energy – negative energy my take on the IEP MAP Plan three week visits regular communication teacher tutors Nolan Structure for AT/IT consideration fraught with problems One person considered expert – for 1500 IEPs One person or team Related Service focused and limited in understanding Lack of time in consideration with everything else they have on their list of things to do. If process not followed or short cuts followed – lead to abandonment this is the tech we have available – square peg for circle hole
  • Families and AT Cultural diversity EC and Family Issues Not integrating family work - Beach Center and Family Focused Knowledge-to-Action Guide Expereicne-based knowledge Disability specific and families with AT/IT Also make the point that we need to expand our focus here and further our work
  • Stop and reinforce what tech can do Not a luxury but essential Unique to the individual and not group-based
  • The idea here is to illustrate to the audience what is possible and why we should be considering AT/IT for the student.
  • Context Represents what they know and connect to what we are trying to teach Kerpoof – Story Mapping – Story Book Weaver
  • Make the point that this will be discussed later in the week UDL and technology go hand in hand
  • Make point that within this framework educators are focused on: Data through progress monitoring EBP to ensure what they are doing is effective tiers thus flexible but also across professionals
  • Make the point teir-based is how SpEd is re-conceptualizing self How districts are seeing special ed How states aare re-conceptualizing GenEd and SpEd KS and IL
  • Smithgirard(2)

    1. 1. <ul><li>Lesli Girard – Families Together </li></ul><ul><li>Sean J. Smith – University of Kansas </li></ul>2010 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career - Parents S1 – 112 Parents
    2. 2. <ul><li>Meaningful Family Involvement </li></ul><ul><li>Where are we? </li></ul><ul><ul><li>Access </li></ul></ul><ul><ul><li>Use </li></ul></ul><ul><li>Do we Integrate? What can AT/IT Do? </li></ul><ul><li>Within the General/Special Education Initiatives </li></ul>
    3. 3. <ul><li>The term &quot;assistive technology device&quot; 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 functional capabilities of individuals with disabilities . </li></ul>What are we talking about?
    4. 4. <ul><li>Carter is a social energetic 6 th grader who was identified with a learning disability in the 2 nd grade. Challenged in the areas of reading and writing, his current IEP focuses on fluency and comprehension issues (e.g., identifying main idea, vocabulary) as well as the structuring/organizing ideas, vocabulary use, spelling, the mechanics of writing, and legibility. </li></ul>
    5. 5. <ul><li>OK, let’s assume AT/IT can serve Carter – </li></ul><ul><ul><li>How would you determine the appropriate AT/IT for Carter? </li></ul></ul><ul><ul><li>What process would you follow to determine AT/IT solutions? </li></ul></ul><ul><ul><li>What framework would you consider? </li></ul></ul><ul><ul><li>Who would you consult with beyond your IEP Team? </li></ul></ul>
    6. 6. <ul><li>Assistive technology needs must be considered along with the child's other educational needs as part of the IEP Process. </li></ul><ul><li>Lack of availability of equipment or cost alone cannot be used as an excuse for denying an assistive technology service. </li></ul><ul><li>Identification of technology needs must involve family members and a multidisciplinary team. </li></ul><ul><li>Parents or IEP members can ask for additional evaluation or an independent evaluation to determine AT needs. </li></ul>
    7. 7. <ul><li>Involve the Team – Those that Know your Child the Best </li></ul><ul><li>Focus on the Challenges </li></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Writing </li></ul></ul><ul><ul><li>Organization </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>What they can’t do! </li></ul></ul>
    8. 8. <ul><li>Resources for AT/IT Consideration & Assessment </li></ul><ul><li>Frameworks Used </li></ul><ul><li>Indicators to Consider </li></ul>
