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Edtc6341 Team2 At Research


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Edtc6341 Team2 At Research

  1. 1. Team 2 Assistive Technology
  2. 2. Participants <ul><ul><li>Sylvia Reza - Intro, Definitions and Descriptions of Various Types of Assistive Technologies </li></ul></ul><ul><ul><li>James Higgs - Legal Requirements, Laws and Historical Background </li></ul></ul><ul><ul><li>Sheri Higgs - Eligibility Requirements; Roles of School Districts and Teachers </li></ul></ul><ul><ul><li>Fred Kaplan - Roles and Responsibilities of MTTs and Assistive Technologies; Resources for MTTs; Conclusion </li></ul></ul>
  3. 3. <ul><ul><li>Introduction, Definitions and Descriptions of Various Types of Assistive Technologies </li></ul></ul><ul><ul><li>Sylvia Reza </li></ul></ul>
  4. 4. What Is Assistive Technology? <ul><li>Devices </li></ul><ul><ul><li>“ Any </li></ul></ul><ul><ul><ul><li>Item </li></ul></ul></ul><ul><ul><ul><li>Piece of equipment </li></ul></ul></ul><ul><ul><ul><li>Product system </li></ul></ul></ul><ul><ul><li>Acquired </li></ul></ul><ul><ul><ul><li>Commercially </li></ul></ul></ul><ul><ul><ul><li>Modified </li></ul></ul></ul><ul><ul><ul><li>Customized </li></ul></ul></ul><ul><ul><li>Used to </li></ul></ul><ul><ul><ul><li>Increase </li></ul></ul></ul><ul><ul><ul><li>Maintain </li></ul></ul></ul><ul><ul><ul><li>Improve </li></ul></ul></ul><ul><ul><li>Functional capabilities of individuals with disabilities (P.L. 108-364). </li></ul></ul><ul><ul><li>May be </li></ul></ul><ul><ul><ul><li>As simple as a piece of foam which makes a spoon easier to grasp </li></ul></ul></ul><ul><ul><ul><li>As complex as a computer that responds to voice commands </li></ul></ul></ul><ul><li>Services </li></ul><ul><ul><li>“ Any services that directly assist an individual with a disability in the </li></ul></ul><ul><ul><ul><li>Selection </li></ul></ul></ul><ul><ul><ul><li>Acquisition </li></ul></ul></ul><ul><ul><ul><li>Use of an assistive technology device&quot; (P.L. 108-364). </li></ul></ul></ul><ul><ul><li>May include </li></ul></ul><ul><ul><ul><li>Adapting a toy so that it may be operated by a child with disabilities </li></ul></ul></ul><ul><ul><ul><li>Installing grab bars for an older person to increase his/her safety in the home </li></ul></ul></ul><ul><ul><ul><li>Teaching an individual to use a Braille note-taking device </li></ul></ul></ul>
  5. 5. Low Tech Assistive Devices <ul><ul><li>Include items such as: </li></ul></ul><ul><ul><ul><li>pencil grips </li></ul></ul></ul><ul><ul><ul><li>colored overlays </li></ul></ul></ul><ul><ul><ul><li>raised-line paper </li></ul></ul></ul><ul><ul><ul><li>Magnifiers </li></ul></ul></ul><ul><ul><ul><li>tactile letters </li></ul></ul></ul><ul><ul><ul><li>Post-It® notes </li></ul></ul></ul><ul><ul><ul><li>slanted surfaces </li></ul></ul></ul><ul><ul><li>Often available for low or no cost and can sometimes be made from readily available materials. </li></ul></ul>
  6. 6. Mid Tech Assistive Devices <ul><ul><li>Usually battery operated </li></ul></ul><ul><ul><li>Relatively simple to operate </li></ul></ul><ul><ul><li>May include </li></ul></ul><ul><ul><ul><li>Calculators </li></ul></ul></ul><ul><ul><ul><li>Spell checkers </li></ul></ul></ul><ul><ul><ul><li>Voice output communication aides (VOCAs ) </li></ul></ul></ul><ul><ul><ul><li>Switch operated toys and appliances </li></ul></ul></ul><ul><ul><ul><li>Audio books </li></ul></ul></ul><ul><ul><ul><li>Digital or Tape voice recorders </li></ul></ul></ul>
  7. 7. Mid Tech Device Audio Books <ul><li>Kindle </li></ul><ul><ul><li>Like email has replaced written notes – E-reading has replaced bound books </li></ul></ul><ul><ul><li>Initial cost is the equipment </li></ul></ul><ul><ul><li>Thereafter E-books are cheaper than bound books </li></ul></ul><ul><ul><ul><ul><li>Wikipedia </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Newspapers </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Magazines </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Blogs </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Full Dictionary </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Email capability </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Load Word or PDF files </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Add annotation notes on margin </li></ul></ul></ul></ul><ul><li>Benefits </li></ul><ul><ul><li>Lightweight </li></ul></ul><ul><ul><li>Handheld </li></ul></ul><ul><ul><ul><li>Suitable for those with arthritis or hand flexibility issues </li></ul></ul></ul><ul><ul><li>Easy for traveling – not lugging weight of books in luggage </li></ul></ul><ul><ul><li>No trips to store – download – uses same technology as cell phone connectivity </li></ul></ul><ul><ul><li>Readability </li></ul></ul><ul><ul><li>Portability </li></ul></ul><ul><ul><li>Pocket library </li></ul></ul><ul><ul><li>Green </li></ul></ul><ul><ul><li>No glare </li></ul></ul><ul><ul><li>Effortless to turn page </li></ul></ul><ul><ul><li>Text displayed in 6 different fonts a plus for vision challenged </li></ul></ul><ul><ul><li>Text to speech function </li></ul></ul>
  8. 8. High Tech Assistive Devices <ul><ul><li>Generally more complicated to learn and operate </li></ul></ul><ul><ul><li>Often involve computers and computer software </li></ul></ul><ul><ul><ul><li>Graphic organizers </li></ul></ul></ul>
  9. 9. High Tech Assistive Device <ul><ul><li>Alternative Cursor Control </li></ul></ul>
  10. 10. High Tech Assistive Device <ul><ul><li>Voice Recognition </li></ul></ul><ul><ul><ul><li>Windows Vista Speech Recognition Device   </li></ul></ul></ul>
  11. 11. <ul><li>Legal Requirements, Laws and Historical Background </li></ul><ul><li>James Higgs </li></ul>
  12. 12. Assistive Devices and The Law <ul><li>Some Basic Terms (Jargon) </li></ul><ul><ul><li>P.L. 94-142 </li></ul></ul><ul><ul><li>IDEA </li></ul></ul><ul><ul><li>504 </li></ul></ul><ul><ul><li>FAPE </li></ul></ul><ul><ul><li>ARD </li></ul></ul><ul><ul><li>Placement </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul>
  13. 13. Assistive Devices and The Law <ul><li>Some More Basic Terms (Jargon) </li></ul><ul><ul><li>LRE </li></ul></ul><ul><ul><li>Related Services </li></ul></ul><ul><ul><li>Handicapping Condition </li></ul></ul><ul><ul><li>EYS </li></ul></ul><ul><ul><li>OSEP </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul>
  14. 14.   Assistive Devices and The Law <ul><li>Passed in 1975 - </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>IDEA </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul><ul><li>The Education for All Handicapped Children Act </li></ul><ul><li>  </li></ul><ul><li>This Law is the Basis of Special Education Law </li></ul><ul><li>  </li></ul><ul><li>Individuals with Disabilities Education Act - update to PL-94-142 passed under G.W. Bush </li></ul>
  15. 15. Assistive Devices and The Law <ul><li>504 </li></ul><ul><li>  </li></ul><ul><li>Section 504 of 1973 Rehabilitation Act - </li></ul><ul><li>  </li></ul><ul><li>Eligible persons must have: </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul><ul><li>  1. Physical or mental impairment which substantially limits a major life activity </li></ul><ul><li>2. They have a record of such impairment </li></ul><ul><li>3. They are regarded as having such an impairment </li></ul>
  16. 16. Assistive Devices and The Law <ul><li>FAPE </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul><ul><li>Free, Appropriate Public Education- </li></ul><ul><li>mandates every child is entitled to FAPE regardless of nature or severity of the disability </li></ul>
  17. 17. Assistive Devices and The Law <ul><li>IEP </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>ARD </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul><ul><li>Individualized Education Program - created for each identified child </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Admission, Review, Dismissal  - committee who create IEP </li></ul>
  18. 18. Assistive Devices and The Law <ul><li>Placement </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>LRE </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul><ul><li>Instructional arrangement: could be regular classroom, resource room or even residential facility </li></ul><ul><li>  </li></ul><ul><li>Least Restrictive Environment - placement must allow child to interact with nondisabled students as much as is appropriate </li></ul>
  19. 19. Assistive Devices and The Law <ul><li>Related Services </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998)   </li></ul><ul><li>Special transportation and other non-instructional services necessary to benefit from educational program </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  20. 20. Assistive Devices and The Law <ul><li>Handicapping Condition </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul><ul><li>  </li></ul><ul><li>Federal eligibility criteria: Learning Disabled - LD, Emotionally Disturbed - ED, Mentally Retarded - MR, Other Health Impaired - OHI, Visually Handicapped - VH, Auditorally Handicapped - AH , others </li></ul>
