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Training of Paraprofessional Staff


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Training of Paraprofessional Staff

  1. 1. Assistive Technology: What You Need To Know TOPS II Wendy Homlish Bonnie Young Assistive Technology Consultants CLIU 21
  2. 2. Video:Growing up Capable <ul><li>Focus on the following: </li></ul><ul><ul><li>What activities did you see? </li></ul></ul><ul><ul><li>What type of technology did you see being used? </li></ul></ul><ul><ul><li>How did the Assistive Technology support the activity </li></ul></ul>
  3. 3. What is Assistive Technology? <ul><li>A system of tools which match a person’s needs, abilities, and tasks </li></ul>
  4. 4. What Areas Might be Improved with Technology? <ul><li>Communication </li></ul><ul><li>Participation(academic/play/recreation) </li></ul><ul><li>Computer Access </li></ul><ul><li>Environmental Control </li></ul><ul><li>Productivity – including writing </li></ul><ul><li>Academic Outcomes – including reading and math </li></ul>
  5. 5. Additional Areas Improved By Assistive Technology <ul><li>Visual Impairments </li></ul><ul><ul><li>CCTV </li></ul></ul><ul><ul><li>Braille Notetakers </li></ul></ul><ul><ul><li>Screen Readers </li></ul></ul><ul><li>Hearing Impairments </li></ul><ul><ul><li>FM Systems </li></ul></ul><ul><li>Mobility </li></ul>
  6. 6. The BIG Questions <ul><li>Which students need assistive technology? </li></ul><ul><ul><li>Those for whom AT is necessary to receive FAPE and to make progress in their educational program </li></ul></ul><ul><li>What kind of technology is needed? </li></ul><ul><ul><li>Determined on a case by case basis </li></ul></ul><ul><ul><li>Related directly to what is needed for a student to receive FAPE </li></ul></ul>
  7. 7. More BIG Questions <ul><li>Who is involved in making these decisions? </li></ul><ul><ul><li>IEP team </li></ul></ul><ul><ul><li>Makes recommendations to a flexible MDT </li></ul></ul><ul><ul><li>May also include others significantly involved in the student’s education (medical personnel, peers) </li></ul></ul>
  8. 8. Even More BIG Questions! <ul><li>What sort of data should the MDT gather to aid in the decision-making and recommendation process? </li></ul><ul><ul><li>Information regarding the S tudent, E nvironments, T asks, and T ools </li></ul></ul><ul><ul><li>Information should be sought in a collaborative process designed to build team consensus </li></ul></ul>
  9. 9. Decision Making Process <ul><li>CLIU 21 uses the SETT Framework </li></ul><ul><li>Facilitated by the IU AT Consultants </li></ul><ul><li>Referral for support </li></ul>
  10. 10. The Assistive Technology Team <ul><li>Whose input might be included? </li></ul><ul><li>Student </li></ul><ul><li>School personnel (SLP, OT, PT, teacher, IA, Guidance Counselor) </li></ul><ul><li>Parents </li></ul><ul><li>Social Services personnel as appropriate </li></ul><ul><li>Medical personnel as appropriate </li></ul>
  11. 11. Benefits of the SETT Framework <ul><li>Focuses on function in context </li></ul><ul><li>Uses inclusive language </li></ul><ul><li>Values ALL perspectives </li></ul><ul><li>Promotes collaboration </li></ul><ul><li>Promotes logical thinking </li></ul><ul><ul><li>system selection </li></ul></ul><ul><ul><li>intervention design </li></ul></ul><ul><ul><li>prioritizing </li></ul></ul><ul><li>Exposes possible data gaps </li></ul>
