Assistive technology
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Assistive technology refers to any item, equipment, or system that is used to increase, maintain, or improve the functional capabilities of students with disabilities. Assistive technology includes devices and services that are provided through a student's IEP or 504 plan to support them in educational settings. The Individuals with Disabilities Education Act requires that assistive technology needs be considered at every IEP meeting to help students meet their IEP goals. A variety of low-tech and high-tech assistive tools exist to support students' needs in areas like reading, writing, communication, and more.
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AT/UDL: what every Newton educator needs to know
This document discusses assistive technology (AT) and Universal Design for Learning (UDL). It notes that every student on an individualized education program (IEP) must be considered for AT under IDEA. AT refers to devices and services that help students with disabilities increase, maintain, or improve their functional abilities. UDL is based on brain research and involves providing multiple means of engagement, presentation, and expression to reach all learners. The document provides examples of low-tech AT solutions and emphasizes using AT and instructional approaches that remove obstacles to success.
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This document defines assistive technology as any item, equipment, software, or product that helps individuals with disabilities maintain or improve their functional abilities. It discusses how assistive technology can range from simple to complex devices and provides examples of four assistive technologies used in classrooms: FM systems which enhance hearing aids; magnifiers which provide enlarged text; voice-to-text software which allows oral expression; and eye-tracking devices which enable computer navigation for those without hand mobility. The document also notes that the Individuals with Disabilities Education Act requires schools to consider assistive technologies during IEP meetings to help students achieve goals.
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The document discusses assistive technology (AT), which are devices that help individuals with disabilities maintain or improve their functional abilities. AT can range from simple to complex devices. The Individuals with Disabilities Education Act (IDEA) requires schools to consider whether students need AT devices or services to meet their individualized education goals. Common AT devices discussed include FM systems to aid hearing, magnifiers, voice-to-text software, and eye-tracking devices. Schools must follow a process for implementing AT and ensuring students' needs are met.
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This document discusses assistive technology (AT), which are devices or services that help individuals with disabilities participate and benefit from their educational setting. It defines AT and outlines laws around AT, including the Individuals with Disabilities Education Improvement Act of 2004. The document provides examples of different types of AT for individuals with seeing, hearing, learning, and physical disabilities.
Assistive technology power point
Assistive technology refers to devices that help students with disabilities meet their educational goals as outlined in an IEP or 504 plan. The Individuals with Disabilities Education Act (IDEA) requires that schools provide assistive technology devices and services if determined necessary by a student's IEP team. Examples discussed include FM systems to help students with hearing impairments, Braille note-takers for visual impairments, speech recognition software for learning disabilities, and head wands for physical disabilities. Schools must provide assistive technologies identified in a student's IEP or 504 plan in order for them to receive a free and appropriate public education.
Assistive technology
Assistive technology (AT) refers to tools, devices, and services that help students with disabilities reach learning outcomes. AT can range from simple and inexpensive to complex and costly. According to this document, schools must consider AT for each student with an IEP and are responsible for the costs of devices and services. An assistive technology team evaluates students, selects appropriate AT, and monitors its effectiveness over time to ensure students' needs are met.
Assistive Technology
Presentation on Assistive Technology which includes an explanation of assisted technology, information on the law in regard to assistive technology, and examples of assistive technology for the hearing impaired, visual impaired, learning disabled, and physically disabled to use in the classroom setting.
Assistive technology
Assistive technology refers to devices or services that help students with disabilities meet their IEP goals and participate in general education. This includes tools for communication, academics, and mobility. The IDEA and ADA require schools to provide assistive technology if needed. Examples discussed include loop systems to help students with hearing impairments, screen magnification software for visual impairments, electronic math worksheets, and accessibility features in iPad/iPhone apps. Assistive technology is outlined in a student's IEP.
