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Implementing AT in classrooms
Key issues to consider
David Banes
October 2015
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.
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)
Implementation requires consideration of
• Pupil Needs
• Staff Needs
• Whole School Factors
Whole School Factors
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.
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
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
Classroom Factors
Classroom
Positioning
and Group
Work
Power
Sockets
Impact on
others
Network
availability
Physical
Space
Focused
and
Ambient
Light
Teacher Factors
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)
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
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
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)?
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
Teacher Indicators
Strategies
Content
Knowledge
Use of
Resources
Understands
Learning
Motivational
Active Real
Relevant Empowering
Teacher Indicators
Understanding Special Needs
Diagnosis Prognosis
Presentation Accommodation
Needs
Teacher Indicators
Understanding Special Needs
Communication Learning
Physical Sensory
Child
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
Student Factors
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 !
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
Establish Processes
Implementation
• Why ?
• What ?
• Who ?
• When ?
• How ?
Identify AT solution
Current
Baseline
Observation
Trial
Recommend
and Implement
Review
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.
Conduct Assistive Technology Trial – What ?
Requires Short term
loan of new equipment
Freely available and
Supported
Currently available
throughout School
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.
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.
Forms and Formats?
• Provide structure to aid thinking
• Guide thinking
• Should support not restrict
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
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
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.
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.
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.
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
Questions ?
• Feel free to follow up !
– Twitter
• @davebanesaccess
– Facebook
• www.facebook.com/accessandinclusion
– Email
• david@davebanesaccess.org
– Website
• www.davebanesaccess.org

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Implementing Assistive Technology

  • 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
  • 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
  • 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
  • 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
  • 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
  • 24. Implementation • Why ? • What ? • Who ? • When ? • How ?
  • 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 ! – Twitter • @davebanesaccess – Facebook • www.facebook.com/accessandinclusion – Email • david@davebanesaccess.org – Website • www.davebanesaccess.org