  12. 12. Acronyms, Acronyms…. <ul><li>S tudent - What are the student’s current needs and abilities? What does the student need to do? </li></ul><ul><li>E nvironment - What are the instructional and physical arrangements? What supports are available to the student (personnel and equipment)? </li></ul>
  13. 13. Acronyms, Acronyms…. <ul><li>T asks- What activities occur in the environment which enable progress toward mastery of identified goals? What are the critical elements of the activities? How might the activities be modified to accommodate the student’s special needs? </li></ul>
  14. 14. Acronyms, Acronyms…. <ul><li>T ools - What low tech, no tech, and high tech options should be considered? What strategies might be used to invite increased student performance? How might the student try out the proposed system of tools in the customary environments in which they will be used? </li></ul>
  15. 15. The Tools <ul><li>This is where most people would like to begin! </li></ul><ul><li>Look at features that match the tasks and environments, as well as the student’s special needs and current abilities </li></ul><ul><li>Keep in mind that tools are services as well as “things” </li></ul>
  16. 16. Development of an Action Plan <ul><li>Assessment </li></ul><ul><li>Short term loan trials </li></ul><ul><li>Implementation </li></ul><ul><li>Follow up </li></ul><ul><li>Evaluation </li></ul>
  17. 17. Putting the SETT to Work <ul><li>Promotes team-building and consensus </li></ul><ul><li>Uses clearly understood language </li></ul><ul><li>Values input from all participants </li></ul><ul><li>Requires broad-based participation </li></ul>
  18. 18. Putting the SETT to Work <ul><li>Promotes logical thinking </li></ul><ul><li>Increases the likelihood that those supporting the student will see the relevancy of the technology and be more active in encouraging and supporting the student </li></ul>
  19. 19. Guiding Principles <ul><li>Primary goal of AT is the enhancement of capacities and removal of barriers to performance. </li></ul><ul><li>AT can BE a barrier! </li></ul><ul><li>AT is related to function, not disability </li></ul><ul><li>The least complex intervention needed to remove barriers to performance should be the first consideration </li></ul><ul><li>Assessment and intervention form a continuous, dynamic process </li></ul>
  20. 20. Levels of Assistive Technology <ul><li>No Tech Solutions </li></ul><ul><li>Low Tech Solutions </li></ul><ul><li>High Tech Solutions </li></ul>
  21. 21. No Tech Solutions <ul><li>Might include </li></ul><ul><ul><li>Eye or finger pointing </li></ul></ul><ul><ul><li>Knocking on the door </li></ul></ul><ul><ul><li>Manual signing </li></ul></ul><ul><ul><li>Prompt hierarchy </li></ul></ul><ul><ul><ul><li>ECT (Environmental Communication Teaching Training) </li></ul></ul></ul><ul><ul><li>Environmental Arrangement </li></ul></ul>
  22. 22. Low Tech Solutions <ul><li>Handwriting w/ pen or pencil </li></ul><ul><li>Modified eating utensils </li></ul><ul><li>Basic wheelchair/stroller </li></ul><ul><li>Manual communication boards </li></ul><ul><ul><li>Communication notebooks </li></ul></ul><ul><ul><li>Communication wallets </li></ul></ul><ul><li>Visual cues and strategies </li></ul><ul><li>Single message vocal output devices </li></ul>
  23. 23. High Tech Solutions <ul><li>Motorized wheelchair </li></ul><ul><li>Using an adapted computer </li></ul><ul><li>Dedicated vocal output devices (commercially manufactured) </li></ul>
  24. 24. Activity
