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Using AT to Support Students in the LRE Tech Talk 2012
- 1. Using AT toSupport Students in the LRE Building Blocks for Inclusive Practices… Tech Talk #cpstt January 2012
- 2. What is assistivetechnology? An assistive technology device is “any item, piece of equipment, or product that is used to increase, maintain, or improve the functional capabilities of a student.” Assistive technology services include any service that directly assists a student with disabilities in the selection, acquisition, or use of an assistive device, including: Assessment Purchasing devices Selecting, designing, fitting, customizing, adapting, a pplying, maintaining, repairing, replacing devices Training staff, student, parent to use device
- 3. IDEA and AT IDEA states that "assistive technology devices and services" must be provided by school districts to eligible children if necessary to ensure the provision of a free appropriate public education. IEP teams consider each student's need for assistive technology if its use will help the student perform a skill (read, write, communicate, etc.) more easily or efficiently, in the least restrictive environment or with less personal assistance.
- 4. AT is appropriatewhen it… Enables an individual to perform functions that can be achieved by no other means Enables an individual to approximate age- appropriate fluency, rate, or standards--a level of accomplishment which could not be achieved by any other means Provides access for participation in programs or activities which otherwise would be closed to the individual Increases endurance or ability to persevere and complete tasks that otherwise are too laborious to be attempted on a routine basis http://www.pluk.org/AT1.html#2
- 5. AT is appropriatewhen it… Enables an individual to concentrate on learning or employment tasks, rather than mechanical tasks Provides greater access to information Supports social interactions with peers and adults http://www.pluk.org/AT1.html#2
- 6. Continuum from No/LowTech to High Tech Assistive Technology No/Low Tech Mid Tech High Tech Simple Some Training More Training Low Maintenance Some Maintenance More Maintenance No/Limited Electronics Some Electronics Complex Electronics
- 7. Assistive technology devices The following are ideas of how to use assistive technology to support students in the LRE. Most of these devices do NOT require an assistive tech referral.
- 8. Reading… For students displaying difficulty with… Slow reading rate Poor recall Inconsistent visual tracking Problems with decoding Unable to turn the page Vision issues
- 9. Reading… Device Helps students… Colored overlays View text in a clearer manner Reading window Track the lines of print displayed on a page Audio-taped textbooks Access traditional print textbooks Pocket magnifier Attend visually to text and to task for students with a visual impairment
- 10. Reading… Device Helps students… Slant board Access written material Copy of classmate’s/ Access subject content teacher’s notes Pre-highlight/underline Identify main idea or key points text Reading pen Read words in a line of text aloud
- 11. Reading… Device Helps students… Recordings for the By providing textbooks on tape or Blind and Dyslexic CD www.Rfbd.org Bookshare Provides textbooks or novel in a digital format for qualifying www.bookshare.org students Optical character By scanning text and reading it recognition software aloud (Kurzweil)
- 12. Spelling… For students displaying difficulty with… Letter reversals Letter omissions Inventive spelling Phonetic blend confusion
- 13. Spelling… Device Helps students… Develop a personal Spell words correctly that they use word book or often and continue to misspell dictionary Word processing Spell words they have difficulty program with spell spelling but can visually identify check Word walls, word banks Spell words that are currently related to the curriculum Portable spell checker/ Spell words correctly using auditory dictionary and visual prompts
- 14. Writing… For students displaying difficulty with… Mechanics of writing Low endurance – easily fatigues Illegible Time consuming Writing skills below student’s cognitive abilities Visual spatial disorientation Poor visual discrimination
- 15. Writing (process)… Device Helps students… Graphic organizers Organize ideas/map concepts Charts Understand text/ideas Highlighters Remember important details/ information Ample space With a larger response area Highlighting text on Emphasize important text on the computer computer in word processing programs Sentence strips Build and organize ideas from text
- 16. Writing (motor)… Device Helps students… Paper with bold or raised With fine motor or visual impairment lines to stay within the lines Graph paper To more evenly space letters and words Pencil grip With a larger and more supported means of holding a pencil Soft rubber-like pad Keep papers from slipping off smooth or inclined surfaces Weighted pencil Hold the pencil in a more stable manner Digital Recorder Dictate information as an alternate to a written assignment; Take notes
- 17. Writing (motor)… Device Helps students… Portable keyboarding Type instead of write device NEO, DANA, Fusion Word prediction software Reduce keystrokes while typing (lessen the amount) Alternate keyboards Access the computer to write Alternate mice Access the computer to write On screen keyboard Access the computer to write
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- 22. Math… For students displaying difficulty with… Computations Concepts Time consuming math problems Laborious process
- 23. Math… Device Helps students… Calculator/ Who have difficulty with math calculation Number line Manipulatives/ velcro Understand math concepts numbers or symbols Graph paper Who have difficulty lining up numbers on paper Color coding Who have difficulty with math calculations when there are many numbers involved
- 24. Math… Device Helps students… Money calculator Complete math problems involving money Math software Reinforce concepts. (i.e. TI-Nspire, Answer problems that they cannot access otherwise. MathType) Computation software By aligning numbers and providing an alternate way to complete the problems
- 25. Organization… For students displaying difficulty with… Organizing their space Keeping their place in textbooks Boundaries Keeping track of assignments/homework
- 26. Organization… Device Helps students… Assignment notebook Record assignments and key points with calendar to remember Plastic tabs Mark their place in a book Colored binders Organize their materials by content area Box top from copy Organize their materials in their paper desk by using it as a drawer Lunch tray Create boundaries for their materials and hands
- 27. Behavior… For students displaying difficulty with… Transitions Taking turns Following rules Remaining on task
- 28. Behavior… Device Helps students… Timer (visual and/or With transitions and to remain on auditory) task Visual representation of Understand classroom rules classroom rules Charts and lists of Understand what is expected of expectations of activity them Classroom/individual With transitions and to remain on schedules task Cookie tray With boundaries
- 29. Communication… For students displaying difficulty with… Non-verbal Delayed speech Using speech that can be understand by others Physical disability Cognitive delay
- 30. Communication… Device Helps students… Object symbols/ Indicate their wants or needs within daily activities Choice board Picture communication With frequently communicated boards and books messages Alphabet books Generate new messages through spelling
- 31. Communication… Device Helps students… Static display device Communicate using messages pre- recorded by staff or parent Dynamic display device Communicate using messages pre- programmed by staff, parents, or the student Communicate using a self-generated message created by the student using vocabulary in the device.
- 32. Next steps Schoolssubmit a referral for a qualifying student (IEP/504 Plan) through SSM. A consultation or evaluation by an AT staff person will occur and then recommendations will be made. A report will be created in SSM for school staff regarding the recommendations.
- 33. Next steps Ifa device is recommended per an Assistive Technology Evaluation, the IEP must be amended and the recommended device(s) listed under Assistive Technology and/or Augmentative Communication. Devices should be considered for general accommodations and modifications as well as for assessments. A benchmark should be written utilizing the assistive device in an area of need (e.g. language arts, math) For example: “Using a portable keyboard with word processing software, Jose will complete written assignments longer than one page.”
- 34. Next steps Ifsoftware is provided, typically it is installed on a computer designated at the school level. School based staff should install the software or provide access for AT staff to complete the installation on a school based computer. AT staff will provide any training that is needed on software or equipment provided to school staff, students, and parents. School staff takes data regarding usage of the provided AT to determine the effectiveness of the recommended AT.
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