1.
Implementing AT in classrooms
Key issues to consider
David Banes
October 2015

2.
Abstract
• Purchasing assistive technology for use in classrooms can be
expensive.
• In order to maximize the impact of this investment it is important
for schools to consider a series of issues prior to purchase, during
implementation and after putting the technology in place.
• The session will explore some of the key factors that influence
successful use of AT and suggest a series of enabling actions that
schools can take to ensure that such technology is successful in
improving teaching and learning.
• These will include both competencies and knowledge around
Assistive Technology itself, but also importantly some of the wider
skills that teachers need to use such solutions effectively.

3.
What is our definition of success
1 Achieving student goals as described in the IEP/ESP
Does the technology contribute to the achievement of those
goals
2 Does the pupil report significant progress across the curriculum
in areas such as
Communication
Competence
Adaptability
Self esteem
(PIADS)

4.
Implementation requires consideration of
• Pupil Needs
• Staff Needs
• Whole School Factors

5.
Whole School Factors

6.
School Factors
School management supports
efforts to implement the AT
solution.
School management understand
the role AT plays in the pupil’s
educational program and
supports efforts to integrate this
into the school’s general
technology plan.
The school setting has
appropriate physical space to
accommodate the AT solution.
Necessary auxiliary or peripheral
technology is in place to support
the specific AT solution
The school supports a
suitable platform for the
technology.

7.
Does school have the capacity to
Implement AT
Whole School Policy
IT knowledge and
competencies
Infrastructure –
technical and
personnel
Established
IEP/ESP
framework with
clear goals
Understanding
of Disability and
Special Needs
Simple
Procurement
Process
Appropriate
Technical
Support

8.
Policy defines model of
implementation across the School
For example
• Withdrawal from
class for IT/AT
sessions
• Integration into the
classroom to deliver
IEP
• 24 hour holistic use –
notably AAC etc

9.
Classroom Factors
Classroom
Positioning
and Group
Work
Power
Sockets
Impact on
others
Network
availability
Physical
Space
Focused
and
Ambient
Light

10.
Teacher Factors

11.
Teacher Factors / Teachers must :-
be motivated to find
and implement an
effective AT solution
for the student
be able to state clear
goals that the
technology will
support.
Understands the
implementation plan
and is willing to
commit the time
necessary -
planning,
creation of resources,
integrating into the
IEP,
and assessment.
Have access to the
training resources
needed to implement
the technology. (for
self and pupil)

12.
Implementation and the IEP
• Individual
Implementation is
outlined through the
IEP/ESP
• Student is motivated to
use assistive
technology and has
been involved, at their
level, in the selection
and implementation of
the technology

13.
Implementation and the IEP
Gather relevant information
Establish goals
Conduct Assistive Technology Trial
Identify AT solution
Develop Implementation Plan
Adapt Lessons for AT integration
Follow Up and Plan Transition

14.
Gather Relevant Information - Staff
Who are the adults
actually involved in
implementation ?
(teachers, administrators,
paraprofessionals, family,
administrators, etc.)?
What tasks do the adults
need to accomplish to
assist with supporting the
student’s effective use
of AT (make available the
technology, provide
supervision or support,
take data, assist with
maintaining equipment)?
What training do the
adults need (device,
strategies, how to get help
when needed,
troubleshooting, etc.)?
What resources are
needed by the adults to
assist with
implementation and
training (external support,
administrative support,
vendor support, time)?

15.
Teacher Indicators - Technology
Knowledge of technology
used in schools
Designs or adapts
relevant learning
experiences that
incorporate digital tools
Uses Technology
creatively in class
Knowledge of built in
access features
Develops technology-
enriched learning
environments
Offers multiple and
varied formative and
summative assessments
through technology.
Communicates relevant
information and ideas
effectively using a variety
of media and formats
Uses learner-centered
strategies to provide
equitable access
Promotes and models
digital etiquette and
responsible social
interactions
Participates in local and
global learning
communities

16.
Teacher Indicators
Strategies
Content
Knowledge
Use of
Resources
Understands
Learning
Motivational
Active Real
Relevant Empowering

17.
Teacher Indicators
Understanding Special Needs
Diagnosis Prognosis
Presentation Accommodation
Needs

18.
Teacher Indicators
Understanding Special Needs
Communication Learning
Physical Sensory
Child

19.
Professional Development
To equip teachers with the knowledge and skills they need educators
recommend the following best practices.
Professional
Development
Make It
Ongoing
Foster Peer-
to-Peer
Learning
Go Outside
Let the
Students
Teach
Know What
Works

20.
Student Factors

21.
Gather Relevant Information
Student Factors
What Barriers and challenges is
the student currently
experiencing ?
What aspects of performance
do they expect will change ?
What are the specifics of how
the student should use AT (what
tasks, under what conditions,
where, when, how, and with
whom)?
What may need to be changed
(use of AT, educational
strategies, accommodations,
and modifications)?
What supports and cues will the
student require to be successful
(auditory, visual tactile, least to
most, most to least, etc.)?
What training does the student
and the team need to have
effective implementation?
Are there any changes in the
physical environment that need
to be made to support student
success (physical, sensory,
availability of technology, access
to technology)?
Motivation !

