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MODULE 8ASSISTIVE TECHNOLOGY

Assisting Students with Disabilities:

A Training Program for Paraeducators

Developed By:

Wendy Mager, Research AssistantKim Costello, Research AssistantPriti Wilson, Research Assistant

Barbara Locker, Kentucky State Improvement GrantJeanna Mullins, Kentucky Transition CollaborativeBeth Harrison, Kentucky Transition Collaborative

Harold Kleinert, Interdisciplinary Human Development Institute

Interdisciplinary Human Development Institute,University of Kentucky

June, 2004

COPYRIGHT. The material contained within this document was developed by the Interdisciplinary Human Development Institute, University of Kentucky using funding received via a State Improvement Grant from the U.S. Department of Education (Grant #h323A990013) using a train-the-trainer framework for direct delivery to participants. Materials may be copied and used with appropriate acknowledgment of the source.

MODULE OVERVIEW

This module addresses the following paraeducator competencies:

Standard 2.0 – Maintaining Safe & Supportive Instructional EnvironmentsE. Implement strategies that promote the learner’s independence

across all relevant educational settings.Standard 3.0 – Assisting with Instructional Practices

C. Assist teachers and other professionals with adapting learning materials and equipment to meet the needs of individuals with different ability levels, learning styles, or language backgrounds.

F. Perform routine clerical duties such as preparation of instructional classroom materials; setting up student work areas; and operating

office, video, computer, adaptive devices, and other materials.

INSTRUCTIONAL OBJECTIVES

After participating in this training module, the paraeducator will be able to:

1) Understand the basic definitions of assistive technology (AT)

2) Assist the team of professionals in choosing AT devices or services for students

3) Assist the student with implementation of the AT device or service

4) Assist the team of professionals with the evaluation of the AT device or service

TIME REQUIRED

The time required to teach this module is approximately 2 hours, depending on the level of experience of the participants and the activities selected by the instructor.

Module EightAssistive Technology

EQUIPMENT & MATERIAL REQUIRED

A flipchart and easel, and/or chalkboard.

An overhead projector and screen. Or, if you prefer, you can write the information contained in the transparencies on the flipchart or chalkboard.

Copies of the Information Handouts, Exercises, and Overhead Transparencies for this unit.

BEFORE THE TRAINING BEGINS

Review Module Overview, Session Agenda, Handouts, Transparencies, and Exercises provided.

OUTLINE OF SESSION CONTENT

Introduction

Lesson 1: Assistive Technology

A. DefinitionB. Functional Categories of Assistive TechnologyC. Five Important Laws Relevant to Assistive TechnologyD. Benefits of Using Assistive Technology

Lesson 2: The SETT Framework

A. What is the SETT Framework?B Conception of SETT FrameworkC. Benefits of the SETT Framework

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Lesson 3: The First Three Components of the SETT Framework: The Student, Environment, and Task

A. Student B. Environment

C. Task

Lesson 4: The Last Component of the SETT Framework: The Tools

Lesson 5: Assistive Technology and the ParaeducatorA. The Role of the ParaeducatorB. Role of Paraeducator in Implementing Assistive Technology

Closing

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SESSION AGENDA

INTRODUCTION

Transparency #1

Paraeducators play an important role in the process of educating students in classrooms across the United States. The role of the paraeducator has drastically evolved from its origins of serving as an aide to the teacher. As the profession is in the process of attempting to shed any remaining stereotypical image, it must also move to prepare its members to adequately serve students from diverse populations including those with special needs. This preparation should include that the paraeducator learn, advocate, and use advance technological devices to ensure students receive a free and appropriate education in the least restrictive environment.

The overall goal of the module is to familiarize paraeducators with assistive technology. The module will educate the paraeducator about assistive technology’s basic definitions, the process by which to choose a device/service, and the role of the paraeducator in assisting the student with implementation. The module encourages the paraeducator to become a liaison between the student and other professionals. Finally, the module serves as a resource guide for paraeducators to remain informed about the changes and developments in the field.

