Carmen Martin - ED 505 Fall 02 2014 - Assistive Technology Powerpoint

1. ED 505
Fall 02 2014
Carmen Martin

2.  Assistive Technology
(AT) is any tool,
program, device &
associated services that
help a students to reach
the desired learning
outcomes given a
particular disability.
 Underutilized for a
variety of reasons.
 Americans with
Disabilities Act ( ADA )
 Section 508 of the
Rehabilitation Act
 Assistive Technology Act
of 1998
 Individuals with
Disabilities Education
Improvement Act of
2004 (IDEA ’04)

3. Devices
 AT can be simple to
complex & inexpensive
to very costly.
breakingdownwallsbuildingbridges.blogspot.
com

4. Services
 Services include
assistance with and
support of the selection,
acquisition, or use of any
assistive technology
device.
 This includes the
following:
 Evaluate student’s need for a
device
 Buying, leasing, or acquiring the
equipment or hard/software
 Selecting, fitting, adapting,
repairing, or replacing the
device.
 Coordinating the use of a device.
 Providing training and/or
technical assistance to the
student, family, teachers, and all
or others who interact with the
student and needs the
knowledge.

5. Infrared Hearing Aid Loop
Systemswww.arc.net.nz
The Sign Language Ring | At The Rimattherimmm.blogspot.com
Hearing, Speech, and Language Impaired
FM Systems, Infrared Systems, Induction Loop Systems,
One-to-One Communicators, etc.

6. www.visual-techconnection.com
Seeing Impaired
Video Magnifiers, Braille, Optical Character Recognition Systems,
Speech Systems, Magnification Programs for the Computer Screen
www.atarizona.com
www.petit-prince-collection.com
atwiki.assistivetech.net

7. Learning Disabled
Dysgraphia, Dyscalculia, Dyslexia, ADD/ADHD, and Executive Functioning
AT: Electronic Worksheets, Text to voice, Digital Pens, Graphic Organizers
Portable Word Processors, Word Prediction Software, APP such as phonetic
spelling software, Audio Books, graph paper, pencil grips, etc.
theinnovativeeducator.blogspot.com
wvats.cedwvu.org
Dysgraphia - etec.ctlt.ubc.ca
Dyslexia - oraclecharterschool.org

8. Physically Disabled
blog.amsvans.com www.rifton.com
Autism Spectrum, Paraplegia, Quadriplegia, Multiple Sclerosis, Hemiplegia,
Cerebral Palsy, Dystrophy, Polio, absent limb/reduced limb function, etc.

9. School & IEP
 Each schools must establish and
follow a systematic plan to
ensure that AT is considered for
each student with a disability.
The school is also responsible
for the cost of the devices and
services.
 It is the responsibility of the IEP
(Individual Education Plan)
team to determine if AT devices
and services are needed to
accomplish the student’s goals
and objectives.
Team & Approach
 The Team should be made up of
everyone who works with a student
 Issues the Team must consider are l
 Functioning Level
 Strengths & Weaknesses
 Previously used strategies and
accommodations.
 Use of AT devices and services
 Also, it is important for the team to
consider in what areas the focus will be
on REMEDIATION (providing
additional instruction, training, or
coaching to help a student improve his
or her performance) or
COMPENSATION (using technology or
other strategies to make up for
difficulties performing specific tasks).

10.  In the implementation of AT Devices and Services, the
first step is the selection of a sub-group from the IEP
team, those who will be most impacted/involved with
the AT, called the “Assistive Technology Team”.
 The Assistive Technology Team then develops a plan that
includes:
 Contact person for coordinating efforts
 Implementation Team members and their roles
 AT devices and services used
 How AT will be used in home, school, and community
environments
 AT training for student, teachers, and parents
 How AT will be monitored and evaluated

11. Feedback & Observation
 As soon as implementation of
AT has begun, information
must be gathered so
informed decisions about
what is working can be made
by the Implementation Team.
 Information should include:
 Student feedback
 Observations
 Performance data
 The Implementation Team must
monitor the AT devices and services over
time to determine it’s effectiveness.
 The Implementation Team must
consider possible explanations if the AT
devices/services are not effective and
then continue attempts to find more
suitable AT for the student.
 If the AT has been found to be
beneficial, ongoing monitoring is
necessary to determine whether the
assistive technology:
 Is used routinely with continued
success
 Is only used intermittently, which
raises questions about the actual
benefits
 Is abandoned at some point

12. American Foundation for the Blind. (2014). Assistive Technology. Retrieved on
[11/01/2014] from http://www.af b.org/info/living-with-vision-loss/using-technology/
assistive-technology/123
American Speech-Language-Hearing Association . (2014) Hearing Assistive
Technology. Retrieved on [11/01/2014] from
http://www.asha.org/public/hearing/Hearing-Assistive-Technology/
Family Center on Technology and Disability. (2014). Assistive Technology Laws:
Retrieved on [11/01/2014) from http://www.fctd.info/resources/techlaws.php
National Center for Learning Disabilities. (2014). Assistive Technology. Retrieved on
{11/01/2014] from http://www.ncld.org/students-disabilities/assistive-technology-education
The IRIS Center for Training Enhancements. (2010). Assistive Technology: An
Overview. Retrieved on [11/01/2014] from
http://iris.peabody.vanderbilt.edu/module/at /