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This document defines assistive technology as any item, equipment, software, or product that helps individuals with disabilities maintain or improve their functional abilities. It discusses how assistive technology can range from simple to complex devices and provides examples of four assistive technologies used in classrooms: FM systems which enhance hearing aids; magnifiers which provide enlarged text; voice-to-text software which allows oral expression; and eye-tracking devices which enable computer navigation for those without hand mobility. The document also notes that the Individuals with Disabilities Education Act requires schools to consider assistive technologies during IEP meetings to help students achieve goals.
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The document discusses assistive technology (AT), which are devices that help individuals with disabilities maintain or improve their functional abilities. AT can range from simple to complex devices. The Individuals with Disabilities Education Act (IDEA) requires schools to consider whether students need AT devices or services to meet their individualized education goals. Common AT devices discussed include FM systems to aid hearing, magnifiers, voice-to-text software, and eye-tracking devices. Schools must follow a process for implementing AT and ensuring students' needs are met.
Assistive Technology Presentation for ED505
This document discusses assistive technology (AT), which are devices or services that help individuals with disabilities participate and benefit from their educational setting. It defines AT and outlines laws around AT, including the Individuals with Disabilities Education Improvement Act of 2004. The document provides examples of different types of AT for individuals with seeing, hearing, learning, and physical disabilities.
Assistive technology power point
Assistive technology refers to devices that help students with disabilities meet their educational goals as outlined in an IEP or 504 plan. The Individuals with Disabilities Education Act (IDEA) requires that schools provide assistive technology devices and services if determined necessary by a student's IEP team. Examples discussed include FM systems to help students with hearing impairments, Braille note-takers for visual impairments, speech recognition software for learning disabilities, and head wands for physical disabilities. Schools must provide assistive technologies identified in a student's IEP or 504 plan in order for them to receive a free and appropriate public education.
Assistive technology
Assistive technology (AT) refers to tools, devices, and services that help students with disabilities reach learning outcomes. AT can range from simple and inexpensive to complex and costly. According to this document, schools must consider AT for each student with an IEP and are responsible for the costs of devices and services. An assistive technology team evaluates students, selects appropriate AT, and monitors its effectiveness over time to ensure students' needs are met.
Assistive Technology
Presentation on Assistive Technology which includes an explanation of assisted technology, information on the law in regard to assistive technology, and examples of assistive technology for the hearing impaired, visual impaired, learning disabled, and physically disabled to use in the classroom setting.
Assistive technology
Assistive technology refers to devices or services that help students with disabilities meet their IEP goals and participate in general education. This includes tools for communication, academics, and mobility. The IDEA and ADA require schools to provide assistive technology if needed. Examples discussed include loop systems to help students with hearing impairments, screen magnification software for visual impairments, electronic math worksheets, and accessibility features in iPad/iPhone apps. Assistive technology is outlined in a student's IEP.
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This document provides an overview of assistive technology for general education teachers. It defines assistive technology as any item or equipment that increases the functional abilities of students with disabilities. All students with IEPs must have assistive technology considered. Examples of assistive technology include low-tech options like pencil grippers and high-tech options over $5,000. Schools must provide assistive technology services including evaluation of student needs, training, and coordinating with other therapies. An implementation plan template is referenced to help schools effectively plan assistive technology use.
AT for Paraprofessionals whats my role?
This document discusses the role of assistive technology (AT) in special education. It defines AT as any item or equipment that helps a child with a disability function better. The key points are:
- AT should be considered by IEP teams and trials conducted to see if a student needs specific AT devices or services.
- If AT is included in a student's IEP, teachers and staff must know when, where, and how it will be used and ensure it works properly.
- Progress monitoring of AT use is important to determine if it continues meeting the student's needs. Staff should collect and report AT usage data to the IEP team.
Assistive technology
Assistive technology refers to any item, equipment, or system that is used to increase, maintain, or improve the functional abilities of individuals with disabilities. The Individuals with Disabilities Education Act requires schools to consider assistive technologies for students with disabilities. Assistive technologies discussed include audio enhancement devices for the hearing impaired, magnification devices and braille technology for the visually impaired, speech recognition and text-to-speech software for learning disabilities, and adaptive devices for physical disabilities. Schools are responsible for ensuring students have access to needed assistive technologies to receive an appropriate public education.
