Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Sp ed410 week2


Published on

Published in: Technology, Education
  • Be the first to comment

  • Be the first to like this

Sp ed410 week2

  1. 1. SpEd 410 Universal Design & Assistive Technology Mike Marotta, ATP @mmatp
  2. 2. Course Calendar UDL Guidelines AIM AT Devices & Services
  3. 3. Universal Design for Learning (UDL)
  4. 4. Activity • Jaime – supported employment activity Group Activity # 1
  5. 5. Activity • Jaime – supported employment activity Group Activity # 2
  6. 6. Accessible Instructional Materials (AIM)
  7. 7. Federal Eligibility 1. Blind persons: visual acuity is 20/200 or less in the better eye with correction or visual field no greater than 20° 2. Persons certified by competent authority: even with correction, visual disability is preventing the reading of standard printed materials
  8. 8. Federal Eligibility 3. Persons certified by competent authority: unable to read or use standard printed materials due to physical limitations 4. Persons certified by competent authority: have reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading of printed materials in a normal manner
  9. 9. Print Disability • Student /child is not able to use standard print materials • Frequently the result of a visual impairment, physical disability or reading disability • Meets copyright criteria for specialized formats • Federal definition of “Print Disability”
  10. 10. Accessible Instructional Materials • Included in IDEA 2004 • Requires that core instructional materials be provided in a timely manner in specialized formats when needed by students with disabilities • 4 specialized formats: Braille, large print, audio and digital text
  11. 11. Braille • Tactile literacy medium used by learners who are blind • Uses six dots, presented in various combinations, to represent text, numbers, punctuation, and special signs and symbols • Can be accessed using technology such as a PDA (e.g. note-taker) or braille display
  12. 12. Large Print • Enlarged copy of regular-print-sized materials • Facilitates ease of reading for learners with low vision • At least 18 point and larger • Readability depends on font type, use of white space and other features (e.g. bold or underline vs. italicized text) • APH Print Guidelines for Document Design Sans-serif
  13. 13. Audio • Sound files • Does not include text • Includes recorded files, usually saved as Wave or MP3 files • Files can be accessed using the computer (e.g. Windows Media Player) or portable media players (e.g. iPod, Book Port Plus, VictorReader Stratus)
  14. 14. Digital Text • May be referred to as electronic text or e-text • Provides visual and auditory supports • Available in various formats such as online HTML or EPub • Can be accessed using specialized software (e.g. Read Hear™) or hardware (e.g. Apex, VictorReader Stratus, VictorReader Stream)
  15. 15. Activity • Jaime – supported employment activity Group Activity # 3
  16. 16. • Readily Available Content (e.g., public domain e-text and audio e-text equivalents, Public Library Audio Books) • Commercially Available Content (e.g.,, Recorded Books, ITunes Music Store, Amazon, etc.)
  17. 17. • Learning Ally (Formerly Recordings for the Blind and Dyslexic) o Collection Holdings: Textbooks, Periodicals, Trade books o File Formats Available: .wma, DAISY o Cost to Access: Yes, but depends
  18. 18. • o Collection Holdings: Textbooks, Periodicals, Tradebooks o File Formats Available: .brf, DAISY o Cost to Access: No (for qualifying K-12 Students), Yes (for others)
  19. 19. • NIMAC ( o Collection Holdings: Textbooks, Core Instructional Materials o File Formats Available: NIMAS o Cost to Access: No
  20. 20. • Does the student require accessible, alternate format versions of printed textbooks and printed core materials? Has this need been documented in the student’s 504 plan or IEP? • Is the material copyrighted? • Does the student certified by a competent authority as having a print disability? • Does the student have either a 504 plan or an IEP?
  21. 21. Assistive Technology
  22. 22. The Case Against AT
  23. 23. AT Cycle Monitoring Implementation Provision Consideration
  24. 24. AT Cycle Consideration
  25. 25. AT Consideration Section 300.324(a)(2)(v) of the IDEA 2004 regulations states that IEP teams must “consider whether the child needs AT devices and services” when developing a student’s IEP
  26. 26. AT Consideration • The AT consideration is a purposeful process that involves o collaborative decision making, o reviewing existing information about a student, o potentially collecting additional information about a student, o deciding whether or not a student needs AT, and, o ultimately, if a student does need AT, identifying the AT needed for a student to receive a FAPE.
  27. 27. AT Consideration The onus for AT consideration falls upon the entire IEP team and is not relegated to an individual or an outside evaluator
  28. 28. Device or Service • Defined by Public Law 100-407 of IDEA o AT Device is any item, piece of equipment, or product system whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities
  29. 29. Device or Service • Defined by Public Law 100-407 of IDEA o AT Service means any service that directly assists an individual with a disability in the selection, acquisition, or use of an AT device.
  30. 30. • Student (Person) – Information specifically related to the student • Environment – Information related to anything or anyone around the student in places where the technology is expected to be used • Task – Information about what exactly happens in the environment – educational tasks the student needs to complete • Tool – Information about what types of tools could be used to address the students’ needs, in the environment for a specific task 39
  31. 31. • Promotes team building for consensus • Provides for the collection of data • As environments and tasks are explored, links between assessment and intervention become strong and clear • Identify roles and responsibilities of team members • Implementation of technology • An array of technology options (no, low & high) • QIAT (Quality indicators in Assistive Technology) 40
  32. 32. 41Reference:
  33. 33. AT Consideration AT Evaluation AT Consideration AT Evaluation • Brief discussion that determines need for AT • Should consider existing data about the individual and determine if more data is needed • Process for collecting additional data about an individual • May involve: o Task Demand Analysis o Feature Match Analysis o Tool Demand Analysis o AT Trials and Data Collection
  34. 34. Questions? Comments? Assistive Technology Services (888) 322-1918 See you on ????? For Part 2 of this training!