This presentation describes the protocol for assessment and use of assistive technology in a school-based setting.

1. Final Project ATHS 614
Professor Damien Wimbush
Jennifer Kalbfell

2. All students will have access to educational
resources and experiences within their learning
environments. The use of assistive technology
will aid students to reach their full potential as
active learners. This may include the use of AT
devices, programs, and software that will serve
to level the playing field.

3. Lakeland Central School District
 Located in Shrub Oak, New York
 6,ooo students in 8 separate school buildings
 Approximately 900 classified special education
students
 AT teams were trained in 2009 through New York
State Department of Education
 AT team included 3 Speech Language Pathologist
and 3 Occupational Therapist

4.  AT team were divided with 1 SLP and 1 OT on each
team
 Primary task for teams was providing
implementation of AT as recommended by outside
evaluators
 Recommendations made by outside evaluators
were difficult to implement
 No training provided
 No consideration taken by assessment teams as
to how/when/where AT would be used
 Significant device abandonment

5.  2 AT trained SLP’s have left the district
 Budget constraints cut back teams
 1 functioning AT team remains
 1 team now serves all students
 Remaining trained OT’s and SLP serve as AT
trainers within their school building
 AT team completes basic AT assessments for
minimally involved students and continues to
implement recommendations from outside
agencies

6.  Increase AT knowledge base for the remaining AT
team, administrators, parents, and staff
 Increase the understanding of the role of AT
assessment and implementation in the IEP process
 Provide resources for the AT team to improve the
assessment process
 Provide resources on the current AT in place within
the school district

7.  “Does the agency have clearly written guidelines
for documenting AT in the IEP?”
 “Are the guidelines systematically
disseminated?”
 “Has a person been designated to provide
support and guidance in addressing the
guidelines and their implementation?”
 “Does the IEP team have a working knowledge
of these guidelines?”
 “Are the guidelines consistently implemented?”
Source: QIAT Leadership Team 2012)

8.  Goal: Create presentation for purpose of
training administration, staff and families on
the basic of AT
 Objective: provide AT terminology
 Objective: provide examples of high and
low tech

9.  Goal: create presentation for the purpose of
training administration and staff on AT in the
IEP process
 Objective: create clear and concise
understanding of AT devices and AT services
 Objective: create understanding of how
students can benefit from AT in the IEP
process

10.  Goal:Create a presentation for AT Team and
AT trainers on FAP
 Objective: Provide in-depth training on
UKAT Toolkit
 Objective: provide access to assessment
forms

11.  Goal: Create a comprehensive list of AT used
in district currently
 Objective: create list of AT devices and
examples of how they are being used
 Objective: create tutorials on the use of
current AT devices within the district

12.  Presentation 1: AT in Education
 Presentation 2: AT in the IEP Process
 Presentation 3: Assessment Process
 Link to presentations
 AT Inventory List
 AT Device and Software Tutorials
 Link to Resoureces

13.  Defining terms
 What is AT?
▪ High Tech
▪ Low Tech
 How is AT used in Education?
 Curriculum
 Participation
 Communication
 Experience

14.  Who uses AT in Education?
 AT examples are provided for each disability
 Blind and visually impaired
 Physically disabled
 Developmentally disabled
 Deaf and hearing impaired
 Students with communication disorders
 Learning disabled
Case studies exhibit how AT has been used in our
district to level the playing field

15.  Committee on Special Education (CSE) must
consider the use of AT for every student with
an IEP
 CSE must consider AT devices
 CSE must consider AT services

16.  When is AT recommended at a CSE?
 Student is not able to access curriculum
 Student can not participate in instruction
 Student can not take part in academic
assessments
 Student can not produce assignments

17.  How does AT get on the IEP?
 Explanation of the Fundamental
Assessment Process that will be in place
assures team members and families will
vested in the process

18.  Create a FAP that used consistently by AT
team
 Expose AT members to the format and forms
that will be completed during the assessment
process
 Provided step by step instruction to ensure
consistent follow through
 Provide guidelines for team leadership and
team member responsibilities

19.  Request meeting with Office of Pupil
Personnel
 Provide PPS Director access to the
informational presentations
 Request opportunity to present to:
 Administrators
 Support staff
 Parent groups
 Community

20.  Implement the use of the Fundamental
Assessment Process when assessing students
 Train all AT team members in the process
and format being utilized
 Require appropriate and consistent
documentation of AT on the student’s IEP
 Create follow up plan as part of IEP

21.  Maintain accurate inventory list
 Create tutorials when new equipment is
purchased
 Provide regular training for staff on the use of
devices and software being used within the
district

22.  Request training sessions during May
meeting with PPS Director
 Request training sessions for parents through
Special Education PTA during final meeting
in June
 Provide training to AT at Conference Day
meetings in September
 Begin use of FAP immediately, utilizing forms
created by UKAT Toolkit

23. http://www.p12.nysed.gov/specialed/formsno
tices/IEP/training/module2_files/textonly/slide2
5.html
http://indicators.knowbility.org/resources.ht
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