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The document provides an overview of policies and funding related to assistive technology. It defines assistive technology under IDEA as any item or equipment that increases the functional capabilities of a child with a disability. It discusses key laws like IDEA, ADA, and Rehab Act Section 508 that promote access to technology. The document also outlines various funding sources for assistive technology, including public schools through IEPs and vocational rehabilitation through IWRPs.
Assistive technology
The document discusses assistive technology and its role in educating students with disabilities. It explains that the Individualized Education Program (IEP) requires schools to provide assistive technology devices and services to students with disabilities. The IEP team determines the student's assistive technology needs through an assessment process. Assistive technology includes any item or equipment that helps increase, maintain, or improve the functional capabilities of individuals with disabilities. Examples of assistive technology and how it can help students with various disabilities are provided.
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The document discusses assistive technologies that can help students with disabilities. It begins by outlining the general steps in the IEP process and identifying categories of student disabilities. It then provides numerous examples of low-tech, high-tech, and no-tech assistive technologies that can aid students with various disabilities, including hearing and visual impairments, learning disabilities, ADHD, and autism. Examples include communication boards, hearing aids, text-to-speech software, and adaptive keyboards. The document concludes by listing additional resources on assistive technologies.
Assessment Issues AT for LD
1. Assistive technology assessment is a collaborative process that considers a student's needs, abilities, tasks, and environments to determine what technology, if any, is needed to provide access to education.
2. The assessment should use a team approach including the student, family, teachers, and professionals and consider options through trials in the student's customary environments.
3. The goal of assistive technology is to provide access to the curriculum for students with disabilities, while instructional technology aims to teach academic skills. Both may be considered during the assessment process.
Working with students with special needs
The document discusses assistive technologies that can help students with disabilities. It begins by outlining the general steps in the special education process, then discusses how assistive technologies can increase capabilities for students with disabilities. Examples are provided of assistive technologies for various disabilities, including learning disabilities, ADHD, autism, and hearing/visual impairments. Both electronic and non-electronic assistive technologies are described. Resources on assistive technologies for teachers and students are also listed.
Data Driven Problem Solving Assistive Technology Practices Jan 2010
1) IDEA 2004 mandates that schools provide assistive technology if it is required for a student to receive special education services. This includes devices used at school and at home.
2) The SETT Framework is a process for considering assistive technology needs where teams examine the Student, Environment, Tasks, and tools. It involves testing options and progress monitoring.
3) Case studies demonstrate using this process to evaluate reading and writing challenges, matching tools like text-to-speech and keyboards to the specific tasks and students' needs. Data is collected during test drives to determine if tools help solve the problems.
Data Driven Problem Solving Assistive Technology Practices Jan 2010
1) IDEA 2004 mandates that schools provide assistive technology if it is required for a student to receive special education services. This includes devices used at school and at home.
2) The SETT Framework is a process for considering assistive technology needs where teams examine the Student, Environment, Task, and tools. It involves testing options and progress monitoring.
3) Case studies demonstrate using this process to evaluate reading and writing challenges, matching tools like text-to-speech and keyboards to the specific tasks and students' needs. Data is collected during test drives to determine if tools help solve the problems.
ATCNE QIAT Presentation
This document provides an overview of utilizing Quality Indicators for Assistive Technology (QIAT) to evaluate and improve assistive technology services. It discusses the eight QIAT areas including consideration, assessment, assistive technology in the IEP, implementation, effectiveness evaluation, transition, administrative support, and professional development. Participants complete matrices to evaluate their current services in each area and identify strengths and needs for improvement. Action planning involves exploring needs, installing improvements, and working towards full implementation and sustainability of quality assistive technology services. The document encourages participation in QIAT through its website, listserv, conferences and publications.
