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Katherine aaron 1
This document discusses how assistive technology can be incorporated into a Response to Intervention and Instruction (RtI2) framework. It outlines how assistive technology fits into the three tiers of RtI2 for academics, behavior, communication, and social-emotional learning. Specific examples are provided for how assistive technologies can support students in reading, math, written language, communication, and social-emotional-behavioral skills at each tier. An assistive technology assessment process and resources are also described to help schools implement RtI2 using assistive technologies.
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Katherine aaron 1
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- 2. Agenda • Review of Objectives • Review of RtI2for Academics & Behavior • RtI2 for Assistive Technology – Tiers of Educational vs. Assistive Technology • RtI2 for Academics, Communication & Social‐ Emotional‐Behavioral • Assistive Technology Assessment • Resources and Examples
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- 4. Objectives • Understand how educational/assistive technology fits into RtI2 • Understand levels of technology •Understand how to implement RtI2 using the benefits of technology • Understand how to conduct an Assistive Technology Assessment • Resources and examples
- 5. Review of RtI2 • A three‐tiered, data‐driven approach that provides access to quality instruction and intervention for all students. • Core components outline a comprehensive instructional approach that includes: –Systematic screening – Differentiating instruction – Targeted interventions – Progress monitoring
- 6. Top 1% Referral for RtI² Tiered Academic Model Spec Ed Intensive Progress Monitoring‐ Daily/Weekly Individual Needs ~ High Specific Instructional Intensity ~ Increase Modifications Duration ~ Intensive Modified Support Testing/Grades/Standards TIER III‐5% Individual Student Support Plans Targeted Skills TIER II‐15% Supplemental Intervention Specific Instructional & Testing Accommodations Environmental Structural Support Active Participation & Engagement Strategies TIER I‐80% Vocabulary Development Strategies Evidence Based Instructional Strategies Strategies for Monitoring Progress and Adjusting Instruction Strategies for Differentiating Instruction and Compacting Common Core‐Instruction Critical Thinking Communication Collaboration Creativity Effective Classroom Management and Relationship Building
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- 8. Assistive Technology vs. Educational Technology • Assistive technology is “…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.” (20 U.S.C. 1401(1)) •Educational technology is technological tools combined with curriculum that enhances the teaching and learning experiences of all students.
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- 11. Reading (Specific Examples) • • • • • • • • • Standard text – use of research based teaching strategies that include all modalities (visual, verbal, and kinesthetic) Book adapted for access– standard text but adapted for physical access, AAC users, or visual impairments Low‐tech modifications to text – changing readability of text, marking text, or different fonts Handheld device to read individual words – talking dictionaries or reading pens Use of pictures/symbols with text – software and newspapers Electronic text – e‐books and handheld readers and applications Audio books – books on tape/CDs/MP3, etc. Text reader – text to speech Scanner with OCR and text reader – scanning of any material that will turn text into speech
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- 13. Math (Specific Examples) Math Manipulatives‐physical representations of math concepts Ruler/Abacus/Number Line/Calculator‐math tools Adapted Math Paper‐enlarged worksheets, graph paper, guideline paper Math "Smart Charts"/Math Scripts‐reference guides (math facts, process steps, conversions, etc.) • Adapted Math Tools‐talking tools, large displays, overlays, etc. • Math Toolbars/On‐Screen Calculator‐computer toolbars for equations, computation, etc. •Virtual Manipulatives‐digital versions that add movement and interactivity to math concepts • Math Software/Web Simulations‐graphic organizers, visual formats, etc. • Voice Recognition Math Software‐speech to text • Portable Math Processors‐works like a portable word processor with math notation capability • • • •
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- 22. RESOURCES • Assessment Manual: http://www.wati.org/ • AT Modules: http://www.atinternetmodules.org/ •Assessment Services/Professional Development: http://www.dcc‐cde.ca.gov/
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