Sally NortonSally Norton‐‐DarrDarrsnortondarr@yahoo comsnortondarr@yahoo.com

ChristopherChristopher BugajBugajChristopher Christopher BugajBugajattipscast@gmail.com@attipscast via Twitterwww.tinyurl.com/attipscastwww.attipscast.wordpress.com

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Coeur d’Alene: Describe your caseloadCoeur d’Alene: Describe your caseloadDo you work within a public school or work Do you work within a public school or work y py pin a separate location?in a separate location?With which eligibility categories do youWith which eligibility categories do youWith which eligibility categories  do you With which eligibility categories  do you usually work?usually work?

Snake River: Describe a typical daySnake River: Describe a typical daySnake River: Describe a typical daySnake River: Describe a typical dayDo you practice an inclusion model? Do you practice an inclusion model? Wh t d l i l k lik ?Wh t d l i l k lik ?What does your planning look like?What does your planning look like?

Boise: Where do you go for help?Boise: Where do you go for help?Boise: Where do you go for help?Boise: Where do you go for help?Where do you get new ideas?Where do you get new ideas?What inspires and energizes you?What inspires and energizes you?

Twin Falls: What does professionalTwin Falls: What does professionalTwin Falls: What does professional Twin Falls: What does professional development look like?development look like?How often?How often?How much?How much?How much?How much?How fun?How fun?

Definition Definition & & 

HistoryHistory

TextText Tweet or PollTweet or PollTextText Tweet or PollTweet or PollHold UpHold Up HandHand Bring UpBring Up PaperPaper

Give us some examples Give us some examples 

Universal Design for Learning (Universal Design for Learning (UDLUDL) ) is the practice is the practice g g (g g ( )) pp

of embedding flexible strategies into the of embedding flexible strategies into the 

curriculum during the curriculum during the planning process planning process so that so that ALL ALL 

t d tt d t i t f l i l tii t f l i l tistudents students can access a variety of learning solutionscan access a variety of learning solutions..

Universal design for learning (UDL) is a framework Universal design for learning (UDL) is a framework for removing barriers by anticipating the needs of for removing barriers by anticipating the needs of 

all all studentsstudents..

©HIAT/MCPS/2007

UDL principles…UDL principles…

Short Video Short Video Explaining Explaining UDLUDL:Short Video Short Video Explaining Explaining UDLUDL:http://bit.ly/udlexplained1

Multiple Means ofMultiple Means ofRepresentationRepresentationRepresentationRepresentation

Multiple Means of Multiple Means of ActionActionand and ExpressionExpression

MULTIPLE MEANS OF MULTIPLE MEANS OF ENGAGEMENTENGAGEMENTMULTIPLE MEANS OF MULTIPLE MEANS OF ENGAGEMENTENGAGEMENT

Alternative Assessments for all!Alternative Assessments for all!Show teachers how to use multiple means of expression to letShow teachers how to use multiple means of expression to letShow teachers how to use multiple means of expression to let Show teachers how to use multiple means of expression to let students demonstrate what they know!students demonstrate what they know!

A rubric for purchasing/implementation decisions A rubric for purchasing/implementation decisions What technology to buyWhat technology to buy

Online subscriptionsOnline subscriptionsHardware & SoftwareHardware & Software

Textbooks with multiple formatsTextbooks with multiple formatsB t i l th t t d ith i i dB t i l th t t d ith i i dBuy materials that are created with everyone in mind Buy materials that are created with everyone in mind (multiple means of representation)(multiple means of representation)Construction plans & modifications to existingConstruction plans & modifications to existingConstruction plans & modifications to existing Construction plans & modifications to existing structuresstructures

http://bit.ly/atlawprezi

Mandates a free appropriate p blicMandates a free appropriate p blicMandates a free, appropriate public Mandates a free, appropriate public education (education (FAPEFAPE) for children and youth ) for children and youth with disabilitieswith disabilitieswith disabilities.with disabilities.