Assistive Technology
Assistive technology is any device that helps a student with a disability complete tasks. It is chosen to help with specific tasks on an individual basis to make students feel more confident. Assistive technology must be considered for any student with an IEP and can include frequency modulation systems to help hearing impaired students, video magnifiers to help seeing impaired students, portable word processors to help learning disabled students, and switch access to help physically disabled students. For assistive technology to be effective, there must be an implementation team and point of contact to ensure the technology appropriately supports the student.
Assistive technology
This document provides an overview of assistive technology and how it can help students with disabilities. It discusses individualized education plans (IEPs) and how they are used to determine if a student qualifies for special education services. The document also looks at how to choose an appropriate assistive technology tool based on a student's strengths, abilities, and needs. Examples are given of low-tech and high-tech assistive technology options and resources like the Georgia Project for Assistive Technology (GPAT) are highlighted.
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The document defines assistive technology as any item or equipment that increases, maintains, or improves the functional capabilities of a child with disabilities based on the U.S. Department of Education definition. Assistive technology aims to increase student independence and self-reliance. Alabama law requires teachers to create challenging learning environments for all students and the Assistive Technology Act guides technology decisions to help people with disabilities reach their potential. Examples of assistive technology discussed include hearing assistance devices, Braille technology, customized keyboards, and adjustable pointers.
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The document discusses assistive technology (AT), which refers to devices that help individuals with disabilities function independently. It provides examples of AT tools that aid those with conditions like ADHD, auditory disabilities, and reading/writing difficulties. Low-tech options are also suggested. Developing individualized education plans and conducting proper AT assessments are important for identifying effective solutions and integrating them into the classroom. The overall goal of AT is to support students' educational achievement and independence.
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The document discusses key provisions of IDEA 2004 including:
1) Requiring highly qualified teachers and allowing 15% of federal funds for early intervention services.
2) Outlining evaluation procedures and IEP team makeup.
3) Describing the six principles of IDEA: zero reject, evaluation, free appropriate public education, least restrictive environment, procedural safeguards, and parent participation.
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This document discusses assistive technology and its importance for students with disabilities. It defines assistive technology as any tool that helps children with disabilities learn more easily or independently. The document then outlines key laws relating to assistive technology and education for students with disabilities. Finally, it provides examples of specific assistive technologies like electronic braille notetakers, frequency modulation systems, electronic spell checkers and dictionaries, and switch access devices that can help students access education.
Assistive technology
This document defines assistive technology and discusses its use for students with disabilities according to IDEA. Assistive technology is any item or equipment that increases functional capabilities for students with disabilities. IDEA requires schools to provide individualized educational programs incorporating assistive technology. Assistive technology can aid communication, academic tasks, and participation. It includes devices like tape recorders, software for reading or writing, and joysticks for physically disabled students. Schools must evaluate needs, acquire devices, and provide training for students, families and teachers on assistive technologies.
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This document provides guidance for teachers on working with students with special needs. It discusses that students have a variety of special needs including ADHD, learning disabilities, autism, and others. It emphasizes the importance of understanding students' needs and using available resources. Key points covered include individualized education plans (IEPs) which are designed to meet each student's specific needs, the role of assistive technology, examples of low-tech, high-tech and no-tech assistive technology solutions, and local resources for assistive technology.
Assistive tech definition
The document discusses assistive technology and its use for children with disabilities. It defines assistive technology devices and assistive technology services according to IDEA as any item or equipment that helps increase functional capabilities, and any services that help select, acquire, or use assistive devices. Examples are given of low-tech assistive tools like pencil grips and high-tech tools like software. The costs can range from a few dollars to thousands depending on the technology.
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Assistive Technology WebQuest Dawn Vorel
This document provides an overview of assistive technology for general education teachers. It defines assistive technology as any item or equipment that increases the functional abilities of students with disabilities. All students with IEPs must have assistive technology considered. Examples of assistive technology include low-tech options like pencil grippers and high-tech options over $5,000. Schools must provide assistive technology services including evaluation of student needs, training, and coordinating with other therapies. An implementation plan template is referenced to help schools effectively plan assistive technology use.
AT for Paraprofessionals whats my role?
