2. Introduction
As teachers of a diverse student population, we need to
be aware of how to help students gain the most from
their education. With special needs students in every
classroom, a regular education teacher needs to
know pertinent information and resources to be
effective. The purpose of this presentation is to
introduce and review concepts pertaining to IEPs
and assistive technology.
3. Presentation Outline
Overview of the Individualized Education Program
(IEP)
Who qualifies?
What is the process to implementation?
Overview of Assistive Technology
Resources
Practices of high- and low-level technology
Review of Key Phrases
4. IEP (individualized education program)
As part of the passage of the Individuals with
Disabilities Education Act (IDEA 2004), parents of
kids with special needs can:
be eligible for special individualized services
be part of their child’s educational team to set goals
(kidshealth.org)
5. Who qualifies for an IEP?
Students with functional or learning difficulties
Common reasons include:
Attention Deficit Hyperactivity Disorder (ADHD)
Hearing impairment
Visual impairment
Speech impairment
Emotional disorders, and more
(kidshealth.org)
6. How will the school provide for these services?
Least restrictive environment- special-needs students
should stay in the regular classroom
-or-
wherever their needs are met the best, such as a
resource room.
(kidshealth.org)
7. The Referral and Evaluation Process
1. Any person makes a referral to the school counselor
or psychologist
2. Data collected from parents, student, observations
and performance
3. Strategies suggested
4. Student tested for disability
5. Disability has to impair function at school
6. School team will determine eligibility
8. …Process (cont.)
School team members may include:
Psychologist
Special education teacher
Others that relate to the child’s specific need
(kidshealth.org)
9. Parents have rights in every part of the process
Choice in child’s assessment
Review of the report before IEP is finalized
Collaboration on a plan that best meets their child’s
need
Quick process
Mediation and legal representation
Choice of place of education
(kidshealth.org)
10. Implementing an IEP
Many services can be provided
Depending on the goals, services may be hands-on or
an a consultative basis only
IEP is reviewed annually
(kidshealth.org)
11. What is assistive technology?
Assistive technology is “any item, piece of equipment,
or product system, whether acquired commercially
or off the shelf, modified, or customized, that is used
to increase, maintain, or improve functional
capabilities of individuals with disabilities”
("Building a Legacy“, 2006)
12. Another definition of assistive technology
“Assistive technology or adaptive technology (AT) is
an umbrella term that includes assistive, adaptive,
and rehabilitative devices for people with disabilities
and also includes the process used in selecting,
locating, and using them”
(http://en.wikipedia.org/wiki/Assistive_technology)
13. Six steps to identifying resources and practices to
use assistive technologies
1. Collect information from the child and family
2. Identify the activities that need assistive
technologies
3. Establish a baseline of current activity to measure
success of assistive technology
4. Brainstorm and view resources such as Assistive
Technology Resources or "Ramp up to Access"
5. Try out the intervention
6. Reflect on success and make modifications
*This is a process that will take time and modifications*
(The six steps from "Learning Disabilities Online“)
14. Technological resources that can enhance
students' educational experiences
Online collaboration tools such as zoho
(http://www.zoho.com/collaboration-apps.html)
Braille
Enlarged texts
On-screen readers
Hardware constructed for a specific purpose such
as a music instrument played using a joystick
(Enabling Dreams)
Devices found on GaDOE "Assistive Technology
Devices" site
15. Instructional practices that meet students
individual needs
Help students learn assistive technologies as early as
possible so they can move on to learning content, not
the technology (Enabling Dreams)
Use response systems
Read text to the student to complete a task
Preferential seating
Extended time
16. Assistive technologies that meet students’
individual needs
On-screen readers (Webanywhere)
Headsets or other hearing assistive technology
(asha.org)
Touch screens ("Touch Window“)
Word processing with its various functions such as
spell check
E-books
(http://www.ericdigests.org/2003-1/assistive.htm )
17. Low-Tech approaches
Graphic organizers
Copies of outlines of lectures and notes
(http://www.ericdigests.org/2003-1/assistive.htm )
18. Review of key phrases
Assistive technology – any assistive tool to enhance
the education of people with disabilities
IEP – (Individualized Education Plan) a plan of
action for an education team to help students with
disabilities
Universal design – design a lesson in a way to create
the widest range of utility for all learners (modified
definition from "Let's play Projects“)
19. Review of key phrases (cont.)
Least restrictive environment – “IDEA's mandate
that children with disabilities be educated to the
maximum extent appropriate with nondisabled
peers.” (Courts)
Inclusion – special-needs students have a right to be
included in a regular classroom along with their
peers
Mainstreaming – “the child will be educated with
nondisabled peers when appropriate, but not
necessarily exclusively in general education.”
(Courts)
