using at to support students in the lre tech talk 2012
TRANSCRIPT
Using AT to Support Students in the LRE
Building Blocks for Inclusive Practices…
Tech Talk #cpsttJanuary 2012
What is assistive technology?
An assistive technology device is “any item, piece of equipment, or product that is used to increase, maintain, or improve the functional capabilities of a student.”
Assistive technology services include any service that directly assists a student with disabilities in the selection, acquisition, or use of an assistive device, including: Assessment Purchasing devices Selecting, designing, fitting, customizing, adapting, a
pplying, maintaining, repairing, replacing devices Training staff, student, parent to use device
IDEA and AT
IDEA states that "assistive technology devices and services" must be provided by school districts to eligible children if necessary to ensure the provision of a free appropriate public education.
IEP teams consider each student's need for assistive technology if its use will help the student perform a skill (read, write, communicate, etc.) more easily or efficiently, in the least restrictive environment or with less personal assistance.
AT is appropriate when it… Enables an individual to perform functions that
can be achieved by no other means Enables an individual to approximate age-
appropriate fluency, rate, or standards--a level of accomplishment which could not be achieved by any other means
Provides access for participation in programs or activities which otherwise would be closed to the individual
Increases endurance or ability to persevere and complete tasks that otherwise are too laborious to be attempted on a routine basis
http://www.pluk.org/AT1.html#2
Enables an individual to concentrate on learning or employment tasks, rather than mechanical tasks
Provides greater access to information
Supports social interactions with peers and adults
http://www.pluk.org/AT1.html#2
AT is appropriate when it…
Continuum from No/Low Tech to High Tech
Assistive
Technology
No/Low Tech
Simple
Low Maintenance
No/Limited Electronics
Mid Tech
Some Training
Some Maintenance
Some Electronics
High Tech
More Training
More Maintenance
Complex Electronics
Assistive technology devices
The following are ideas of how to use assistive technology to support students in the LRE. Most of these devices do NOT require an assistive tech referral.
Reading…
For students displaying difficulty with…
Slow reading rate
Poor recall
Inconsistent visual tracking
Problems with decoding
Unable to turn the page
Vision issues
Reading…
Device Helps students…
Colored overlays View text in a clearer manner
Reading window Track the lines of print displayed on a page
Audio-taped textbooks Access traditional print textbooks
Pocket magnifier Attend visually to text and to task for students with a visual impairment
Reading…
Device Helps students…
Slant board Access written material
Copy of classmate’s/ teacher’s notes
Access subject content
Pre-highlight/underline text
Identify main idea or key points
Reading pen Read words in a line of text aloud
Reading…
Device Helps students…
Recordings for the Blind and Dyslexic
www.Rfbd.org
By providing textbooks on tape or CD
Bookshare
www.bookshare.org
Provides textbooks or novel in a digital format for qualifying students
Optical character recognition software
(Kurzweil)
By scanning text and reading it aloud
Spelling…
For students displaying difficulty with…
Letter reversals
Letter omissions
Inventive spelling
Phonetic blend confusion
Spelling…
Device Helps students…
Develop a personal word book or dictionary
Spell words correctly that they use often and continue to misspell
Word processing program with spell check
Spell words they have difficulty spelling but can visually identify
Word walls, word banks Spell words that are currently related to the curriculum
Portable spell checker/ dictionary
Spell words correctly using auditory and visual prompts
Writing…
For students displaying difficulty with…
Mechanics of writing
Low endurance – easily fatigues
Illegible
Time consuming
Writing skills below student’s cognitive abilities
Visual spatial disorientation
Poor visual discrimination
Writing (process)…
Device Helps students…
Graphic organizers Organize ideas/map concepts
Charts Understand text/ideas
Highlighters Remember important details/ information
Ample space With a larger response area
Highlighting text on computer
Emphasize important text on the computer in word processing programs
Sentence strips Build and organize ideas from text
Writing (motor)…Device Helps students…
Paper with bold or raised lines
With fine motor or visual impairment to stay within the lines
Graph paper To more evenly space letters and words
Pencil grip With a larger and more supported means of holding a pencil
Soft rubber-like pad Keep papers from slipping off smooth or inclined surfaces
Weighted pencil Hold the pencil in a more stable manner
Digital Recorder Dictate information as an alternate to a written assignment; Take notes
Writing (motor)…
Device Helps students…
Portable keyboarding device
NEO, DANA, Fusion
Type instead of write
Word prediction software Reduce keystrokes while typing (lessen the amount)
Alternate keyboards Access the computer to write
Alternate mice Access the computer to write
On screen keyboard Access the computer to write
Word prediction software
Alternate keyboards
On screen keyboard
Alternate mice
Math…
For students displaying difficulty with…
Computations
Concepts
Time consuming math problems
Laborious process
Math…
Device Helps students…
Calculator/
Number line
Who have difficulty with math calculation
Manipulatives/ velcro numbers or symbols
Understand math concepts
Graph paper Who have difficulty lining up numbers on paper
Color coding Who have difficulty with math calculations when there are many numbers involved
Math…
Device Helps students…
Money calculator Complete math problems involving money
Math software
(i.e. TI-Nspire, MathType)
Reinforce concepts.
Answer problems that they cannot access otherwise.
Computation software By aligning numbers and providing an alternate way to complete the problems
Organization…
For students displaying difficulty with…
Organizing their space
Keeping their place in textbooks
Boundaries
Keeping track of assignments/homework
Organization…
Device Helps students…
Assignment notebook with calendar
Record assignments and key points to remember
Plastic tabs Mark their place in a book
Colored binders Organize their materials by content area
Box top from copy paper
Organize their materials in their desk by using it as a drawer
Lunch tray Create boundaries for their materials and hands
Behavior…
For students displaying difficulty with…
Transitions
Taking turns
Following rules
Remaining on task
Behavior…
Device Helps students…
Timer (visual and/or auditory)
With transitions and to remain on task
Visual representation of classroom rules
Understand classroom rules
Charts and lists of expectations of activity
Understand what is expected of them
Classroom/individual schedules
With transitions and to remain on task
Cookie tray With boundaries
Communication…For students displaying difficulty with…
Non-verbal
Delayed speech
Using speech that can be understand by others
Physical disability
Cognitive delay
Communication…
Device Helps students…
Object symbols/
Choice board
Indicate their wants or needs within daily activities
Picture communication boards and books
With frequently communicated messages
Alphabet books Generate new messages through spelling
Communication…
Device Helps students…
Static display device Communicate using messages pre-recorded by staff or parent
Dynamic display device Communicate using messages pre-programmed by staff, parents, or the student
Communicate using a self-generated message created by the student using vocabulary in the device.
Next steps
Schools submit a referral for a qualifying student (IEP/504 Plan) through SSM.
A consultation or evaluation by an AT staff person will occur and then recommendations will be made.
A report will be created in SSM for school staff regarding the recommendations.
Next steps
If a device is recommended per an Assistive Technology Evaluation, the IEP must be amended and the recommended device(s) listed under Assistive Technology and/or Augmentative Communication.
Devices should be considered for general accommodations and modifications as well as for assessments.
A benchmark should be written utilizing the assistive device in an area of need (e.g. language arts, math) For example: “Using a portable keyboard with word
processing software, Jose will complete written assignments longer than one page.”
Next steps If software is provided, typically it is installed on a
computer designated at the school level.
School based staff should install the software or provide access for AT staff to complete the installation on a school based computer.
AT staff will provide any training that is needed on software or equipment provided to school staff, students, and parents.
School staff takes data regarding usage of the provided AT to determine the effectiveness of the recommended AT.
Questions