This document discusses the role of assistive technology (AT) in special education. It defines AT as any item or equipment that helps a child with a disability function better. The key points are:
- AT should be considered by IEP teams and trials conducted to see if a student needs specific AT devices or services.
- If AT is included in a student's IEP, teachers and staff must know when, where, and how it will be used and ensure it works properly.
- Progress monitoring of AT use is important to determine if it continues meeting the student's needs. Staff should collect and report AT usage data to the IEP team.
Assistive technology
Assistive technology refers to any item, equipment, or system that is used to increase, maintain, or improve the functional abilities of individuals with disabilities. The Individuals with Disabilities Education Act requires schools to consider assistive technologies for students with disabilities. Assistive technologies discussed include audio enhancement devices for the hearing impaired, magnification devices and braille technology for the visually impaired, speech recognition and text-to-speech software for learning disabilities, and adaptive devices for physical disabilities. Schools are responsible for ensuring students have access to needed assistive technologies to receive an appropriate public education.
AT Bootcamp - Policy
The document provides an overview of policies and funding related to assistive technology. It defines assistive technology under IDEA as any item or equipment that increases the functional capabilities of a child with a disability. It discusses key laws like IDEA, ADA, and Rehab Act Section 508 that promote access to technology. The document also outlines various funding sources for assistive technology, including public schools through IEPs and vocational rehabilitation through IWRPs.
Assistive technology
The document discusses assistive technology and its role in educating students with disabilities. It explains that the Individualized Education Program (IEP) requires schools to provide assistive technology devices and services to students with disabilities. The IEP team determines the student's assistive technology needs through an assessment process. Assistive technology includes any item or equipment that helps increase, maintain, or improve the functional capabilities of individuals with disabilities. Examples of assistive technology and how it can help students with various disabilities are provided.
Working with students with special needs
The document discusses assistive technologies that can help students with disabilities. It begins by outlining the general steps in the IEP process and identifying categories of student disabilities. It then provides numerous examples of low-tech, high-tech, and no-tech assistive technologies that can aid students with various disabilities, including hearing and visual impairments, learning disabilities, ADHD, and autism. Examples include communication boards, hearing aids, text-to-speech software, and adaptive keyboards. The document concludes by listing additional resources on assistive technologies.
Assessment Issues AT for LD
1. Assistive technology assessment is a collaborative process that considers a student's needs, abilities, tasks, and environments to determine what technology, if any, is needed to provide access to education.
2. The assessment should use a team approach including the student, family, teachers, and professionals and consider options through trials in the student's customary environments.
3. The goal of assistive technology is to provide access to the curriculum for students with disabilities, while instructional technology aims to teach academic skills. Both may be considered during the assessment process.
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The document discusses assistive technologies that can help students with disabilities. It begins by outlining the general steps in the special education process, then discusses how assistive technologies can increase capabilities for students with disabilities. Examples are provided of assistive technologies for various disabilities, including learning disabilities, ADHD, autism, and hearing/visual impairments. Both electronic and non-electronic assistive technologies are described. Resources on assistive technologies for teachers and students are also listed.
Data Driven Problem Solving Assistive Technology Practices Jan 2010
1) IDEA 2004 mandates that schools provide assistive technology if it is required for a student to receive special education services. This includes devices used at school and at home.
2) The SETT Framework is a process for considering assistive technology needs where teams examine the Student, Environment, Tasks, and tools. It involves testing options and progress monitoring.
3) Case studies demonstrate using this process to evaluate reading and writing challenges, matching tools like text-to-speech and keyboards to the specific tasks and students' needs. Data is collected during test drives to determine if tools help solve the problems.
Data Driven Problem Solving Assistive Technology Practices Jan 2010
1) IDEA 2004 mandates that schools provide assistive technology if it is required for a student to receive special education services. This includes devices used at school and at home.
2) The SETT Framework is a process for considering assistive technology needs where teams examine the Student, Environment, Task, and tools. It involves testing options and progress monitoring.
3) Case studies demonstrate using this process to evaluate reading and writing challenges, matching tools like text-to-speech and keyboards to the specific tasks and students' needs. Data is collected during test drives to determine if tools help solve the problems.