  25. 25. Communication: What is AAC? <ul><li>Used to describe communication modes other than verbal speech </li></ul><ul><ul><li>Sign language </li></ul></ul><ul><ul><li>Gestures </li></ul></ul><ul><ul><li>Alphabet systems </li></ul></ul><ul><ul><li>Symbol or picture systems </li></ul></ul><ul><ul><li>Vocal output systems </li></ul></ul>
  26. 26. Augmentative Communication <ul><li>Any approach designed to enhance an individual’s already existing speaking skills. Not designed to replace existing communication abilities, but rather to support them. </li></ul>
  27. 27. Alternative Communication <ul><li>Those communication approaches that are an individual’s primary means of communication. Utilized when an individual possesses no oral communication abilities. </li></ul>
  28. 28. Candidates for AAC <ul><li>Congenital disabilities </li></ul><ul><ul><li>CP </li></ul></ul><ul><ul><li>Autism </li></ul></ul><ul><ul><li>Mental retardation </li></ul></ul><ul><ul><li>Developmental apraxia </li></ul></ul><ul><ul><li>Sensory impairments </li></ul></ul><ul><ul><li>Traumatic brain injury </li></ul></ul><ul><ul><li>Apraxia-severe unintelligble speech </li></ul></ul>
  29. 29. Candidates… <ul><li>Acquired neurogenic disabilities </li></ul><ul><ul><li>Aphasia </li></ul></ul><ul><ul><li>Dysarthria </li></ul></ul><ul><ul><li>Traumatic brain injury </li></ul></ul><ul><ul><li>Apraxia </li></ul></ul><ul><ul><li>Spinal cord injuries </li></ul></ul>
  30. 30. Central Goal of AAC <ul><li>To communicate messages so users can interact in conversations </li></ul><ul><li>Participate at school, home, work, recreational activities </li></ul><ul><li>Establish and maintain social roles </li></ul><ul><li>Meet personal needs </li></ul>
  31. 31. Including the Student Who Uses AAC <ul><li>Structure the environment to support communication </li></ul><ul><ul><li>Proper positioning </li></ul></ul><ul><ul><li>Access to AAC </li></ul></ul><ul><ul><li>Access to partners </li></ul></ul><ul><ul><li>Involvement in motivating activities </li></ul></ul><ul><li>Respond to the individual’s communication attempts </li></ul><ul><li>Confirm the intended message </li></ul>
  32. 32. Including the Student… <ul><li>Ensure shared focus of attention </li></ul><ul><li>Provide opportunities for communication </li></ul><ul><li>Wait and provide enough time to communicate </li></ul><ul><li>Model appropriate use of AAC </li></ul>
  33. 33. Manual Communication Board
  34. 34. Single Message Output
  35. 35. Mid Tech
  36. 36. Hi-Tech Vocal Output Device VIDEO
  37. 37. Computer Access <ul><li>Touch Window </li></ul><ul><li>Switches </li></ul><ul><li>Alternate Mouse Input </li></ul><ul><li>Alternate Keyboards </li></ul><ul><ul><li>Maltron Keyboard </li></ul></ul><ul><ul><li>IntelliKeys </li></ul></ul><ul><ul><li>On-screen Keyboards </li></ul></ul><ul><ul><li>Mini-keyboards </li></ul></ul>
  38. 38. Interfaces
  39. 39. Switches
  40. 40. Michael Phillips
  41. 41. Alternate Keyboards
  42. 42. ELINA
  43. 43. Alternate Pointers/Mice Video
  44. 44. Environmental Control <ul><li>Provides ability to control aspects of one’s environment, including: </li></ul><ul><ul><li>TV </li></ul></ul><ul><ul><li>VCR </li></ul></ul><ul><ul><li>Computer </li></ul></ul><ul><ul><li>Lights </li></ul></ul><ul><ul><li>Radio </li></ul></ul>
  45. 45. Environmental Control-TV/VCR
  46. 46. Tools for Accessing Academics
