Paraeducators play an important role in supporting students' use of assistive technology (AT) as mandated by IDEA. This document defines AT and outlines the paraeducator's responsibilities regarding AT implementation based on a student's IEP. It provides examples of low-tech, mid-tech, and high-tech AT and discusses how paraeducators can facilitate AT use across academic subjects and activities of daily living to promote student independence.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
guidance and counseling is critical for pupils at school. so that you tap their potential and help them reap to maximum potential, guidance is critical. this is a guide to help you help the pupils at school
guidance and counseling is critical for pupils at school. so that you tap their potential and help them reap to maximum potential, guidance is critical. this is a guide to help you help the pupils at school
Our company is in process of changing the world of education. With our analysis tools and the combination of human and machine, we can actually learn study pattern of each and every single students on this planet. This is one of its kind and it can actually analyze and at the same time compare students with others in order to create competition and quality learning.
This is my presentation for my course about the benefits of AT and how it helps students with exceptionalities feel better understood and connected in the classroom.
This training developed for The Literacy Cooperative of Greater Cleveland. It will:
Whet your appetite for using technology and media in your literacy program.
Ask you to select at least one awesome tech learning object.
Provide time and a template to create a integration plan to use your chosen tech learning object right away.
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. www.crec.org
Rationale
⬛ Paraeducators are vital members of the educational team
who support students within instructional environments.
⬛ Assistive technology creates independence for student
learning.
⬛ Paraeducators have roles and responsibilities related to the
support of assistive technology (AT).
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
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Guiding questions
⬛ What is assistive technology (AT)?
⬛ Why is AT important?
⬛ What is the paraprofessional’s role with AT?
⬛ What is the role of the teacher and related services staff?
⬛ What are some types of AT Paraeducators may use on a daily
basis?
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
4. www.crec.org
Video
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
⬛ The Case Against Assistive Technology From Don Johnston
Company:
⬛ https://www.youtube.com/watch?v=lNs88Ki1WSo
5. www.crec.org
More Definitions: IDEA 2004
⬛ Sec.602. 1.ASSISTIVE TECHNOLOGY DEVICE-
⬛ A.“IN GENERAL- The term `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 functional capabilities of a child
with a disability.”
⬛ B. EXCEPTION - The term does not include a medical device that
is surgically implanted, or the replacement of such device.
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
6. www.crec.org
What does assistive technology
(AT) mean to you?
⬛ For the next two minutes, turn to your neighbor and discuss
what AT means to you and what questions you have about AT.
Be prepared to share.
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
7. www.crec.org
Activity – Is it AT in the IEP?
⬛ Graph Paper
⬛ Scribe
⬛ Communication board
⬛ Cochlear implant
⬛ Pencil grip
⬛ Paraeducator reading aloud
⬛ Calculator
⬛ Talking dictionary
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
8. www.crec.org
What is the paraeducator’s role
with AT?
⬛ National Paraprofessional Standards (1999) says that all
paraeducators should demonstrate:
⬛ The ability to use assistive technology prescribed by teachers,
providers, and other professional practitioners.
⬛ Understanding of how various assistive and adaptive devices and
materials facilitate learning and inclusion for children and youth with
developmental, physical, and sensory disabilities and those who are
medically fragile.
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
9. www.crec.org
What is the paraprofessional’s role in AT?
⬛ National Paraprofessional Standards (1999) says that all
paraeducators should demonstrate:
⬛ Understanding of how the purposeful utilization of technology can
promote learning.
⬛ Ability to use computers and other technology in a purposeful manner
to facilitate learning.
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
10. www.crec.org
What is the Paraeducators role in AT?
⬛ National Paraprofessional Standards (1999) says that level 2
and level 3 paraeducators should demonstrate:
⬛ The ability to prepare and use adaptive equipment and assistive
technology prescribed by professionals and other professional staff.
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
11. www.crec.org
What are the roles of the special educator, general
educator, and related service professionals?
• AT is a team effort!
• The planning and placement team (PPT) is
responsible for considering AT during every IEP.
• Sometimes an evaluation is necessary that may be
completed by an outside consultant or the school-
based team. Paraeducator input during this process
is critical.
• Once AT is determined, it is responsibility of case
manager/team to inform the paraeducator of AT to
be implemented and to ensure that the paraeducator
receives appropriate training.
12. www.crec.org
Continuum from
No/Low Tech to High Tech
Assistive
Technology
Tech High
Tech
Mid
Tech
No/Low
Tech
*Simple*Little
Maintenance*Limited/No Electronics
*Complex
Electronics*More
training*More Maintenance*More
Electronics
*Some
Maintenance*Some
training
From TATN
13. www.crec.org
Examples of Low-Tech AT
⬛ Pencil grips
⬛ Pictures
⬛ Graph paper
⬛ Communication boards
⬛ Slant boards
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
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Low-Tech Case Study
⬛ Please read the “Low-tech Case Study” to yourselves. Then,
turn to your neighbor, discuss what AT is being utilized and
how you, as a paraprofessional, could help support the use of
the low-tech AT.