ATCNE QIAT Presentation
This document provides an overview of utilizing Quality Indicators for Assistive Technology (QIAT) to evaluate and improve assistive technology services. It discusses the eight QIAT areas including consideration, assessment, assistive technology in the IEP, implementation, effectiveness evaluation, transition, administrative support, and professional development. Participants complete matrices to evaluate their current services in each area and identify strengths and needs for improvement. Action planning involves exploring needs, installing improvements, and working towards full implementation and sustainability of quality assistive technology services. The document encourages participation in QIAT through its website, listserv, conferences and publications.
Assistive Technology
Assistive technology is any device that helps a student with a disability complete tasks. It is chosen to help with specific tasks on an individual basis to make students feel more confident. Assistive technology must be considered for any student with an IEP and can include frequency modulation systems to help hearing impaired students, video magnifiers to help seeing impaired students, portable word processors to help learning disabled students, and switch access to help physically disabled students. For assistive technology to be effective, there must be an implementation team and point of contact to ensure the technology appropriately supports the student.
Assistive technology
This document provides an overview of assistive technology and how it can help students with disabilities. It discusses individualized education plans (IEPs) and how they are used to determine if a student qualifies for special education services. The document also looks at how to choose an appropriate assistive technology tool based on a student's strengths, abilities, and needs. Examples are given of low-tech and high-tech assistive technology options and resources like the Georgia Project for Assistive Technology (GPAT) are highlighted.
Assignment 2 -- Assistive Technology
The document defines assistive technology as any item or equipment that increases, maintains, or improves the functional capabilities of a child with disabilities based on the U.S. Department of Education definition. Assistive technology aims to increase student independence and self-reliance. Alabama law requires teachers to create challenging learning environments for all students and the Assistive Technology Act guides technology decisions to help people with disabilities reach their potential. Examples of assistive technology discussed include hearing assistance devices, Braille technology, customized keyboards, and adjustable pointers.
Casey Hampton Assistive Technology Presentation
The document discusses assistive technology (AT), which refers to devices that help individuals with disabilities function independently. It provides examples of AT tools that aid those with conditions like ADHD, auditory disabilities, and reading/writing difficulties. Low-tech options are also suggested. Developing individualized education plans and conducting proper AT assessments are important for identifying effective solutions and integrating them into the classroom. The overall goal of AT is to support students' educational achievement and independence.
Idea 2004 fall2012
The document discusses key provisions of IDEA 2004 including:
1) Requiring highly qualified teachers and allowing 15% of federal funds for early intervention services.
2) Outlining evaluation procedures and IEP team makeup.
3) Describing the six principles of IDEA: zero reject, evaluation, free appropriate public education, least restrictive environment, procedural safeguards, and parent participation.
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This document discusses assistive technology and its importance for students with disabilities. It defines assistive technology as any tool that helps children with disabilities learn more easily or independently. The document then outlines key laws relating to assistive technology and education for students with disabilities. Finally, it provides examples of specific assistive technologies like electronic braille notetakers, frequency modulation systems, electronic spell checkers and dictionaries, and switch access devices that can help students access education.
Assistive technology
This document defines assistive technology and discusses its use for students with disabilities according to IDEA. Assistive technology is any item or equipment that increases functional capabilities for students with disabilities. IDEA requires schools to provide individualized educational programs incorporating assistive technology. Assistive technology can aid communication, academic tasks, and participation. It includes devices like tape recorders, software for reading or writing, and joysticks for physically disabled students. Schools must evaluate needs, acquire devices, and provide training for students, families and teachers on assistive technologies.
M4 activity heidi potratz
This document provides guidance for teachers on working with students with special needs. It discusses that students have a variety of special needs including ADHD, learning disabilities, autism, and others. It emphasizes the importance of understanding students' needs and using available resources. Key points covered include individualized education plans (IEPs) which are designed to meet each student's specific needs, the role of assistive technology, examples of low-tech, high-tech and no-tech assistive technology solutions, and local resources for assistive technology.