  21. 21. Assistive Devices and The Law <ul><li>EYS </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>OSEP </li></ul><ul><li>Extended Year Services - Services beyond the normal school year </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Office of Special Education Programs </li></ul><ul><li>  </li></ul>
  22. 22. Assistive Devices and The Law <ul><li>PL 94-142  and IDEA requires that:  </li></ul><ul><ul><li>Districts provide equipment and services </li></ul></ul><ul><li>      which allow all students access a FAPE  </li></ul><ul><li>  </li></ul><ul><ul><li>Texas uses the ARD committee to decide what services and devices an individual student needs  </li></ul></ul><ul><li>  </li></ul><ul><ul><li>The IEP is the legal document specifying what the district will provide </li></ul></ul><ul><li>  District Taks Coordiantor Handbook (2008-2009 ed)., Austin: Texas Education Agency. </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul>
  23. 23. Assistive Devices and The Law <ul><li>Assistive Devices on State Assessements: </li></ul><ul><li>  </li></ul><ul><ul><li>chosen from approved state list </li></ul></ul><ul><ul><li>state list is approved by Fed. Dept. of Ed. </li></ul></ul><ul><ul><li>ARD committe must specify it </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>District Taks Coordinator Handbook (2008-2009 ed)., Austin: Texas Education Agency. </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul>
  24. 24. Assistive Devices and The Law <ul><li>504 students </li></ul><ul><li>  </li></ul><ul><ul><li>committee of knowledgeable persons determine eligibility </li></ul></ul><ul><ul><li>and accommodations or modifications </li></ul></ul><ul><ul><li>in some cases can be used on state assessments </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul><ul><li>District Taks Coordinator Handbook (2008-2009 ed.} </li></ul>
  25. 25. Assistive Devices and The Law <ul><li>General Education Students may use assistive devices in accordance with local board policy </li></ul><ul><li>  </li></ul><ul><ul><li>policy outlined in board policy </li></ul></ul><ul><ul><li>policy on use outlined in code of conduct </li></ul></ul><ul><ul><li>district may create technology usage policy </li></ul></ul><ul><ul><li>school and student safety may be addressed by policy </li></ul></ul><ul><ul><li>policy may not discriminate </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul>
  26. 26. <ul><li>Eligibility Requirements; Roles of School Districts and Teachers </li></ul><ul><li>Sheri Higgs </li></ul>
  27. 27. “ Technology has great potential in providing access for all learners. Through the use of a variety of assistive technologies, students with disabilities can have the ability to access the general curriculum. When assistive technology is appropriately integrated into the regular classroom, students are provided with multiple means to complete their work.” - Janet Jendron University of South Carolina Assistive Technology Project “ The Power of Assistive Technology”
  28. 28. Eligibility <ul><li>Students receive AT through their IEP </li></ul><ul><li>IEP (Individualized Education Program): Written document that describes a student with a disability’s educational plan; it discusses the disability, goals for the student, various things that need to be done throughout the school year, what services the school will provide, and where the student will learn. </li></ul><ul><li>If an IEP Team feels they cannot make the best decision concerning a child and AT, the child may go through a secondary, independent AT evaluation. </li></ul><ul><li>AT evaluations look at the student’s abilities and needs, determine goals, and identify possible AT devices to try. </li></ul>(Cavanaugh, 2004)
  29. 29. Eligibility <ul><li>Questions to be asked </li></ul><ul><li>Will assistive technology enable the student to meet the goals set for the education program that cannot be met because of his/her disability? </li></ul><ul><li>Does the student need assistive technology to be involved in the general curriculum, including participation in state and district wide assessments? </li></ul><ul><li>Does the student need assistive technology for augmentative communication? </li></ul><ul><li>Does the student need to use the device at home or in the community to achieve the goals of the IEP? </li></ul>(Cavanaugh, 2004)
