1. Fostering Independence through
Assistive Technology
GOOD SPIRIT SCHOOL DIVISION
M A R C H 5 TH, 2 0 1 2

2. Overview of Presentation
 Assistive Technology  Category Exploration
Project – Overview  Today: 2 Educational
 Divisions Involved to Date Technologies
 Definition of Assistive  Classification of
Technology (AT) Technologies
 Brief Overview of Quality  Low/Mid/High
Indicators for Assistive Technology
Technology (QIAT)  Universal/Targeted/
Individual
 Division Planning for AT
 Planning & Goal
Development

3. Changing Paradigms
Reactive Proactive
Waiting for students to fail…. Preparing for students to succeed…
Delivery of a different curriculum Providing access to regular curriculum
From an authoritative, expert stance To a collaborative, interdisciplinary
often predetermined by students’ team response which addresses
diagnoses. students’ learning needs

4. What is Assistive Technology (AT)?
 Assistive Technology
(AT) describes a range of
strategies, services,
and/or low to high
technology tools to
enable, improve,
increase, and/or
maintain a students’
ability to meet the
learning outcomes of the
curriculum and/or of a
personal program plan.

5. Developmental Continuum
Not Evident Individual AT not explored; knowledge of types, uses, advantages
of AT not known; no evidence of school division plan to enhance
AT access.
Emerging/ Limited individual AT considered; school division plan to enhance
Developing access to variety/applicable AT in development, but limited to
pilot implementation; limited or no training relative to AT
provided to staff.
Evident Assessments conducted by qualified personnel to determine
appropriate AT to support student’s needs; school personnel
implement AT recommendations provided by supporting
professionals; school division has developed comprehensive plan
to enhance access to variety of AT requests for technology
supports are individually submitted and congruent with school
division plan; training relative to AT provided by school
personnel.

6. Student Support Services Rubric 2011/2012
Exemplary •Professional accept assistive technology as a tool for learning and as a
means to promote inclusive values;
•Individual AT, as well as universal assistive technology is used to provide
curricular access and individualized instruction;
•AT is routinely considered to support students’ functional capabilities, to
help them interact with the curriculum and the environment and to support
their achievement of educational outcomes;
•Assessments are conducted to determine the most effective student-
technology match;
•School division has a comprehensive plan to facilitate and enhance access
to a range of low and high AT used in a range of applications, including a
pre-referral process;
•Technical support is available to students and/or school personnel;
professionals are trained on the implementation of assistive technology.

7. Division Planning for Assistive Technology
 As a division, one may wish to
develop a tiered approach to
infusing technology (educational &
assistive) into the classroom.
 Collaborate to develop universal
technologies that will be available to
all students.
 Then as a division explore the
targeted technologies that will be
available to support students.
Explore creating high technology and
low technology toolkits of
approaches, hardware and software
to assist students and educators.
 Create a plan for addressing students
that benefit from intensive
individualized interventions.

8. Inclusive Learning Technology Toolkits
 To meet student needs, the  Area toolkits include:
Calgary Board of Education  Hardware Devices
has created Inclusive  Software Devices
Learning Technology  Low Tech
Toolkits.  Kindergarten Specialized
 These toolkits are comprised Toolkits:
of AT tools that have the  Hardware Devices
potential to increase student  Software Devices
access to information and the  Additional Language AT
curriculum. Toolkits.
 For more information, please
refer to:
 http://www.innovativelearnin
g.ca/assistivetech/toolkit.asp

9. Categories of Assistive Technology
 Activities of Daily Living  Computer Access
 Augmentative &  Aids for Vision
Alternative  Aids for Hearing
Communication  Recreation & Leisure
 Educational Technology
 Seating & Positioning
 Math
 Aids for Mobility
 Reading
 Writing  Adaptations to the
 Mechanics Learning Environment
 Process  Environmental Control
 Behavior Units
 Organization

10. Categories of Assistive Technology
Categories of
Assistive
Technology
No/Low
Mid Technology High Technology
Technology
Simple; little Some Complex
maintenance; maintenance; electronics; more
limited/no some training; training; more
Electronics more electronics maintenance

11. Categories of Assistive Technology
 For each of these categories, there are:
 Low Technology Options: These tools typically require little
maintenance, have no electronics, and do not require a battery
source.
 For educational technologies this would include:
 Reading: picture symbols, adapted books, line guide,
predictable books, change text size, changes to spacing and/or
colour.
 Writing and spelling: pocket dictionary/thesaurus, variety of
pencils, adaptive grips, adapted paper etc.
 Organization: highlighters, highlighter tape, book holder, pocket
folders, calendar/planner, binder.
 Math: graph paper, abacus/mathline, enlarged math
worksheets, alternatives for answering.

12. Categories of Assistive Technology
 For each of these categories, there are:
 Mid Technology Options: These tools typically require some
training and maintenance; they may have electronics and a
power source.
 For educational technologies this would include:
 Reading: Digital recorder, books adapted for page turning,
picture/symbols with text, scanning pen.
 Writing & Spelling: Portable word processor, talking spell
checker, recording device.
 Organization: Online calendar, use of cell phone or other
portable device, digital voice recorder.
 Math: Talking calculator, large calculator, software.

13. Categories of Assistive Technology
 For each of these categories, there are:
 High Technology Options: These items are typically more
complex; they require maintenance and training.
 For educational technologies this would include:
 Reading: Talking word processor, electronic books, multimedia
software, scanner with OCR.
 Writing & Spelling: Word processor software, adapted keyboard
or mouse, word prediction software, voice recognition software.
 Organization: Electronic organizer, software to organize ideas,
word-prediction software, voice recognition software.
 Math: Calculator with special features, software for
manipulation, math software.

14. Planning for Assistive Technology
 Low Technology
 Mid Technology
 High Technology

15. Planning for Assistive Technology
 Universal: What technology
will be offered to all students?
 Targeted: What technology
will be offered as part of a
strategic toolkit?
 Individual: What technology
will be provided on a
individual basis following
team assessment & trial?

16. Planning for Assistive Technology
 Universal Strategies:
What training & support
do we need to provide to
ensure successful use
with:
 Universal technology?
 Targeted toolkit
technology?

17. Targeted AT
Elementary:
 Kurzweil
 Earobics
 WordQ/SpeakQ
 Kindle/Kobo
 Symwriter = Writing With Symbols
 iPads

18. Targeted AT
Highschool:
 Kurzweil
 Dragon Naturally Speaking
 Kindle/E-Reader/Kobo
 Intel Reader
 Live Scribe
 iPads
 iPods/Use of Phones

19. Targeted AT
Highschool:  Grade Alike Days – have
 Kurzweil a Tech Tidbit – Universal
 Dragon Naturally  Carousel – illustrate each
Speaking of the tools/technologies
 Kindle/E-Reader/Kobo  Webinars – within
 Intel Reader
toolkit and online
 Coaches/PSPs need to be
 Live Scribe
fluent with technology
 iPads
 iPods/Use of Phones

20.  How will software be
reviewed?
 Who will review?
 How often will software
be reviewed?
 Who makes hardware
decisions?

21. Next Steps…..