Provides procedural safeguards to ensureProvides procedural safeguards to ensureProvides procedural safeguards to ensure Provides procedural safeguards to ensure that children/youth with disabilities that children/youth with disabilities receive the special education and relatedreceive the special education and relatedreceive the special education and related receive the special education and related services which they require in order to services which they require in order to benefit from their educational program.benefit from their educational program.p gp g

Each public agency shall ensure that Each public agency shall ensure that AT devices AT devices or or AT services AT services or both are made available to a or both are made available to a child with a disability if needed as part of the child with a disability if needed as part of the child’s child’s 

1. special education (300.36)1. special education (300.36)2. related service (300.34)2. related service (300.34)3. or supplemental aids or services3. or supplemental aids or services(300.38 and 300.114(a)(2)(ii)(300.38 and 300.114(a)(2)(ii)

Assistive technology consists ofAssistive  technology  consists  of  

DEVICES DEVICES andand SERVICESSERVICESthat  help  

hild i h di bili ihild i h di bili ichildren  with  disabilities  children  with  disabilities  carry out acarry  out  a

functional  activity  functional  activity  in  their  environment.

““anyany item, piece of equipment or item, piece of equipment or 

product system whether acquiredproduct system whether acquiredproduct system, whether  acquired product system, whether  acquired commercially off the shelf, modified, or commercially off the shelf, modified, or 

t i d th t i d t it i d th t i d t icustomized, that is used to increase, customized, that is used to increase, maintain, or improve functional maintain, or improve functional capabilities of a child with a disability.”capabilities of a child with a disability.”

TextText Tweet or PollTweet or PollHold UpHold Up HandHand Bring UpBring Up PaperPaperHold UpHold Up HandHand Bring UpBring Up PaperPaper

Multiple Ways to Participate!Multiple Ways to Participate!Multiple Ways to Participate!Multiple Ways to Participate!

anyany““anyany service that directly assists a service that directly assists a child with a disability in thechild with a disability in thechild with a disability in the child with a disability in the selectionselection, , acquisitionacquisition, or , or useuse of an of an assistive technology device.”assistive technology device.”

evaluationevaluation of technology needsof technology needs

purchasing, leasing, or otherwise providing for purchasing, leasing, or otherwise providing for acquisitionacquisition of of p g, g, p gp g, g, p g qqAT devices, AT devices, 

selecting, designing, fitting, customizing, adapting, selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing applying, maintaining, repairing, or replacing devices, devices, 

coordinatingcoordinating and using other therapies, interventions, or and using other therapies, interventions, or i i h d ii i h d iservices with AT devices, services with AT devices, 

trainingtraining or technical assistance for or technical assistance for childchild, and/or , and/or family family membersmembersmembers members 

trainingtraining or technical assistance for or technical assistance for professionalsprofessionals involved in involved in the major life functions of the childthe major life functions of the childjj

1 ANY Item!1 ANY Item!1. ANY Item!1. ANY Item!

Question:   When an IEP team meets and they consider AT are they performing a service?consider AT, are they performing a service?

Question: When else do you consider the tools a student would be using?g

Answer: During the planning process whenAnswer: During the planning process when you were using a UDL approach.

If h i fIf h i fIf you have a piece of If you have a piece of equipment already in theequipment already in theequipment already in the equipment already in the student’s environment, student’s environment, does it get listed as an does it get listed as an accommodation?accommodation?accommodation?accommodation?

1. ANY Item!. ANY Item!

2. ANY Action! 2. ANY Action! 

3. Consideration during 3. Consideration during ggAccommodationsAccommodations

4. UDL means:4. UDL means:“considering needs of ALL students“considering needs of ALL students””considering needs of ALL studentsconsidering needs of ALL students””

Click on the link associated with your location. yWith the other people in at your location, develop a list of “recommendations” for the scenario (10‐15 minutes)

S k Ri MATHSnake River:  MATHbit.ly/snakemath

T i F ll TRANSITIONTwin Falls:   TRANSITIONbit.ly/twintransition

C d’Al READINGCoeur d’Alene :   READINGbit.ly/coeurreading

Document Responses HEREG l D : bit ly/IdahoconsiderationactivityGoogle Doc: bit.ly/Idahoconsiderationactivity

Math Snake RiverMa h Sna R

Alex is a first grade student who has cerebral palsy with ataxia. He has difficulty controlling his limbs. His y gexpressive communication is primarily one word utterances. He lights up whenever presented with anything related to building, fixing or racing cars. His goals include identifying numbers and demonstrating one to one correspondence His teachers integrate theone to one correspondence. His teachers integrate the interactive whiteboard in many of their lessons.