Transparency #2 After participating in this training module, the paraeducator will be able to:

1) Understand the basic definitions of Assistive Technology (AT)

2) Assist the team of professionals team in choosing AT devices or services for students

3) Assist the student with implementation of the AT device or service

4) Assist the team of professionals team in the evaluation of the AT device or service

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We’ll use lectures and small group work to accomplish these goals. You are encouraged to take notes during the session, especially during lecture material. Some of this material will be provided to you in the form of handouts, but the handouts only summarize main points. Taking notes will help you remember the material in more detail.

Transparency #3,Handout #1(p . 29) This is a broad overview of the topics that are covered in this training module:

Introduction

Lesson 1: Assistive TechnologyA. DefinitionB. Functional Categories of Assistive TechnologyC. Five Important Laws Relevant to Assistive TechnologyD. Benefits of Using Assistive Technology

Lesson 2: The SETT FrameworkA. What is the SETT Framework?B. Conception of SETTC. Benefits of the SETT Framework

Lesson 3: The First Three Components of the SETT Framework: The Student, Environment, and the Task

A. Student B. Environment

C. Task


Lesson 5: Assistive Technology and the Paraeducator

A. The Role of the ParaeducatorB. Role of Paraeducator in Implementing Assistive Technology

Closing

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LESSON 1: OVERVIEW OF ASSISTIVE TECHNOLOGY

Transparency #4,Handout #2 (p.30)

Assistive TechnologyAssistive Technology is defined by two important terms as written in the Individuals with Disabilities for Education Act Amendments of 1997 (IDEA ‘97).

The terms are: Assistive device Assistive service

Assistive device:“any item piece of equipment or product system acquired commercially off the shelf, modified or customized that is used to increase, maintain or improve functional capabilities of individuals with disabilities.” (Region !V, 2001)

Examples: pencil grips rulers switches low tech speaking devices computer software

AT service:“any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.” (Region IV, 2001)

The AT services may include:

the purchasing the selecting the coordinating of other therapies training or technical assistance for a child or family the training or technical assistance for professionals, employers or

other individuals providing service

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Transparency #5, Handout #3 (p.31)

Why use Technology?Technology is used to achieve goals that may otherwise be difficult or impossible for the student to work without the use of the technology.

Technology provides the opportunity to actively participate in activities that improve educational performance and results.

Example 1:In the late 1970’s people typed papers using a manual typewriter. It was not uncommon to correct errors with pencil or white-out. A professor may have not counted this against the student. However, with the advancement in technology and introduction of computers, spell and grammar check, these errors are uncommon and are seen as a poorly written manuscript. So, in essence the technology has allowed the student to produce a better paper. (Zabala, 1998)

Exercise #1 Describe any technology that has made your life easier. Make sure you explain the evolution of your technology.

Example 2:In the 1970’s it was inconvenient to take records or albums on a trip, so cars were manufactured with 8-track tape players. These new devices allowed for portability and convenience of one’s music. Although the 8-track allowed for a person to listen to music in the car, the track itself was big, bulky and awkward. Another inconvenience of the 8-track was its tendency to jam in the player. So, the cassette evolved, and then a few years later the compact disc (CD) evolved. The CD allows for mass production of the music, easy portability for the listener and a better quality of sound. Technology has produced a better product.

Exercise #2 List major areas of your life in which you use technology. List areas in which a student uses technology in the educational environment.

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Areas that might be improved with the use of technology in the school environment are: (Georgia Project for Assistive Technology, 2000).

Academic and Learning -reading -spelling -writing -math

Daily Living

Environmental Control -general -hard of hearing or deaf -visual aids

Alternative and Augmentative Communication

Computer Access and Instruction

Mobility

Recreation and Leisure

Transparency #6, Handout #4 (p.32)

Functional Categories of Assistive Technology

Academic and Learning Assistive technology used to enhance participation and achievement in educational programs. There are four major areas where AT is utilized: reading, spelling, writing and math.

Reading Students may demonstrate difficulty with basic reading skills or

reading comprehension.

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Examples of AT that support reading skills: -Colored overlays -Reading window -Hand held spell checker or dictionary -Audio-taped textbooks

Spelling Students may demonstrate difficulty with spelling

Examples of AT that identify and correct spelling errors: -Personal word list or dictionary -Hand held spell checker or dictionary -Standard word processor program with built in spell check -Talking word processor program with built in spell check

Writing Students may demonstrate difficulty with standard writing tools.