  47. 47. Writing Tools-Production <ul><li>Keyboarding programs </li></ul><ul><ul><li>Ultra Key </li></ul></ul><ul><ul><li>Type to Learn </li></ul></ul><ul><ul><li>Free downloads </li></ul></ul><ul><li>Word Processors </li></ul><ul><li>(MS Word) </li></ul><ul><ul><li>templates </li></ul></ul><ul><ul><li>auto correct features </li></ul></ul><ul><ul><li>forms </li></ul></ul><ul><li>Portable Writing Devices </li></ul><ul><ul><li>Neo </li></ul></ul><ul><ul><li>Dana </li></ul></ul><ul><ul><li>The Writer </li></ul></ul>
  48. 48. Neo /Dana
  49. 49. Writing Tools-Process <ul><li>Talking word processing programs </li></ul><ul><ul><li>Write:OutLoud/SOLO </li></ul></ul><ul><ul><li>Read & Write </li></ul></ul><ul><ul><li>Premiere Accessibility Suite </li></ul></ul><ul><ul><li>Free Programs-Word Talk, etc. </li></ul></ul><ul><li>Utilities: </li></ul><ul><ul><li>Thesaurus </li></ul></ul><ul><ul><li>Dictionary-”Look Up” </li></ul></ul><ul><li>Word prediction programs </li></ul><ul><ul><li>Co:Writer </li></ul></ul><ul><ul><li>WordQ </li></ul></ul><ul><ul><li>Read & Write </li></ul></ul><ul><ul><li>Premiere Accessibility Suite </li></ul></ul>
  50. 50. Reading Difficulties <ul><li>Learning disabilities </li></ul><ul><li>Dyslexia </li></ul><ul><li>Read slowly, must re-read to extract meaning. </li></ul><ul><li>Struggle to decode unfamiliar words </li></ul><ul><li>Fatigue easily, break frequently </li></ul>
  51. 51. Scan and Read Programs <ul><li>WYNN - (What You Need to Know Now)- w/OCR software </li></ul><ul><li>Kurzweil 3000- w/OCR software </li></ul>
  52. 52. Text-To-Speech <ul><li>Talking Word Processors </li></ul><ul><li>Talking Web Readers </li></ul><ul><ul><li>Browse Aloud </li></ul></ul><ul><ul><li>Click, Talk – FireFox add on </li></ul></ul>
  53. 53. Study & Organization <ul><li>Problem -Times Issues </li></ul><ul><ul><li>Keeping track of time </li></ul></ul><ul><ul><li>Keeping track of assignments </li></ul></ul><ul><ul><li>Difficulty with long term projects </li></ul></ul><ul><ul><li>Hallmark of ADD/ADHD </li></ul></ul>
  54. 54. Tools To Try <ul><li>Time Timer </li></ul><ul><li>Visual Schedules </li></ul><ul><li>Print Schedules </li></ul><ul><li>Vibrating light/sound timer </li></ul><ul><li>Pocket Mod </li></ul><ul><li>Watches with alarms </li></ul><ul><li>Calendar programs </li></ul>
  55. 55. Study & Organization <ul><li>Problem -Spatial </li></ul><ul><ul><li>Difficulty organizing physical space </li></ul></ul><ul><ul><ul><ul><li>Notebooks, lockers, desks, backpacks </li></ul></ul></ul></ul><ul><ul><li>Often “can’t find” materials </li></ul></ul><ul><ul><li>Loses important things </li></ul></ul>
  56. 56. Tools to Try <ul><li>Highlighters/Highlighter tape </li></ul><ul><li>Colored notebook paper </li></ul><ul><li>Colored coded folders & book covers </li></ul><ul><li>Accordion files </li></ul>
  57. 57. Study & Organization <ul><li>Problem -Attention </li></ul><ul><ul><li>Attending to task long enough to finish </li></ul></ul><ul><ul><li>Hear only part of instructions </li></ul></ul><ul><ul><li>Have only some of the tools needed </li></ul></ul><ul><ul><li>Get only part of the assignment </li></ul></ul><ul><ul><li>Require recueing </li></ul></ul>
  58. 58. Tool To Try <ul><li>Color-font, paper, etc. </li></ul><ul><li>Non-verbal cueing </li></ul><ul><li>Talking calculators/dictionaries </li></ul><ul><li>Highlighters/tape </li></ul>
  59. 59. Study & Organization <ul><li>Problem -Sequencing & Memory </li></ul><ul><ul><li>Remembering & carrying out steps </li></ul></ul><ul><ul><ul><li>Skip steps </li></ul></ul></ul><ul><ul><ul><li>Lose track </li></ul></ul></ul><ul><ul><ul><li>Need to start over </li></ul></ul></ul><ul><ul><li>Overwhelmed with too many steps </li></ul></ul><ul><ul><li>Memory problems </li></ul></ul>