22.
Establish IEP goals
Rationale for Intervention
Examples
• Ahmed will produce written work across the
curriculum that is clear and legible in order to
present his knowledge and skills in the most
positive manner possible
• Noor will communicate her knowledge and
thinking in class and beyond combining two or
more concepts or ideas
• Kira will write a three- to five-sentence paragraph
with no more than one misspelled word

23.
Establish Processes

24.
Implementation
• Why ?
• What ?
• Who ?
• When ?
• How ?

25.
Identify AT solution
Current
Baseline
Observation
Trial
Recommend
and Implement
Review

26.
Integrate that AT into the goals
Examples of Documenting AT in the IEP
• Ahmed demonstrates difficulty completing all writing assignments
using standard classroom tools such as pencil and paper. His writing
samples are characterized by spelling, grammar, and punctuation
errors. He uses a handheld spell-checker to aid him in editing his
handwritten communication. Ahmed also uses a computer-based
word processing program with built-in spelling, grammar, and
punctuation checks.
• Noor requires access to her augmentative communication device
across all special education and related services. The classroom
teacher as well as the speech and language pathologist and
occupational therapist will be responsible for providing training in
the programming and use of the augmentative communication
device. Noor’s general education and special education teachers
will receive training in the use and programming of her device.
• Kira will write a three- to five-sentence paragraph with no more
than one misspelled word when using a handheld spell checker to
correct misspelled words.

27.
Conduct Assistive Technology Trial – What ?
Requires Short term
loan of new equipment
Freely available and
Supported
Currently available
throughout School

28.
Adapt Lessons for AT integration
• Plan and Deliver
Following from the overall implementation
plan, daily lesson plans are adapted to include
the use of assistive technology to meet the
curricular goals.
• Review and evaluate
AT outcomes, identified in the student’s IEP
are measured on an ongoing basis.

29.
Follow Up and Plan Transition
• The use of assistive technology requires
frequent and ongoing review to ensure the AT
solution remains appropriate to goals and
student needs.
• Transition plans, in particular, are necessary to
support a smooth transition between classes
and grades.

30.
Forms and Formats?
• Provide structure to aid thinking
• Guide thinking
• Should support not restrict

31.
Planning Format
NAME (List all individuals who will implement the AT
with the student.)
ROLE (e.g., manager, teacher, family member,
partner/support service, student, etc.)
IMPLEMENTATION TEAM
TECHNOLOGY TO BE USED inc platform STATUS (e.g., owned by school, will purchase, on
loan, etc.)
TECHNOLOGY
POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated)
TASK (e.g., procure AT, set up and configuration, set
up in classroom, maintain and repair, etc.)
PERSON(S) RESPONSIBLE DATE DUE
TECHNOLOGY TASKS

32.
Planning Format
TRAINING NEED TRAINEES TRAINER DATES & TIMES FOLLOW UP
TRAINING
IEP GOAL CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc.)
PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH
THE GOAL (List specific AT and
any customized settings.)
CLASSROOM IMPLEMENTATION
HOME IMPLEMENTATION
IEP GOAL CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc.)
PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH
THE GOAL (List specific AT and
any customized settings.)
Goal How is it measured Who will measure it Date
MONITORING/EVALUATION

33.
Successful Implementation is based on a series of principles
Teachers must have
time to plan lessons that
will integrate the
assistive technology in
the classroom.
The assistive technology
and supporting materials
should be age-
appropriate and
motivating to the
student.
School staff must have
time to create materials
that are specific to the
curriculum.
Assistive technology
should be easily
accessible within the
classroom.
Students and staff should
have time to learn to use
the assistive technology
before it is introduced
into the classroom
routine.
A team develops a plan
for the assistive
technology
implementation.

34.
Successful Implementation is based on a series of principles
Training and technical
support must be easily
available.
Students need support
from their classmates
Students, teachers,
therapists and parents
need access to others who
are using the assistive
technology successfully
The value of support from
parents or caregivers
cannot be overestimated.
Administrative support
makes all the difference.
An assistive technology
team coordinator saves
time, effort and
discouragement.
Procedures should be set
in place for ongoing
evaluation and
documentation of assistive
technology effectiveness.
Using assistive technology
in settings other than the
classroom is a powerful
way to provide continuity
of learning.

35.
Summary
Successful implementation of AT requires action at many levels
Including
• Knowledge and experience of the assistive technology
• A conducive approach within the whole school
• Consideration and planning within the classroom
• High quality of teacher that seeks continuous improvement
• Motivated Pupils
Delivered effectively assistive technology has the capacity to transform learning for a
child with special needs.
AT can change lives.

36.
References
• Janet Hopkins (2004) “Assistive Technology to Support Students with
Special Needs” CSC publications
• NATRI (2010) “Assistive technology Implementation plan” University of
Kentucky
• SET BC (2007) “Making It Work: Effective Implementation of Assistive
Technology” www.setbc.org
• Becta (2006) “Using the self-review framework in a special school” Becta
• Student Achievement Division (2014) “What Works? Research into
Practice” Ontario
• Jutta and Orellano (2013) “Cross-cultural Adaptation of the Psychosocial
Impact of Assistive Device Scale (PIADS) for Puerto Rican Assistive
Technology Users.” Assistive Technology: Official Journal of RESNA

37.
Questions ?
• Feel free to follow up !
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• @davebanesaccess
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– Email
• david@davebanesaccess.org
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• www.davebanesaccess.org