How can assistive technology help Alex?

Transition Twin Falls

Grace is an ambulatory student who is new to middle school this year. She demonstrates impulsive behaviors and uses 3 word utterances only when prompted. She acts 

b ll d h i ll h h hout verbally and physically throughout the day, particularly during transitions. Grace enjoys watching American Idol with herenjoys watching American Idol with her family. Her goals include progressing from one environment to another without incident and following 2 word directions.

How can assistive technology help Grace?gy p

Reading Coeur d’Alene

Molly is a kindergarten student with a degenerative muscle disorder resulting in the g guse of a wheelchair. Her disorder significantly impacts her motor control and she struggles to adequately control her movements She isadequately control her movements. She is nonverbal and uses her eyes and facial expressions to communicate. She has numerous 

di l d f ll imedical concerns and a full‐time nurse accompanies her to school. She is a huge Boise State Broncos fan and comes to school dressed in orange and blue every Monday.  Molly’s reading goals include answering comprehension questions and demonstrating letter recognitionquestions and demonstrating letter recognition. 

How can assistive technology help Molly?

Productivity Boise

Ms. Teacher has a secondary classroom of 7 students who all have different schedules. Each student has different needs, accommodations, and medical concerns. Ms. Teacher has three hardworking assistants who help her manage thehardworking assistants who help her manage the day. One assistant is an English language learner.  Another assistant is frequently absent due to f il M T h ifamily concerns. Ms. Teacher wants to organize the day better for herself, the assistants, and the students.  

How can technology help Ms. Teacher?gy p

Tell us about your student and the recommendationsTell us about your student and the recommendations you came up with:

AlexAlex  GraceMollyMs TeacherMs. Teacher

Let’s look at the responses: bit.ly/Idahoconsiderationactivity

Who is there to help you make decisionsWho is there to help you make decisions about technology solutions?

By using what you have you areBy using what you have, you are building a case (collecting evidence) f ddi i l h l ( ff hfor additional technology (stuff that might cost some scratch).g )

PLN Y it f i di id l tPLN – Your own community of individuals you go to when you need supportMethods‐

Facebook (Groups – Open & Private)TwitterMoodle (or Blackboard)( )BlogGoogle PlusLinkedInHappy Hours ☺

Remember: UDL! If people aren’t comfortable with theseRemember: UDL! If people aren t comfortable with these methods come up with other ways to include them.

QIAT LISTSERV :  Qhttp://lsv.uky.edu/archives/QIAT.htmlExisting social networking groupsExisting social networking groupsRaise awareness by presenting at conferencesATIA CTG etcATIA, CTG, etc. Many strategies overlap – so they aren’t just f t d tfor your students

R i Y lf E t!Recognize Yourself as an Expert!

Think about a favorite free(or commonly found)

RESOURCE you would like to shareRESOURCE you would like to shareenter on Resources Tab

bit ly/Idahoconsiderationactivitybit.ly/Idahoconsiderationactivity

Questions?AND/OR

Questions?www.wallwisher.com/wall/idahoquestionsEmail us at: attipscast@gmail comEmail us at:  attipscast@gmail.com

http://metaatem.net/wordsttp: etaate . et wo ds

Sally Norton-Darr, MS CCC-SLPCh i t h R B j MS CCC SLPChristopher R. Bugaj, MS CCC-SLP

Eight of our most common, already available, y ,recommendations

USE WHATCHYA GOT!The Philosophy: Use the technology that is already in place already in place first Use the technology that is already in place already in place first to meet the needs of students.This Philosophy means…p y

Consider low tech strategies firstlow tech strategies first, then move to high tech as neededImplement technology that is least restrictiveleast restrictiveBetter rate of adoption and less chance of less chance of abandonmentabandonmentUse a Universal Design for Learning Universal Design for Learning approachAll students All students (not just those in special education) will benefitYou’ll save moneysave money!!!!

’ !!!!You’ll save timesave time!!!!Students implement strategies fasterStudents implement strategies faster

TTHEHE GGREATREAT EEIGHTIGHT

1.1. HighHigh--Contrast in Windows Contrast in Windows A f A f 2.2. PhotoAlbum Feature of PowerPointPhotoAlbum Feature of PowerPoint

Google DocGoogle Doc-- http://bit.ly/attb102http://bit.ly/attb102PowerTalk Demo too!PowerTalk Demo too!PowerTalk Demo too!PowerTalk Demo too!