Assistive tech definition
The document discusses assistive technology and its use for children with disabilities. It defines assistive technology devices and assistive technology services according to IDEA as any item or equipment that helps increase functional capabilities, and any services that help select, acquire, or use assistive devices. Examples are given of low-tech assistive tools like pencil grips and high-tech tools like software. The costs can range from a few dollars to thousands depending on the technology.
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638 assignments
This document outlines the course assignments for EDUC 638 Online Instruction. It is divided into the following categories and point values:
- Readings (30% of grade), including journal entries, theory reports, and quizzes.
- Activities (20% of grade), including individual and group discussion boards and optional activities.
- Projects (40% of grade), including individual lesson plans, course sites, and mini-projects, as well as group projects like an SL postcard and simulation.
- Participation or final exam (10% of grade), earned through live session attendance or a final exam.
Jake amandadoccam2
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Online teachers have several technology tools available for distance education, including learning management systems, communication tools, and tools for creating instructional materials. Learning management systems are software applications that deliver course content, track progress, and facilitate communication. They allow asynchronous access to course materials anywhere with an internet connection. Communication tools include asynchronous options like email and discussion boards, as well as synchronous options like instant messaging, web conferencing, and virtual worlds. Teachers also have many options for creating and sharing visual and interactive instructional materials, such as presentation software, multimedia tools, and web authoring software.
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Assistive technology
- 1. Assistive Technology allegany county public schools
- 2. Who What Where When Why 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 the functional capabilities of children with disabilities. Assistive technology, devices and services are provided to students withdisabilities through an IEP or 504 plan. Although assistive technology can be used in any setting, we focus on assistive technology in educational settings. The Individuals with Disabilities Education Act of 2004 requires that assistive technology be considered at every IEP meeting. Assistive technology planning occurs when an IEP team member believes a student cannot complete an IEP goal or other educationally relevant task without the use of one or more tools
- 3. Is it Assistive Technology?
- 4. IDEA 2004 AT Device 34 C.F.R. § 300.5 Assistive technology device Assistive technology device means 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 the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of that device. (Authority 20 U.S.C. 1401(1)) 4
- 5. IDEA 2004 Consideration of AT 34 C.F.R. § 300.324 Development, review, and revision of IEP (a) Development of IEP— ◦ (2) Consideration of special factors. The IEP team must— ◦ (v) consider whether the child requires assistive technology devices and services. (b) Review and revision of IEPs— ◦ (2) Consideration of special factors. In conducting a review of the child’s IEP, the IEP Team must consider the special factors described in paragraph (a)(2) of this section. (Authority: 20 U.S.C. 1412 (a)(1), 1412 (a)(12) (A)(i), 1414 (d)(3) and (4)(B) and (7); and 1414(e)) 5
- 6. (a) Development of IEP— (2) Consideration of special factors. The IEP team must— (v) consider whether the child requires assistive technology devices and services. Goals Based on present levels of performance, the student is here. In one year, we anticipate the student will be here.
- 7. Action plan for AT
- 8. AT Toolkit acpsmd.org - Departments - Special Education - AT Toolkit
- 10. Early Literacy
- 14. Aligned to content media and materials
- 15. At a variety of levels
- 16. Writing showing what you know
- 17. Low tech to high tech approaches
- 18. Assess content knowledge – not fine motor skills
- 19. Pencil grips, special paper, stickers, slant boards…..
- 20. Supported writing – word prediction
- 22. Speech to text
- 23. AAC – augmentative & alternative communication talk about it
- 24. Manual communication boards Highly portable Never break down
- 25. Mid tech recorded devices Portable Changeable Intrude into the environment
- 26. High tech communication devices Microprocessor based ◦ Computer ◦ iOS device Pre-programmed or novel communication
- 27. What we left out…….. Adapted recreation Adapted toys Adapted seating Aids for daily living Adapted clothes and dressing aids Computer access Mobility Lots and lots of other stuff……
- 28. Questions