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Developed by: 1023 South U.S. 27 St. Johns, MI 48879 Phone: 800.274.7426 Fax: 989.224.0330 TTY: 989.224.0246 E-mail: matr@edzone.netmatr@edzone.net. Web site: www.cenmi.org/matr Slide 2 Michigans Assistive Technology Resource 1.The overall purpose of MATR is to provide information services, support materials, technical assistance, and training to local and intermediate school districts in Michigan to increase their capacity to address the assistive technology needs of students with disabilities. 2.MATRs Web site is: www.cenmi.org/matr/www.cenmi.org/matr/ 3.Services to schools are FREE and include: Support to IEP team members during the process of considering AT. Equipment loan program to schools for trials of AT. Software loan library for parents and school personnel. Training/inserviceinservice workshops, intensive trainings, and development of training materials. Slide 3 This document was produced and distributed through an IDEA Mandated Activities Project for Michigans Assistive Technology Resource awarded by the Michigan Department of Education. The opinions expressed herein do not necessarily reflect the position or policy of the Michigan Department of Education, the Michigan State Board of Education, or the U.S. Department of Education, and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. For further information or inquiries about this project, contact the Michigan Department of Education, Office of Special Education and Early Intervention Services, P.O. Box 30008, Lansing, Michigan 48909. STATEMENT OF COMPLIANCE WITH FEDERAL LAW The Michigan Department of Education complies with all Federal laws and regulations prohibiting discrimination, and with all requirements of the U.S. Department of Education. Slide 4 Compliance with Title IX What Title IX is: Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular, or athletic activities. Title IX states: No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid. The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et seq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the United States Department of Education (USDOE), is subject to the provisions of Title IX. MDE does not discriminate based on gender in employment or in any educational program or activity that it operates. The designated individual at the Michigan Department of Education for inquiries and complaints regarding Title IX is: Ms. Roberta E. Stanley Director Office of Administrative Law and Federal Relations Michigan Department of Education Hannah Building 608 West Allegan P.O. Box 30008 Lansing, Michigan 48909 Phone: 517.335.0436 E-Mail: stanleyr@michigan.gov Slide 5 Single Switch Assistive Technology Single Switch Assistive Technology The Basics Slide 6 Define assistive technology and services. Identify appropriate assistive technology consideration. Acquire foundation knowledge of assistive technology team function. Learn what a single switch is and the various types. Understand how and what a single switch operates. Identify potential users. Explore single switch software. Objectives Slide 7 IDEA 97 & Assistive Technology The Individuals with Disabilities Education Act IDEA 97 (Public Law 105-17) mandates the provision of assistive technology and offers clear definitions of assistive technology devices and services. Slide 8 Legal Definition Assistive Technology Device Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customizedthat is used to increase, maintain, or improve the functional capabilities of children with disabilities. (Section 300.5) Slide 9 Legal Definition Assistive Technology Service (a) Evaluation of the needs of a child with a disability, including a functional evaluation of the child in the childs customary environment; (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; (d) Coordinating and use of other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; (e) Training or technical assistance for a child with a disability or, if appropriate, that childs family; and (f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities. (Section 300.6) Slide 10 IDEA Facts Individuals with Disabilities Act (IDEA 97) mandates that all children with disabilities are entitled to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). Schools are required to provide Assistive Technology at no cost to the parents if it is needed for a student to receive a free appropriate education. The Individual Education Program team determines what constitutes free and appropriate and must decide on a case by case basis for each individual student. Assistive Technology device ownership remains with the public agency and State law governs whether parents are liable for loss, theft, or damage due to negligence or misuse. Slide 11 IDEA Facts IDEA 97 also requires IEP teams to consider the assistive technology needs of students during the development of an IEP. Section 614 (d)(3)(B) Consideration of Special Factors.- The IEP Team shall(v) consider whether the child requires assistive technology devices and services. Slide 12 Assistive technology consideration must be tailored to meet the students individual needs. A decision making framework is helpful in determining a students assistive technology needs. Use of a Consideration Framework Slide 13 SETT S tudent E nvironment T asks T ools by Joy Zabala www.joyzabala.com SETT is a framework that assists teams in the consideration process. Critical elements of SETT: Process Communication Multiple perspectives Example of a Framework for AT Consideration Collaboration Flexibility Pertinent information Slide 14 STUDENT TASKS TOOLS What specific tasks occur in the environments which enable progress toward mastery of IEP goals and objectives ? SETT By Joy Zabala (1994) What are the students special needs and abilities ? What are the functional areas of concern? What does the students need to be able to do that is difficult or impossible to do independently at this time? What are the students current abilities? What activities take place in the environment ? What materials, equipment, supports, resources are available ? What is the physical arrangement ? Where will the student participate- classroom, home, community, therapy? ENVIRONMENT What activities is the student expected to do ? Tools must be student centered. Describe tool features that are needed. Tools are devices and services- everything that is needed to help the student succeed. Tools are on a continuum from no/low, mid, high. Slide 15 What is a Single Switch? Slide 16 Assistive Technology definition: A device that adapts equipment for individuals with disabilities to improve access to environment, movement, communication and computers. Slide 17 Individuals who utilize switches for access may need a considerable amount of time in which to develop the proficient skills. As all motor and cognitive skills these are best learned from an early age with suitable activities and teaching strategies. Slide 18 Basic Single Switch Components - mono plug - -cord - - momentary contact switch - Slide 19 Potential Single Switch Users? Individuals with upper extremity impairments including: Poor Fine Motor Skills (coordination) Severe limitations in upper extremity movement Young children/early computer users Individuals with cognitive disabilities Individuals with visual impairments Individuals with unintelligible speech Slide 20 Upper Extremity Limitations Impacting Computer Use Individuals with upper extremity motor impairments or limitations may have difficulties in the following areas: 1.Turning computer power switches on and off 2.Accessing keyboard, targeting correct keys, holding keys down too long, etc. 3.Operating a mouse effectively A computer properly adapted with single switch technology can allow individuals with disabilities and/or limitations an improved quality of life. Slide 21 Considerations for Switch Access & Assessment Reliability of motor movement Endurance level & efficiency of movement Ease of performing movement Previous successful movements Reaction time Activation and release time Positioning Slide 22 Connecting a Single Switch Slide 23 Single Switch Hardware Types of Switches Mechanical Electronic Mounting and Positioning Devices Switch Interfaces Slide 24 Mechanical Single Switches 1 2 3 4 5 312 456 3 Slide 25 Electronic Single Switches 2 12 Slide 26 Single Switch Feedback It is important to consider the following types: Auditory Tactile Visual Kinesthetic Slide 27 Single Switch Mounting Devices 1 2 3 1 2 1 3 Slide 28 1 2 3 1 2 1 3 Slide 29 More Single Switch Mounting Devices 1 2 3 1 2 1 3 Slide 30 1 2 3 1 2 1 3 Slide 31 What Can a Single Switch Operate? Computer Power wheel chair Augmentative Alternative Communication (AAC) devices Toys Classroom tools Electronic aides to daily living (EADLS) Slide 32 Connecting a Single Switch Slide 33 Connecting a Single Switch to Computers Basically, a switch acts like a left mouse click. Slide 34 Connecting a Single Switch to Computers Switch Interface Switch Adapted Mouse Track Ball mouse Intellikeys USB Mouse Adapters Slide 35 Power Mobility Single Switch Power wheelchairs may be operated with a single switch or multiple switches. Photo credit: Enabling Devices Slide 36 Single Switch AAC Activation Some communication devices are a single switch or can be activated by a single switch plugged into it. Some have only one message repeated each time it is depressed, or levels of messages 123 Slide 37 Single Switch AAC Activation Some communication devices can be operated with a single switch. Single switch activated devices require a scanning feature to move between choices. 1 2 Slide 38 Switch Adapted Toys and Classroom Tools Most battery toys may be adapted to operate with a single switch. Adapting classroom tools with a switch increases participation. Slide 39 Example of Switch Adapted Activity 3 2 1 Slide 40 Single Switch EADLS These devices allow control over environment with a single switch. Some devices have scanning features that have the ability to operate appliances. 1 2 3 Slide 41 Single Switch Software Slide 42 Slide 43 Slide 44 Slide 45 Slide 46 Slide 47 Slide 48 Slide 49 Slide 50 Slide 51 Slide 52 Slide 53 Slide 54 Slide 55 Slide 56 Slide 57 Slide 58 Slide 59 Slide 60 Slide 61 Slide 62 Slide 63 Slide 64 Slide 65 Slide 66 Slide 67 Slide 68 Slide 69 Slide 70 Slide 71 Slide 72 Slide 73 Slide 74 Slide 75 Slide 76 Slide 77 Slide 78 Slide 79 Slide 80 Slide 81 Slide 82 Slide 83 Slide 84 Slide 85 Slide 86 Single Switch Skill Progression Beginning Level Cause and effect Activate switch something happens Intermediate Level Simple Scanning Select by scanning among several options Advanced Level Complex Scanning Selecting a category that then displays other options Slide 87 Resources Local Regional National State MATR MACUL TAM/CEC AT Contact CTG ATA CSUN WATI RESNA UCP AER ASHA AOTA Slide 88 Resources MATR (Michigans Assistive Technology Resource) http://www.cenmi.org/matrhttp://www.cenmi.org/matr TAM/CEC (Technology & Media Division of the Council for Exceptional Children) http://www.tamcec.org/ http://www.tamcec.org/ MACUL (Michigan Association for Computer Users in Learning) http://macul.org/http://macul.org/ Closing The Gap http://closingthegap.com/http://closingthegap.com/ ATA (Alliance for Technology Access) http://www.ataccess.org/http://www.ataccess.org/ CSUN (California State University Northridge) http://www.csun.edu/http://www.csun.edu/ RESNA (Rehabilitation Engineering & Assistive Technology Society of North America) http://www.resna.org/ http://www.resna.org/ WATI (Wisconsin Assistive Technology Initiative) http://www.wati.org/http://www.wati.org/ ASHA (American Speech Language Hearing Association) http://asha.org/http://asha.org/ AOTA (American Occupational Therapy Association) http://www.aota.org/http://www.aota.org/ UCP (United Cerebral Palsy Association) http://www.ucpa.org/http://www.ucpa.org/ AER (Association for Education and Rehabilitation for Blind and Visually Impaired) http://www.aerbvi.org/ http://www.aerbvi.org/ Joy Zabala, Assistive Technology Consultant http://www.joyzabala.comhttp://www.joyzabala.com Slide 89 Assistive Technology A LIFE TOOL! 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