Assitive techpowerpoint


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Assitive techpowerpoint

  1. 1. Fostering Independence through Assistive Technology GOOD SPIRIT SCHOOL DIVISION M A R C H 5 TH, 2 0 1 2
  2. 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
  3. 3. 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
  4. 4. 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.
  5. 5. 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.
  6. 6. 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.
  7. 7. 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.
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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.
  12. 12. 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.
  13. 13. 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.
  14. 14. Planning for Assistive Technology  Low Technology  Mid Technology  High Technology
  15. 15. 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?
  16. 16. Planning for Assistive Technology  Universal Strategies: What training & support do we need to provide to ensure successful use with:  Universal technology?  Targeted toolkit technology?
  17. 17. Targeted ATElementary: Kurzweil Earobics WordQ/SpeakQ Kindle/Kobo Symwriter = Writing With Symbols iPads
  18. 18. Targeted ATHighschool: Kurzweil Dragon Naturally Speaking Kindle/E-Reader/Kobo Intel Reader Live Scribe iPads iPods/Use of Phones
  19. 19. 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
  20. 20.  How will software be reviewed? Who will review? How often will software be reviewed? Who makes hardware decisions?
  21. 21. Next Steps…..