assistive technology devices and services division of special education tracy cartas, director of...
TRANSCRIPT
ASSISTIVE TECHNOLOGY ASSISTIVE TECHNOLOGY DEVICES AND SERVICESDEVICES AND SERVICES
Division of Special Education
Tracy Cartas, Director of Special Education
Session Objectives
Participants will learn about:
Legal issues related to AT AT materials/devices AT policies and procedures
IDEIA Federal Regulations
Sec 300.5 & 300.6 - DefinitionsSec 300.308 - Assistive TechnologySec 300.346(a)(2)(v) - Special Factors
IDEIA
Section 300.5 Assistive Technology Device …any item, piece of equipment or product system…that is used to increase,
maintain, or improve functional capabilities of individuals with disabilities. Section 300.6 Assistive Technology Service
... any service that directly assists a child with a disability with the selection, acquisition or use of an AT device.
Assistive Technology Services
Evaluation Purchasing, leasing, or otherwise providing for the
acquisition of the devices Selecting, designing, fitting, customizing, adapting,
applying, retaining, repairing or replacing of Assistive technology devices.
Coordinating and using other therapies, interventions or services with Assistive technology devices.
Training or technical assistance for a child with a disability, or if appropriate, that child’s family.
Training or technical assistance for professionals, employers, or other individuals who provide services to , employ, or are otherwise involved in the major life functions of individuals with disabilities.
IDEIA Federal Regulations
Section 300.308 Assistive Technology a…AT devices or AT services, or both…are made available to a child with a
disability if required as a part of the child’s special education related services supplementary aids and services
Section 300.308 Assistive Technology(b) On a case-by-case basis, the use of school purchased AT devices in a
child's home or in other settings is required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE.
IDEIA Federal Regulations
Sec 300.346(a)(2)(v) Special Factors Development of IEP… The IEP team also shall…
(v) Consider whether the child requires assistive technology devices and services.
Categories for Assistive Technology
Mobility Computer-Based Instruction Physical Education, Recreation, Leisure and Play Aids for Daily Living Reading, Written Expression, Math Seating and Positioning Computer Application Environmental Control Augmentative Communication Assistive Listening Visual Aids
Assistive Technology
No/Low Tech
Mid Tech High Tech
*Simple*Little Maintenance*Limited/No Electronics
*Some Maintenance*Some training*More Electronics
*Complex Electronics*More training*More Maintenance
Continuum from No/Low Tech to High Tech
Assistive Technology Program consist of AT Coordinator, Team Leaders, AT Assistant and Team Members
Assistive Technology must be addressed and considered at every ARD (Goalview)
Diagnostician and/or SLP must be present at ARD to recommend an AT Eval., AT recommendations through accommodations, or review AT report
Assistive Technology District Policies and Procedures
Assistive Technology Policies and Procedures (METHOD 1)
FULL EVALUATION (Low Incident Population)
Referral recommended timeline, 30-60 days or recommended timeline by ARD, referral form must be completed ASAP and sent to Special Ed. Office by e-mail, fax, or pony. (attention: Alma Rodriguez)
Review student folder, observation, and evaluation conducted by AT Team
Report Generated ARD to review AT report and recommendations, conducted by
Diagnostician/SLP reported to PEIMS AT Team will research, fund, and provide materials and
equipment recommended Training and assistance with implementation conducted by Team
Leaders Monitoring throughout school year
Assistive Technology Policies and Procedures (METHOD 2)
ONLY FOR HIGH INCIDENTS (LD/SI)
ARD committee and diagnostician with AT
knowledge can make recommendations using accommodation form for AT and record in PEIMS
AT Team will research, fund, and provide materials and equipment recommended
Training and assistance with implementation conducted by Team Leaders
Monitoring throughout school year AT must receive ARD’s 1st page, AT page, accommodation,
signature page, ARD minutes and PEIMS form for documentation
Assistive Technology Policy and Procedures (METHOD 3)
HIGH INCIDENT... ARD and/or teacher will complete AT Referral FORM provided on AT website. Forms emailed to Alma Rodriguez ([email protected]) AT Team will review student folder and information received from ARD committee and teacher to make ATrecommendations
Report Generated and e-mailed to campus diagnostician and AT information provided on Goalview by AT Team (accommodations and services)
Reported to PEIMS
AT Team will research, fund, and provide materials and equipment recommended
Training and assistance with implementation conducted by Team Leaders
Monitoring throughout school year
“How do we determine if AT is needed?”
Review evaluation data and present levels of performance.
Establish goals and objectives.
Determine if there are difficult or impossible tasks.
Decide if AT devices and services are required and document.STEP 4
STEP 3
STEP 2
STEP 1
Texas 4-Step Consideration Model
Functional Skills
Reading Written Expression Math Problem-solving Communication Recreation Daily organization
Seating/Positioning Hearing Seeing Self-Care Mobility Behavior Specific task-related
skills
Results of Consideration
AT is required AT is not required More information is needed to
make a decision
AT Evaluation is Needed When
Need more in depth work with the student (low incident)
IEP team does not have appropriate knowledge and skills
Need to try out technology to determine the nature and extent of AT devices and services needed
UDL is a new paradigm for teaching, learning and assessment.
multiple approaches for a diversity of learners Multiple means of representation gives learners
various ways of acquiring information and knowledge,
Multiple means of expression to provide learners alternatives for demonstrating what they know
Multiple means of engagement to tap into learners' interests, offer appropriate challenges, and increase motivation
No single curriculum or software program can provide all of the flexibility needed to create a UDL environment.
The child shouldn’t fit into our curriculum, the curriculum needs to fit the child
Goalview
Assistive Technology ARD/IEP Addressed
http://goalview.com/tx http://goalview.com/training_tx
