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AT LIVEBINDER

•HTTP://BIT.LY/RYZQXS AT RESOURCES

CONSIDERATION

• LAW

• IEP TEAM

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RANGE OF SITUATIONS

• NO ONE RESPONSIBLE FOR AT

• 1 PERSON RESPONSIBLE WITHOUT REDUCTION IN OTHER RESPONSIBILITIES

• SMALL TEAM

• LARGE COMPLETE TEAM

• WELL TRAINED TEAMS IN EACH BUILDING

DISTRICT PROCEDURES AND POLICIES

• QUALITY INDICATORS IN ASSISTIVE TECHNOLOGY QIAT

• DATE

• HTTP://WWW.TEXASAT.NET/DEFAULT.ASPX?NAME=TRAINMOD.EVALUATION

THE TEAM

• KAY TORCHIANA: DIAGNOSTICIAN: THE BEGINNING AND THE …..

• JYUTIKA MEHTA: SPEECH LANGUAGE PATHOLOGIST

• BELINDA RUDINGER: AT FOR THE VISUALLY IMPAIRED

• KRISTIN STOOKSBERRY: OCCUPATIONAL THERAPIST

• GAYLE MCNURLEN: AT SPECIALIST

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THE RESOURCES• WWW.WATI.ORG ASNAT MANUAL

• LIVEBINDER: SEARCH MCNURLEN AUTHOR (HTTP://BIT.LY/RYZQXS AT RESOURCES

• HTTP://BIT.LY/RKICYY LID RESOURCES

• HTTP://BIT.LY/Y72XWN TECHNOLOGY SOLUTIONS FOR DYSLEXIA

• HTPP://BIT.LY/1TX6HJX BOARDMAKER

• WWW.TEXASAT.NET

TEXAS 4-STEP MODEL

1. REVIEW PRESENT LEVELS OF PERFORMANCE AND EVALUATION DATA.

2. DEVELOP GOALS AND OBJECTIVES.

3. DETERMINE IF ANY TASKS ARE DIFFICULT OR IMPOSSIBLE FOR THE STUDENT.

4. DECIDE WHETHER OR NOT AT DEVICES AND SERVICES ARE REQUIRED AND DOCUMENT DECISIONS.

AREAS OF CONSIDERATION• SEATING, POSITIONING AND MOBILITY

• COMMUNICATION

• COMPUTER ACCESS

• MOTOR ASPECTS OF WRITING

• COMPOSITION OF WRITTEN MATERIAL

• READING

• MATHEMATICS

• ORGANIZATION

• RECREATION AND LEISURE

• VISION

• HEARING

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WHEN IS A.T. EVALUATION NEEDED?

• ARD COMMITTEE DETERMINES THAT ADDITIONAL INFORMATION IS NEEDED TO:

• DECIDE WHETHER OR NOT THE STUDENT REQUIRES AT DEVICES AND SERVICES TO PARTICIPATE IN THE

EDUCATIONAL PROGRAM AND MAKE ADEQUATE PROGRESS TOWARD MASTERY OF IEP GOALS, OR

• DETERMINE THE NATURE AND EXTENT OF AT DEVICES AND SERVICES NEEDED.

1990 REAUTHORIZATION OF IDEA CHANGED AT CONSIDERATIONS FROM:

• ONE SHOT, SEPARATE EVENT TO AND ONGOING CONTINUAL PART OF EDUCATIONAL PLANNING

• ASSESSMENTS BEING COMPLETED BY AN EXPERT TO A TEAM IN THE NATURAL SETTING

• SCHEDULING FROM ONE TIME EVENT TO ONGOING PROGRESS MONITORING

AS A RESULT – CHANGES IN THE FOLLOW-THROUGH FROM LIMITED TO MEANINGFUL FOLLOW-THROUGH

INVOLVING ALL TEAM MEMBERS

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1997 REAUTHORIZATION OF IDEA:

• REQUIRES EVERY IEP (ARD) TEAM TO CONSIDER THE NEED FOR ASSISTIVE TECHNOLOGY

THIS HAS CAUSED THE NEED FOR EXTENSIVE TRAINING OF ALL STAFF THAT SERVE AS ARD MEMBERS

RESEARCH INDICATES:

• STUDENTS AND THEIR FAMILIES ABANDON USE OF AT WHEN THEY FEEL NO SUPPORT FOR:

A. TRAINING

B. USING IT WITH LITTLE FATIGUE, DISCOMFORT OR STRESS

C. COMPATIBILITY WITH OTHER TOOLS AND TECHNOLOGIES USED

WHAT TO DO WHEN AT CONCERNS ARISE?CALL AN ARD/REED

REVIEW EXISTING FIE

DISCUSS CONCERNS

DISCUSS NEED FOR FURTHER EVALUATION

COMPLETE REED IF REQUESTING ASSESSMENT

SET DUE DATE FOR GATHERING NEW INFORMATION/EVALUATION

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CONSIDERATION VS ASSESSMENT:

CONSIDERATION

• BRIEF DISCUSSION BASED ON DATA

• ARD MEMBER MUST HAVE KNOWLEDGE OF ASSISTIVE TECHNOLOGY (AT)

• CONSIDER AFTER THE BULK OF THE IEP HAS BEEN DEVELOPED

• AT IS TO BE USED WHEN NEEDED TO ACCOMPLISH THE GOAL.

CONSIDERATION VS. ASSESSMENT

• ASSESSMENT – DETAILED LOOK AT THE STUDENT’S NEEDS AND THE TASK INVOLVED IN ACHIEVING THE

GOALS.

A. INFORMATION GATHERING – STUDENT FUNCTIONAL LEVEL, TRIED DEVICES,

ENVIRONMENTAL DEMAND

B. DECISION MAKING PROCESS

C. TRIAL USE

NEED TO HOLD A REED AND GET PARENTAL CONSENT

EVALUATION PROCEDURE:

• EVERY LEA MUST HAVE A PROCEDURE IN PLACE FOR:

IDENTIFYING THE EVALUATION TEAM MEMBERS

AND…A PROCEDURE FOR EVALUATION:

DATA GATHERING

MEETING (ARD)

DECISION MAKING

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WHO COMPLETES AN AT ASSESSMENT?• TEAM NOT AN INDIVIDUAL

PERSON KNOWLEDGEABLE

ABOUT FUNCTIONAL LEVEL OF THE STUDENT

ABOUT THE STUDENT – STUDENT, PARENT, ETC.

ABOUT THE CURRICULUM – TEACHER

ABOUT LANGUAGE – SLP

ABOUT MOTOR – OT OR PT

DISTRICT FUNDS/RESOURCES FOR TRAINING, ETC.

FUNCTIONAL LEVEL:

• ATTEND REED TO REVIEW AND DISCUSS CURRENT DATA THAT INDICATES COGNITIVE AND ACADEMIC

LEVELS

• COMPLETE ANY ADDITIONAL EVALUATION REQUESTED BY THE REED COMMITTEE

• WRITE NEW DATA IN NEW FIE

• SHARE WITH COMMITTEE AT THE ARD

• PARTICIPATE IN DECISION MAKING PROCESS

COMMUNICATION

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STUDENTS WITH VISUAL IMPAIRMENTS

VI CATEGORIES

• LOW VISION: 20/70 TO 20/200 WITH BEST CORRECTION OR VISUAL FIELD RESTRICTED TO LESS THAN 50

DEGREES

• BLIND: LIGHT PERCEPTION OR LESS; NO ABILITY TO USE RESIDUAL VISION EFFECTIVELY

• CORTICAL VISION IMPAIRMENT: NEUROLOGICAL CONDITION AFFECTING BRAIN’S ABILITY TO INTERPRET

VISION (FREQUENTLY CO-MORBID WITH OTHER NEUROLOGICAL DISORDERS)

REVIEW FIVE/LMA:LEARNING CHANNEL• VISUAL

• AUDITORY

• TACTUAL

LEARNING MEDIA• MOST APPROPRIATE READING MEDIA

• REGULAR PRINT+MAGNIFICATION DEVICE

• LARGE PRINT (SPECIFIC FONT SIZE)

• AUDITORY BOOKS, MATERIALS

• BRAILLE

• MOST APPROPRIATE WRITING MEDIA• PENCIL/PAPER

• KEYBOARDING

• DICTATION

• BRAILLE

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ASSESSMENT TOOLS

•OREGON PROJECT

•TSBVI EVALS KIT

•CVI RANGE

VISUAL IMPAIRMENT VS. LEARNING DISABILITY

• VI ELIGIBILITY CAN MASK A READING DISABILITY

• MANY VI ACCOMMODATIONS WORK WELL FOR STUDENTS WITH LEARNING DISABILITIES

• CONTRAST, TYPOSCOPE

• WHITE SPACE, REDUCED CLUTTER

• LARGER PRINT, DARKER LINED PAPER

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LOW VISION: READING NEEDS• MAGNIFICATION DEVICE: NEAR/DISTANCE USE IN THE CLASSROOM