  30. 30. Eligibility <ul><li>When the ARD Team decides that AT is an option, they allow the student to borrow the device until it is known that the particular device will help the student in the way intended. </li></ul><ul><li>If AT is suggested through the IEP, the school must provide a student with it according to the law. </li></ul><ul><li>If the AT device is determined to be necessary, steps are made to purchase it or acquire it through a loan program. </li></ul>(Cavanaugh, 2004)
  31. 31. Role of the School District <ul><li>If the ARD committee specifies it: </li></ul><ul><li>  </li></ul><ul><li>      the district must provide it </li></ul><ul><li>     </li></ul><ul><li>                cost is no excuse </li></ul><ul><li>  </li></ul><ul><li>                     as long as it is educational appropriate </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>(Kemerer, Frank and Jim Walsh, 1998) </li></ul><ul><li>  </li></ul>
  32. 32. Role of the School District <ul><li>A commitment to technology is also needed to ensure that all teacher candidates are able to use educational technologies to help all students learn. </li></ul>(Cavanaugh, 2004)
  33. 33. Role of the Teacher <ul><li>Assistive technology provides an educational resource that must be considered for any student classified with a disability and must be included on that student's individual education plan (IEP). </li></ul><ul><li>Current and future teachers then &quot;..need to be focused on classroom-wide and building wide contexts, reflecting an alignment within special education as well as between special and general education.” </li></ul>(McGregor & Vogelsbert, 1998)
  34. 34. Role of the Teacher <ul><li>All teachers, not just the special education or ESOL teachers, have a need be trained and prepared for the inclusion of special needs students in their general education population. “Today's teachers must be prepared to adapt instruction for an individual by changing one or more aspects of the material being taught, such as the method, amount, evaluation, assistance, environment, and material. “ </li></ul>(Beninghof & Singer, 1995)
  35. 35. Role of the Teacher <ul><li>Teachers must continually monitor and document the student’s use of any assistive technology assigned to the student. It is the teacher who has the most contact with the student, and their input is necessary to determine if the technology is correct, and if the student is utilizing it properly. </li></ul>(Kemerer, Frank and Jim Walsh, 1998)
  36. 36. Be Prepared for Change <ul><li>As a student’s schoolwork gets more advanced, their technology needs may change or increase. </li></ul><ul><li>New technology may become available that will better meet the needs of the student. </li></ul><ul><li>During a regularly scheduled evaluation, the IEP team or another professional may decide that another piece of technology will be better for the student. </li></ul>
  37. 37. Tips for Teachers <ul><li>Use technology! </li></ul><ul><li>Learn how to use the AT devices that will be present in the classroom. </li></ul><ul><li>Familiarize the whole class with the AT and why a certain student needs to use it; it aids in inclusion. </li></ul><ul><li>Incorporate AT into the regular school day. </li></ul><ul><li>Ask for help if you need it. </li></ul><ul><li>Sit in on IEP meetings if possible. </li></ul><ul><li>Work with the parents and the special education team or other professionals working with the student. </li></ul>
  38. 38. <ul><li>Roles and Responsibilities of MTTs and Assistive Technologies; Resources for MTTs; Conclusion </li></ul><ul><li>Fred Kaplan </li></ul>
  39. 39. Roles and Responsibilities of MTTs and Assistive Technologies (A.T.) <ul><li>Identifying Learning Issues </li></ul><ul><ul><li>Used when choosing A. T. </li></ul></ul>“ Anna (a 4 th grade student) has difficulties with fine motor skills. She also has difficulties with reading text-books.” Biegel (2000)
  40. 40. <ul><li>Identifying A. T. </li></ul><ul><ul><li>Must match the A.T. to the disability </li></ul></ul>Roles and Responsibilities of MTTs and Assistive Technologies (A.T.) “ She was given a small, state-of-the art laptop with speech software.” Biegel (2000)
