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AT Implementation
1. We Bought It, Now
What? Assistive
Technology
Implementation
New Bedford Public Schools.
Professional Development Day 1/
28/2013
Kate Ahern, M.S.Ed.
Assistive Technology Specialist
Easter Seals of Massachusetts
2. What is AT?
› AT Products: any item, piece of equipment, or
product system that may be used by a person
with a disability to perform specific tasks,
improve functional capabilities, and become
more independent. It can help redefine what is
possible for people with a wide range of cognitive,
physical, or sensory disabilities.
› AT Services: any service that directly assists
an individual with a disability in the selection,
acquisition, or use of assistive technology devices
that result in greater independence, safety of
comfort of an individual.
5. Possible Results of Consideration
› No AT Needed
› Continuation with current AT will be sufficient
› AT is needed; can/will be explored, trialed, selected
and implemented by current IEP TEAM
› Formal or more rigorous AT Evaluation is required;
referral made to in-district AT TEAM or specialist, or
consulting AT TEAM or specialist
› This information is documented appropriately in IEP
6. Consideration at the Classroom
Level
› Gather SETT Info – Clarify the Questions
› Student
› Environment
› Task
› Tools
› Explore Options
› Trial Solutions
› Implement AT
7. Let’s try it!
› Split
into teams.
› Select a child most or all of you know.
› Discuss and record:
› Student – information about the student
› Environment – information about the setting
where AT may allow the child to complete tasks
› Tasks – information on the tasks that AT may
be able to assist with
11. Let’s try it!
› Make a list of tools your team would like to
trial for your student
› Thinkabout how well each one may work
given the other SETT information
12. When further AT evaluation is
needed…
› TEAM decision
› Referral process will vary by chosen provider
› Provider will likely require
› A referral form
› Copies of IEPS and recent evals
› Conversations with some or all TEAM members
› Observation of student and environment
› Hands-on evaluation of student
› You can help by
› Having specific referral questions and tasks in mind (example
- helpful Kristen needs a faster and less challenging way to
talk classroom notes; not helpful Kristen needs an iPad)
› Having a prepared list of what has been trialed already
13. Models of AT Evals
› Multidisciplinary AT TEAM Evals - often includes
Special Education and General Education
Teachers, OT, PT, SLP and others such as social
worker or teacher of the visually impaired as
needed. May or may not include an assistive
technology professional. All team members have
some kind of AT training.
› Consultant AT Professional – typically conducts
record reviews, observations, interviews with
TEAM including parent and student and hands-on
evaluation followed by recommendations to the
TEAM
14. AT Implementation
› How will we get it? › Who is in charge of
› Who
arranging training?
will pay for it?
› How will the key
› Whatabout repairs players find time to be
and warranties? trained in AT?
› Who › Where will it be used?
needs to be
› Where will it be
trained to use it?
stored?
› Who will do the › Will it go home?
training?
What else should we be thinking about?
17. Everyone List everything
involved – you will need –
includes paras including velcro
and pare nts and other ?”small
items”
18. Remember
daily tasks You can write
This can include
like putting it daily or weekly
student, but
in a bag to go on Mondays,
there should
home, backing etc.
be someone
it up, syncing.
checking on
them listed
19. Vendors,
Try breaking
online videos, Be specific
larger tasks
webinars are even with
down.
Paras, good resources. online
parents and trainings.
peers may
benefit from How will you know
training., if the training was
successful?
20. You can
write in goal Try to avoid Consider Possibly also
# and attach “all” or “when having them list where
IEP. writing” so initial and the items are
support date here kept!
staff knows to avoid, “I
when to Didn’t Know
implement. Syndrome”
21. You might want to list e-mail
addresses and Tech Support
numbers in the margins or on the
back. Also consider a notebook or
daily emails to check in with home.
22. What tasks must Again
the student Be detailed so consider
master to be data is uniform, initials and
successful? Direct
but simple so dates here.
instruction?
data is taken.
modeling?
Using anchor
charts?
23. AT is more than a product!
› AT in the service › AT in the service
delivery
›
delivery
Consultation for training
staff and family › Direct service to
› Consultation time for student to
obtaining programming,
› Train
scanning, and adapting
devices and materials? › Teach
› Consultation for › Model
updating and arranging
repairs? › Support use
›
Individual or group,
push in or pull out?
From whom and for whom? How often? Where? When? Who will
pay for this?
24. AT in the IEP
› Present Levels of Performance
› Accommodations and Modifications
› Annual Goals and Benchmarks
› Service Delivery Grid
› Modifications Needed for State-Wide and
District Wide Assessment
› Transition Plan
25. Let’s try it!
› Createa couple of sentences for each area in
the IEP for your selected student
› Present Levels of Performance
› Accommodations and Modifications
› Annual Goals and Benchmarks
› Service Delivery Grid
› Modifications Needed for State-Wide and
District Wide Assessment
› Transition Plan
26. Thank You!
› You can find the slideshow and handouts at:
› http://atimplementation.wikispaces.com/
› You must apply to be a member of the wiki and
then you will have access to all of the files
› Slideshowis also at https:/
/docs.google.com/file/d/
1KvLcVMHr0anD4ZikKeE0WDr0jfeJcl0Bwjcw
UgMgiAk/edit