• SCREEN MAGNIFICATION FOR COMPUTER USE

• PARTIAL SCREEN READING FOR COMPUTER USE

• SCAN & READ TECHNOLOGY

• DIGITAL AUDIO MEDIA

• DUAL MEDIA

LOW VISION: WRITING NEEDS

• WRITE UNDER A MAGNIFICATION DEVICE

• BOLD LINED PAPER, BOLD 20/20 PEN

• KEYBOARDING & KEY COMMANDS

• LARGE PRINT KEYBOARD OR KEY CAPS

• DICTATION OPTIONS

• DUAL MEDIA

LOW VISION: MATH NEEDS

• MAGNIFICATION OF CALCULATOR

• AUDITORY CALCULATOR

• LARGE KEY CALCULATOR

• MAGNIFICATION DEVICE FOR MATH WORK: NEAR AND DISTANCE

• MANIPULATIVES

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BLIND: READING NEEDS

• BRAILLE MEDIA: EMBOSSED OR REFRESHABLE BRAILLE DISPLAY

• TACTILE GRAPHICS & PICTURE DESCRIPTIONS

• DIGITAL AUDIO MEDIA

• SCAN & READ TECHNOLOGY

• SCREEN READER FOR COMPUTER USE

BLIND: WRITING NEEDS• BASIC BRAILLE WRITING DEVICE

• BRAILLE WRITING DEVICE WITH AUDITORY FEEDBACK

• REFRESHABLE BRAILLE DISPLAY WITH TABLET OR COMPUTER

• STANDALONE BRAILLE NOTETAKER

• KEYBOARDING AND KEY COMMANDS FOR COMPUTER USE

• SCREEN READER FOR COMPUTER USE

• DICTATION OPTIONS

BLIND: MATH NEEDS• TACTILE GRAPHICS OF PICTURES, GRAPHS, CHARTS

• ABACUS

• TALKING CALCULATOR

• AUDITORY GRAPHING CALCULATOR

• MANIPULATIVES

• EMBOSSED BRAILLE (NOT AUDITORY OR REFRESHABLE BRAILLE)

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CVI

• SUPPORTS EXIST ON A CONTINUUM; BECAUSE VISION FLUCTUATES

• CONSIDERATIONS: CLUTTER/WHITE SPACE, COLOR PREFERENCE, NEED FOR MOVEMENT, CONTRAST

• PORTABLE WORD PROCESSOR

• HIGHLIGHTING OPTIONS

• AUDITORY OPTIONS

• COMORBIDITY: OTHER VISUAL IMPAIRMENTS, MOTOR IMPAIRMENTS, HEARING IMPAIRMENTS

EXAMPLE 1

EXAMPLE 2

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EXAMPLE 3

EXAMPLE 4

AT IS A TOOL, NOT AN END IN ITSELF

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THE OCCUPATIONAL THERAPIST

WRITTEN PRODUCTIVITY PROTOCOL

• AVAILABLE FROM DON JOHNSTON OR FREE FROM HIAT

• EXAMINES HANDWRITING, KEYBOARDING, COMPOSITION, SPELLING

MECHANICAL ISSUES

• HANDWRITING RATES FROM GRAHAM ET AL. (1998)

• PG 17 OF WPP

• KEYBOARDING AND WORD PROCESSING

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WPP

• 1. WRITING THE FULL ALPHABET

• 2. SENTENCE COPYING: THE QUICK BROWN FOX JUMPED OVER THE LAZY DOGS

• 3. WRITING A SENTENCE FROM DICTATION

• 4. WRITING AN INDEPENDENTLY COMPOSED SENTENCE

• REPEAT USING A KEYBOARD

RESULTS TABLEAlphabet words per minute Copy sentence words per

minute

Dictated sentence words per

minute

Composition words per minute

Handwriting

keyboarding

ANALYSISSTUDIES COMPILED BY AMUNDSON (1995) SHOW THAT COPYING RATES USING HANDWRITING AT

THE 1ST GRADE LEVEL ARE ABOUT 5 WORDS PER MINUTE (WPM) ON AVERAGE, BUT BY THE END OF

ELEMENTARY SCHOOL AT THE 5TH AND 6TH GRADE LEVEL ARE ABOUT 10 TO 12 WPM. THIS DATA ON

HANDWRITING HELPS TO ESTABLISH FUNCTIONAL KEYBOARDING SPEEDS. KEYBOARDING SPEED

NEEDS TO BE COMMENSURATE WITH HANDWRITING SPEED OR BETTER TO BE FUNCTIONAL FOR

CLASSROOM WRITING TASKS. SINCE MOST STUDIES EVALUATE HANDWRITING COPYING TASKS,

THIS NORMATIVE DATA IS BEST COMPARED TO COPYING TASKS USING KEYBOARDING.