  41. 41. <ul><li>Evaluating A. T. </li></ul><ul><ul><li>Must assure that the student(s) will use the A.T. </li></ul></ul>Roles and Responsibilities of MTTs and Assistive Technologies (A.T.) “ For Anna, the small size of the laptop, as well as the closely spaced keyboard, made it difficult to use. In addition, the voice of the synthesizer did not appeal to Anna.” “ As a result, Anna did not use the device; She carried it to school, and it stayed in her pack.” Biegel (2000)
  42. 42. <ul><li>Revising A. T. </li></ul><ul><ul><li>Must re-visit and reshape the A.T. to 'fit' the student </li></ul></ul>Roles and Responsibilities of MTTs and Assistive Technologies (A.T.) “ [They] provided Anna with a laptop with a larger keyboard, which lead to greater access to the device...and the addition of a scanner so that Anna's textbooks could be scanned.” “ The speech device was also adapted to a tone that sounded more pleasing to Anna.” Biegel (2000)
  43. 43. Resources for MTTs <ul><li>Where to find Technologies </li></ul><ul><li>Quicktionary </li></ul><ul><ul><li> </li></ul></ul><ul><ul><ul><li>Hand held scanners used by students to read individual words on a page </li></ul></ul></ul><ul><li>Inclusive Technologies </li></ul><ul><ul><li> </li></ul></ul><ul><ul><ul><li>A. T. consulting services </li></ul></ul></ul><ul><li>AbleNet </li></ul><ul><ul><li> </li></ul></ul><ul><ul><ul><li>Storefront providing hardware and software for disabled persons in the classroom. </li></ul></ul></ul>(Riley, 2004; Merbler, 1999)
  44. 44. Sources <ul><li>Beigel, A. (2000, March). Assistive technology assessment: More than the device. Intervention in School & Clinic, 35(4), 237. </li></ul><ul><li>Beninghof, A. M., & Singer, A. L. (1995). Ideas for inclusion. The school administrator's guide. Longmont, CO: Sopris West </li></ul><ul><li>Cavanaugh, T. (2004). Assistive Technology and Inclusion, presentation at SITE conference </li></ul><ul><li>District TAKS Coordinator Handbook (2008-2009 ed., Austin: Texas Education Agency. </li></ul><ul><li>Family Center on Technology and Disability </li></ul><ul><ul><li> </li></ul></ul>
  45. 45. Sources <ul><li>Kemerer, Frank, Jim Walsh (1998). The educators guide to Texas school law . Austin, Texas: University of Texas Press, fourth edition. </li></ul><ul><ul><li>Jargon of Special Education: pg 76, 77 </li></ul></ul><ul><ul><li>Identification pg 79 </li></ul></ul><ul><ul><li>Assessment pg 79 </li></ul></ul><ul><ul><li>ARD Committee pg 80 </li></ul></ul><ul><ul><li>IEP pg 81 </li></ul></ul><ul><ul><li>LRE pg 82, 86-87 </li></ul></ul><ul><ul><li>Related Services pg 84,85 </li></ul></ul><ul><ul><li>EYS pg 87 </li></ul></ul><ul><ul><li>504 pg 98,99,100 </li></ul></ul>
  46. 46. Sources <ul><li>McGregor, G., Vogelsberg, R. T. (1998). Inclusive Schooling Practices: Pedagogical and Research Foundations: A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling . Paul H. Brookes Publishing Co., Inc. </li></ul><ul><li>Merbler, J., Hadadian, A., & Ulman, J. (1999, Spring99). Using Assistive Technology in the Inclusive Classroom. Preventing School Failure, 43(3), 113. </li></ul><ul><li>Riley, G., Beard, L., & Strain, J. (2004, November). Assistive Technology at Use in the Teacher Education Programs at Jacksonville State University. TechTrends: Linking Research & Practice to Improve Learning, 48(6), 47-49. </li></ul><ul><li>Shared Services Arrangement Handbook for Administrators, 2005 ed., Hillsboro: Hill County Shared Services Arrangement </li></ul>
  47. 47. Sources <ul><li>Definition of Assistive Technology </li></ul><ul><li>Definition of Low, Medium High Devices </li></ul>
  48. 48. Photo Sources Intro Slide Participant Bullets Pencil grip photo Colored overlay photo Raised line paper Photo of girl with enlarged screen Magnifier
  49. 49. Photo Sources <ul><li>Tactile letters and numbers </li></ul><ul><li> = </li></ul><ul><li>Post It </li></ul><ul><li>Slanted surface </li></ul><ul><li>Calculator </li></ul><ul><li>Spell checker </li></ul><ul><li>Voice Output Communication Aide </li></ul><ul><li>Switch operated toys </li></ul>
  50. 50. Photo Sources <ul><li>Kindle Reader + Newsweek </li></ul><ul><li>Graphic Organizer </li></ul><ul><li>Alternative cursor control </li></ul><ul><li>Windows Vista Speech Recognition device </li></ul>