3.3. Visual Schedules Visual Schedules (Linear and Amorphous)4.4. Text to SpeechText to Speech5.5. Social “Situation” StoriesSocial “Situation” Stories6.6. Sound Record Feature of MS WordSound Record Feature of MS Word*7.7. Switch Websites Switch Websites 8.8. Pacing Boards Pacing Boards (communication strategy)

HIGH CONTRAST IN WINDOWSHIGH CONTRAST IN WINDOWS

Tutorial – http://bit.ly/highcontrast4up y g

Podcast – http://bit.ly/53audiohighcontrast

Blog - http://bit.ly/episode53highcontrast

Video - http://bit.ly/shiftaltprntscrn

PHOTOALBUM FEATURE OF POWERPOINT

Tutorial - http://bit.ly/pptphoto

Podcast -http://bit.ly/ep39audiopowerpointphotoalbump y p p p p

Blog - http://bit.ly/ep39blogpowerpointphotoalbum

Video - http://bit.ly/videopowerpointphotoalbum

Implementation Ideas - http://bit.ly/attb102

VISUAL SCHEDULESLinear -

Blog: http://bit.ly/ep17linearvisualschedulesP d h //bi l / 17li i l h d l diPodcast: http://bit.ly/ep17linearvisualschedulesaudio

A h Amorphous –Blog: http://bit.ly/ep18amorphousvisualschedulesPodcast: http://bit.ly/ep18amorphousvisualschedulesaudioPodcast: http://bit.ly/ep18amorphousvisualschedulesaudio

TEXT-TO-SPEECH

www.readplease.com –Bl htt //bit l / d l blBlog: http://bit.ly/readpleaseblogPodcast: http://bit.ly/ep6readpleaseaudioVideo: http://bit.ly/readpleasevideop y p

www vozme comwww.vozme.com -Blog: http://bit.ly/ep48vozmePodcast: http://bit.ly/ep48vozmeaudioPodcast: http://bit.ly/ep48vozmeaudioVideo: http://bit.ly/vozmevideo

SOCIAL SITUATION STORIES

Introduction and examples-www.polyxo.com/socialstories

More examples-www.region2library.org/SocialStories.htm

More examples-h // f l d bil d / / i h lhttp://csefel.vanderbilt.edu/resources/strategies.html

More examples- http://bit ly/watsonstories More examples- http://bit.ly/watsonstories

SOUND RECORD IN MS WORD

Tutorial- http://bit.ly/recordword

Tutorial- http://bit.ly/quickrecord

Blog- http://bit.ly/ep2blogrecinword

Podcast- http://bit.ly/ep2audiorecinword

SWITCH WEBSITESSWITCH WEBSITESBlogs:

http://teachingall blogspot com/p/switch-accessible-http://teachingall.blogspot.com/p/switch accessibleactivities.htmlhttp://teachinglearnerswithmultipleneeds.blogspot.com/

R P t lResource Portal:http://www.guest.portaportal.com/otr4access

PACING BOARDSPACING BOARDS

Video- http://bit.ly/keepingpacep y p gp

Blog- http://bit.ly/ep5pacingboardblog

Podcast- http://bit.ly/ep5audiopacingboards

Delicious:   Delicious:   www.delicious.com/lcpsatwww.delicious.com/lcpsatVidVid b /b /Videos:  Videos:  youtube.com/youtube.com/pacercenterpacercenter

See “AT Minutes”See “AT Minutes”P d tP d t tti t dtti t dPodcasts:  Podcasts:  attipscast.wordpress.comattipscast.wordpress.comCalendarCalendar

! ( l! ( l b ib i l d )b ib i l d )RSS! (Blogs RSS! (Blogs –– How to subscribe in Google Reader)How to subscribe in Google Reader)Be a consumer and a producer!Be a consumer and a producer!And just for YOU:   And just for YOU:   

delicious.com/delicious.com/lcpsatlcpsat//atpatpdelicious.com/delicious.com/lcpsatlcpsat//atpatp

The Practical (and Fun) Guide to Assistive Technology in Public Schools: 

http://iste.org/chewat

http://udlcenter orghttp://udlcenter.org

http://cast.org

http://delicious.com/lcpsat/atp

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