    9. 9. <ul><li>AT in the IEP </li></ul><ul><ul><li>How we Perceive the IEP Process </li></ul></ul><ul><ul><li>Roles of the IEP Team Members </li></ul></ul><ul><li>Challenges with the AT Consideration Process </li></ul><ul><ul><li>Lack of Personnel </li></ul></ul><ul><ul><li>Lack of Knowledge </li></ul></ul><ul><ul><li>Lack of Time </li></ul></ul><ul><li>AT Abandonment </li></ul>
    10. 10. <ul><li>AT/IT – Family Needs? </li></ul><ul><ul><li>Research/Literature </li></ul></ul><ul><ul><li>Family Friendly? </li></ul></ul><ul><ul><li>Family Focused? </li></ul></ul>
    11. 11. 2010 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career
    12. 12. Text-to-Speech Applications <ul><li>Free text-to-speech software </li></ul><ul><li>Customize font and background color </li></ul><ul><li>Reads text via Windows or Mac </li></ul><ul><li>Reads e-mail emoticons such as :) or :( </li></ul><ul><li>Adjustable voice speed (rate) </li></ul><ul><li>Tool bar option of Copy/Paste Clip Board </li></ul>
    13. 13. Text-to-Speech Applications <ul><li>Premier Accessibility Suite </li></ul><ul><li> </li></ul><ul><li>Text- to-speech software </li></ul><ul><li>Au dio output - multiple voices </li></ul><ul><li>Highlights text as it speaks </li></ul><ul><li>Static Toolbar </li></ul><ul><li>Texthelp - Read and Write Gold </li></ul><ul><li> </li></ul><ul><li>Text-to-speec h software </li></ul><ul><li>Audio output - multiple voices </li></ul><ul><li>Highlights text as it speaks </li></ul><ul><li>Reads on fly for any application </li></ul>
    14. 14. <ul><li>Your students will: </li></ul><ul><li>Apply reading strategies to improve understanding and fluency </li></ul><ul><li>Read and interpret a variety of literary works </li></ul><ul><li>Understand and acquire new vocabulary </li></ul><ul><li>Monitor their own comprehension and make modifications when understanding breaks down </li></ul><ul><li>Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice and short answer </li></ul><ul><li>Paraphrase and summarize text to recall, inform, or organize ideas </li></ul><ul><li>Describe mental images that text descriptions evoke </li></ul>Thinking Reader
    15. 16. Graphic Organizers
    16. 19. Gist Plan <ul><li>GIST is designed from the ground up for use in classrooms incorporating the Content Enhancement Routines. Developed with the KU-CRL, GIST offers a robust tool set for educators to create and present CE devices with diverse learners, teaching critical content to all. </li></ul><ul><li> </li></ul>
    17. 20. 2010 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career
    18. 22. <ul><li>Discovery Learning </li></ul>Animoto & KerPoof
    19. 24. <ul><li>Universal Design for Learning </li></ul><ul><li>Response to Intervention </li></ul>2010 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career
    20. 25. <ul><li>Multiple Means of </li></ul><ul><ul><li>Representation </li></ul></ul><ul><ul><li>Expression </li></ul></ul><ul><ul><li>Engagement </li></ul></ul>
    21. 29. <ul><li>PM - Data to ensure success </li></ul><ul><li>Tiers of Interventions – Tiers of Tools </li></ul><ul><li>Problem Solving – Ongoing Consideration </li></ul><ul><li>EBP – Effective tools </li></ul>
    22. 30. <ul><li>Applications feature Progress Monitoring Tools </li></ul><ul><ul><li>Science Writer </li></ul></ul><ul><ul><li>Write Outloud </li></ul></ul><ul><ul><li>Read 180 </li></ul></ul><ul><ul><li>Host of other software applications </li></ul></ul>
    23. 31. <ul><li>Connecting the EBP to Technology Tools </li></ul><ul><ul><li>Graphic Organizers </li></ul></ul><ul><ul><li>Writing Applications </li></ul></ul><ul><ul><li>Explicit/Direct Instruction </li></ul></ul><ul><ul><li>Big Ideas/Setting Context </li></ul></ul>
    24. 32. <ul><li>Where do we go from here? </li></ul><ul><li>Examine Connections </li></ul><ul><ul><li>Discuss within RtI Model </li></ul></ul><ul><ul><li>Be at the table </li></ul></ul><ul><li>Make the connections for the field </li></ul><ul><ul><li>AT/IT & PM </li></ul></ul><ul><ul><li>AT/IT & EBP </li></ul></ul>
    25. 33. Thank You <ul><li>Resources can be found at: </li></ul><ul><li> </li></ul>2010 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career
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