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PROTOCOL FOR ACCOMMODATIONS IN READING

• PAR AT DON JOHNSTON

• UPAR ON-LINE FOR A FEE

• DOWNLOAD VERSION STILL FREE

3 CONDITIONS

• INDEPENDENT READING

• ADULT READER

• TEXT READER

ANALYSIS• WHAT CONDITION IS CURRENTLY EFFECTIVE?

• WHAT CONDITIONS NOT EFFECTIVE?

• STUDENT PREFERENCE?

• STRATEGIES TO SUPPORT READING

• STRATEGIES TO MOVE TOWARD INDEPENDENCE

• HOW TO ACQUIRE ACCESSIBLE INSTRUCTIONAL MATERIALS

• HOME RECOMMENDATIONS

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AT SHOULD BE CONSIDERED FOR:(NOT AN ALL INCLUSIVE LIST)

• SMALL TEXT

• UNABLE TO HEAR WHAT IS BEING SAID

• ALIGNING MATH EQUATIONS

• HELP READING TEXT

• HELP WITH HANDWRITING

• ORGANIZING MATERIALS

WHAT THE ARD COMMITTEE SHOULD ASK:

• WHAT DO WE WANT THE STUDENT TO DO (GOAL) THAT HE CAN’T ACCOMPLISH WITHOUT AT ASSISTANCE

• IS STUDENT CURRENTLY ABLE TO COMPLETE GOAL WITH ACCOMMODATIONS?

• WHAT IF ANY AT HAS BEEN TRIED IN THE PAST?

• WOULD THE USE OF AT HELP THE STUDENT BE SUCCESSFUL IN A LEAST RESTRICTIVE SETTING

ENVIRONMENT OR PERFORM WITH LESS PERSONAL ASSISTANCE?

GENERAL CONCLUSIONS AVAILABLE TO ARD COMMITTEE:

• CURRENT INTERVENTIONS WORKING – NO CHANGES NEEDED

• AT TO BE USED FOR A TRIAL PERIOD – DOCUMENT IN ARD WHAT IS BEING EXPLORED AND WHAT IS

PERMANENT

• FEATURES WITHIN THE AT DEVICE/PROGRAM TO BE TRIED

• GATHER MORE INFORMATION – HOLD A REED FOR AT EVALUATION OR GATHERING ADDITIONAL

INFORMATION.

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2004 IDEA RE-AUTHORIZATION:

• REQUIRES THE ARD COMMITTEE TO CONSIDER WHAT IF ANY ASSISTIVE TECHNOLOGY MAY BE NEEDED BY

EVERY STUDENT WITH A DISABILITY.

• WHEN NEEDED THE ASSISTIVE TECHNOLOGY MUST BE DESCRIBED IN THE STUDENTS GOALS/OBJECTIVES.

GOAL EXAMPLE:

• GOAL: MARY WILL COMMUNICATE HER INTERESTS AND NEEDS IN THREE OR MORE

ENVIRONMENTS/SITUATIONS USING A SINGLE MESSAGE VOICE OUTPUT DEVICE.

• OBJECTIVE: USING A SINGLE MESSAGE VOICE OUTPUT DEVICE, MAY WILL COMMUNICATE WHEN SHE

WANTS TO CHANGE ACTIVITIES DURING PLAY TIME ON THREE OUT OF FIVE OPPORTUNITIES ON THREE

CONSECUTIVE DAYS.

BEST PRACTICE:• CONSIDER AT NEEDS WHILE REVIEWING THE GOALS AND OBJECTIVES.

• GOALS SHOULD CONTAIN 3 COMPONENT:

AREA OF NEED

DIRECTION OF CHANGE

LEVEL OF ATTAINMENT

• SINCE AT CAN BE A PART OF THE STUDENT’S SPECIAL ED. PROGRAM, A RELATED SERVICE, OR A

SUPPLEMENTAL AID OR SERVICE, CONSIDER ALL

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THE IMPLEMENTATION PLAN

• AT ACTION PLAN

• DISTRICT POLICIES AND PROCEDURES