The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved
15. www.crec.org
Examples of Mid-Tech AT
⬛ Portable word-processors
⬛ Talking dictionaries
⬛ Multiple-message communication devices
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
16. www.crec.org
Mid-Tech Case Study
⬛ Review the handout entitled “Mid-Tech Case Study.”
Afterward, turn to your neighbor and describe what type of
mid-tech AT you see being utilized, how it benefits the
student, and how you can support its use in the classroom.
The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved
17. www.crec.org
Examples of High-Tech AT
⬛ Computers/laptops
⬛ Sophisticated communication devices
⬛ Software to support academics
⬛ Complex computer access software
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
18. www.crec.org
High-Tech Case Study
⬛ Review the handout entitled “High-Tech Case Study.”
Afterward, turn to your neighbor and describe what type of
high-tech AT you see being utilized, how it benefits the
student, and how you can support its use in the classroom.
The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved
19. www.crec.org
Common theme
⬛ Paraeducators must familiarize themselves with the AT
supports that are written in to the students IEP, usually found
in the accommodations and modifications page; goals and
objectives or present levels.
⬛ Training is necessary for paraeducators to be able to utilize all
AT.
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
20. www.crec.org
AT for Schools
⬛ Reading
⬛ Studying
⬛ Math
⬛ Communication
⬛ Writing
⬛ Computer Access
⬛ Recreation and Leisure
⬛ Activities of Daily Living
⬛ Mobility
⬛ Seating and Positioning
⬛ Vision
⬛ Hearing
(Cook & Polgar, 2008)
CREC-TABS
21. www.crec.org
AT for Reading
⬛ Page fluffers
⬛ Slant boards
⬛ Writing with Symbols
⬛ Text enlargement software
⬛ Audiobooks
⬛ Text to Speech
⬛ Speaking spellchecker
⬛ Highlighting tape
⬛ Read and Write for Google by Text Help (demo)
⬛ Embedded accessibility features within iPad
(Johnston, et.al, 2007)
CREC-TABS
26. www.crec.org
AT for Math
⬛ Abacus
⬛ Software for computation
⬛ Voice recognition software
⬛ Calculator
⬛ Modified paper
(Johnston, et.al, 2007)
CREC-TABS
34. www.crec.org
AT for Vision
⬛ Eye glasses
⬛ Large print materials
⬛ CCTV
⬛ Screen magnifiers
⬛ Color contrast
⬛ Braille
⬛ Alternate keyboards
(Cook & Polgar, 2008)
CREC-TABS
35. www.crec.org
AT for Hearing
⬛ Pen and paper
⬛ TDD
⬛ Closed captioning
⬛ FM system
⬛ Signaling devices
(Cook & Polgar, 2008)
CREC-TABS
36. www.crec.org
Where is AT in the IEP?
⬛ Present Levels
⬛ Transition
⬛ Goals and Objectives
⬛ Assessment
⬛ Special Education and Related Services
37. www.crec.org
Why is AT important?
⬛ Tools to extend students with disabilities physical, social,
academic and communicative abilities.
⬛ Provide means for academic inclusion and participation.
⬛ Makes it easier for students to be able to a variety of things.
Discuss.
⬛ Enables independence!!!
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
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Importance of AT
⬛ Since 1990, the Individuals with Disabilities Education Act
(IDEA), has mandated that "to the maximum extent
appropriate, children with disabilities. . . are educated with
children who are not disabled.”
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
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In Summary
⬛ AT is a tool for student independence and learning.
⬛ The paraprofessional should be an active participant in the AT
process.
⬛ Paraeducators should work closely with their educational team
to ensure that AT is implemented efficiently and effectively
for their students.
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved
40. www.crec.org
References
(partial list, refer to references handout)
⬛ Beukelman, D. & Mirenda, P. (2006). Augmentative and Alternative Communication: Supporting Children & Adults with
Complex Communication Needs. Baltimore, MD: Paul H. Brookes.
⬛ Cook, M. & Polgar, J. (2008). Assistive Technologies, Principles and Practice. St. Louis, Missouri: Mosby Inc.
⬛ Graphic.org (2008). Graphic Organizers. Retrieved 3/7/08 from: www.graphic.org
⬛ Gray, C. (2008). Social Stories. Retrieved on 3/7/08 from: http://www.thegraycenter.org/store/index.cfm?fuseaction=page.
display&page_id=30
⬛ Hodgdon, L. (1999). Visual Strategies for Improving Communication. Troy, Michigan: Quirk Roberts.
⬛ Individuals with Disabilities Education Improvement Act of 2004. Pub. L. No 108 – 446. 118 STAT.2647.
⬛ Johnston, L., Beard, L., & Carpenter, L. (2007). Assistive Technology: Access for All Students. Saddle River, New Jersey:
Pearson
⬛ Jones, F. (2006) Visual Instruction Plans. Retrieved 3/5/08 from: http://www.education- world.
com/a_curr/columnists/jones/jones024.shtml
⬛ Texas Assistive Technology Network. (2007) . The Texas 4-Step Model: Considering Assistive Technology in the IEP
Process. Retrieved on 3/7/08 from: http://www.texasat.net/default.aspx?name=trainmod.consideration.