  60. 60. Tools To Try <ul><li>To do list-paper/electronic </li></ul><ul><li>Rubrics </li></ul><ul><li>Visual cue reminders </li></ul><ul><li>Digital reminders </li></ul><ul><li>Checklists </li></ul>
  61. 61. Study & Organization <ul><li>Problem -Prioritization </li></ul><ul><ul><li>Can’t define what’s important </li></ul></ul><ul><ul><li>Don’t know what to study </li></ul></ul><ul><ul><li>Don’t know what to keep/throw out </li></ul></ul><ul><ul><li>Don’t know what assignment to start first </li></ul></ul>
  62. 62. Tools to Try <ul><li>Color code for importance </li></ul><ul><ul><ul><li>Red hot=first </li></ul></ul></ul><ul><ul><ul><li>Cool blue=wait </li></ul></ul></ul><ul><li>Check list </li></ul><ul><li>Calendar-color coded </li></ul>
  63. 63. Study & Organization HI-Tech <ul><li>Kidspiration/Inspiration </li></ul><ul><li>Outline view-Word/Power Point </li></ul><ul><li>Electronic Flashcards </li></ul><ul><ul><ul><li>Power Point </li></ul></ul></ul><ul><ul><ul><li>On line </li></ul></ul></ul>
  64. 64. AT in the IEP <ul><li>IDEA ’97 - Consideration of Special Factors </li></ul><ul><li>Goals and Objectives </li></ul><ul><ul><li>Focus on curriculum, not AT </li></ul></ul><ul><li>Specially Designed Instruction </li></ul><ul><ul><li>Naming AT </li></ul></ul><ul><ul><li>Addressing Back-up </li></ul></ul><ul><li>Related Services </li></ul><ul><ul><li>Provided by IEP team member (SLP, teacher) </li></ul></ul><ul><li>Supports for School Personnel </li></ul>
  65. 65. Acquisition of AT <ul><li>ACCESS funds </li></ul><ul><ul><li>Medical Assistance (AAC only) </li></ul></ul><ul><li>District Purchase </li></ul><ul><ul><li>Statewide Bid </li></ul></ul><ul><ul><li>Student specific </li></ul></ul><ul><li>Classroom budget </li></ul><ul><ul><li>Multi-student use within a classroom </li></ul></ul><ul><ul><ul><ul><li>Software </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Switches </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Simple AAC devices </li></ul></ul></ul></ul>
  66. 66. Implementation <ul><li>Action Plan </li></ul><ul><li>IEP </li></ul><ul><li>Training </li></ul><ul><li>Dynamic re-evaluation </li></ul><ul><li>Based on student needs </li></ul>
  67. 67. Participation Model <ul><li>Academic Participation </li></ul><ul><ul><li>Competitive </li></ul></ul><ul><ul><li>Active </li></ul></ul><ul><ul><li>Involved </li></ul></ul><ul><ul><li>None </li></ul></ul>
  68. 68. Ten Tips for Paraeducators <ul><li>Let students make mistakes & take risks </li></ul><ul><li>Watch your voice & volume </li></ul><ul><li>Maintain student dignity </li></ul><ul><li>Communicate & consult with caregivers </li></ul><ul><li>Facilitate peer relationships </li></ul>
  69. 69. Ten Tips <ul><li>Help the classroom teacher </li></ul><ul><li>Ask for help </li></ul><ul><li>Give as few prompts as possible </li></ul><ul><li>Help students to create authentic work </li></ul><ul><li>Enable students to make choices </li></ul>
  70. 70. You Can Make a Difference! <ul><li>It’s up to YOU………….Will you: </li></ul><ul><ul><li>Facilitate or hinder participation </li></ul></ul><ul><ul><li>Have a positive impact on students </li></ul></ul><ul><ul><li>Remove barriers or create barriers </li></ul></ul><ul><ul><li>Help create an active and meaningful environment for ALL STUDENTS!! </li></ul></ul>