1. OLD BRIDGE BOARD OF
EDUCATION
ASSISTIVE TECHNOLOGY

2. IDENTIFICATION/ACQUISITION OF
TECHNOLOGY
• Assistive Technology is decided upon in the
following way:
• The Child Study Team
• Identifies children in need of extra support.
• Makes recommendations based on the needs of individual
students to the Director of Special Services, James Tuohy.

3. IDENTIFICATION/ACQUISITION OF
TECHNOLOGY
• The Director of Special Services
• Works with the Supervisor of Special Education (Melanie Minch-
Klass) and Supervisor of Technology (Karen Venezia-Hicks) to
• identify the correct resources,
• make the purchase
• foster the implementation of the technology.
• If further clarification of the recommendations is needed,
additional evaluative services from independent providers
are purchased.

4. BUDGET
• The purchase of
• Assistive technology devices
• Software
• Professional development training to support the
implementation of these devices
• The purchase of additional evaluative services from
independent providers (if needed) comes from:
• Individuals with Disabilities Education Act (IDEA)
• Local budget special education funds

5. SOFTWARE EXAMPLES
• EXAMPLES of software implemented to help our
special needs students include:
• JAWS – software which relays audio translation as student
accesses

6. SOFTWARE EXAMPLES
• Co-Writer writing assistant and word predictor

7. SOFTWARE EXAMPLES
• Other software examples include:
• CELF – speech testing and evaluation software
• Vantage Plus – a communication assistant
• Zoom Text 9.0 – a desktop enlargement software

8. HARDWARE EXAMPLES
• EXAMPLES of hardware implemented to help our
special needs students include:
• ASL Microlight Switch – It adapts computer mouse control
onto a wheelchair. It is a switch which can be activated
with an extremely light touch by a finger, chin, or other
body part.

9. HARDWARE EXAMPLES
• Other hardware examples include:
• Large display monitors,
• Special keyboards
• Books on CD
• Individual laptops

10. HARDWARE EXAMPLES
• FM systems which include teacher microphones and
classroom wiring

11. HARDWARE EXAMPLES
• For the use of Braille, the district has purchased
• A Braille printer and reader
• Braille equipped keyboards
• A Braille writer (See video)

12. GETTING STARTED
• Once the technology has been purchased, the
Supervisor of Technology works with technicians to
install the hardware and software as well as assisting
with initial orientation training.
• If further support is needed, it can be provided by
the hardware or software providers.

13. MONITORING
• There is regular monitoring of assistive technology.
• The Supervisor of Special Education regularly works
together with the Supervisor of Technology to monitor the
use of assistive technology devices.
• They also are available to offer support and help to correct
any issues in the implementation of the technology.

14. CONCLUSION
• The Old Bridge Board of Education has a clear plan
of:
• Identification of students
• Identification of assistive technology needed
• Purchase
• Implementation
• Follow-up