Examples of AT that will assist the student with written communication: -Alternative Paper -Pencil grips -Portable word processor

Math Students may demonstrate difficulty with math work.

Examples of high and low tech AT to assist student with math:-Calculators-Rulers-On screen electronic worksheets

Daily LivingAn array of low to high technology aids that are available for students who have difficulty with independently daily living activities.

Examples:-Adapted eating utensils

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-Adapted drinking aids-Self care aids

Environmental ControlsElectronic systems that enable persons to better control their environment.

General -Switches that allow for control of lights, televisions or other

electronic devices.

Hard of Hearing or Deaf

Examples: -Assistive listening devices -Text telephones (TTY) -Closed caption devices -Environmental aids such as adapted clocks, flashlight light to signal

bell ringing, vibrating device.

Visual Aids Examples: -Talking dictionary -Large print and talking calculators -Braille writing -Closed circuit televisions (CCTV)

Alternative or Augmentative CommunicationElectronic and non-electronic devices that provide a means for expressive and receptive communication for a person with limited speech.

Communication is the process by which information is shared from one person to another.

Communication may be: Intentional or unintentional Involve conventional or unconventional signals May take linguistic or nonlinguistic forms May occur through spoken or other modes.

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Communication can be use for four purposes: Communicate needs and wants Information transfer Social closeness Social Etiquette

Examples: -Object based communication displays -Picture communication boards -Low tech means for speech output. Student may have limited vocabulary. -High tech means for speech output. Student demonstrates large

vocabulary boards or dedicated electronic devices.

Computer ApplicationInput and output devices alternative access aids, modified keyboards, switches, special software, and other devices that enable persons with disabilities to use a computer.

Examples:-Keyboard adaptations: ergonomic and adaptive devices to replace the standard keyboard.-Mouse options: joysticks, trackball, touch screens.-Switches: buttons, paddles etc, used for Morse code input or with ‘scanning’ software.-Voice synthesizers: technology that enables computers to talk.-Adaptive pointing devices

Seating and PositioningAccommodations to a wheelchair or other seating system to provide greater body stability.

Mobility Aids

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Manual and electric wheelchairs mobile bases for custom chairs, walkers, three wheel scooters and other vehicles used for increasing persons mobility.

Examples: -Canes-Crutches-Walkers

Recreation and LeisureAssists students with physical, sensory, and intellectual disabilities require AT in order participating more fully in appropriate recreation and leisure activities.

Examples:-Games and puzzle adaptations-Book adaptations-Switched adapted toys

Is knowing the legislation pertinent to my job as a paraeducator?

Yes!!!

It is important that paraeducators understand the legislation surrounding AT in the schools, because it empowers the paraeducator with knowledge:

to take initiative along with the classroom teacher in implementing low tech strategies, while waiting for a formal IEP meeting.

about the proceedings of an IEP meeting in case requested to report observations

about establishing performance goals.

to properly evaluate the device for the ability to transition

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Transparency #7, Handout #5 (p. 35)

Five Important Laws Relevant to Assistive Technology in EducationThe current use of assistive technology in the public schools was established under a rich legislative history. There are five laws that contribute to the manner in which AT is used in the public school system.

Five Important Laws Relevant to Assistive Technology

(1975) Education of All Handicapped Children Act (EHA)(1988) Technology-Related Assistance for Individuals with Disabilities Act (Tech-Act)(1990) Individuals with Disabilities for Education Act (IDEA)(1997) Individuals with Disabilities for Education Act (Reauthorized)(1998) Assistive Technology Act (ATA)

Education of All Handicapped Children Act (EHA)This was the initial legislation that provided access to school for students with disabilities.

Guaranteed children (3yrs.-21yrs.) with disabilities a free and appropriate public education (FAPE) in a least restrictive environment (LRE)

Mandated documentation of Encouraged parent involvement for : -informing of initial findings

- decision making- appealing unsatisfactory services

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Technology-Related Assistance for Individuals with Disabilities Act (Tech-Act)

Provided funding to states for developing accessible assistive technology, technology services and information

Individuals with Disabilities Education Act (IDEA)Stronger emphasis on least restrictive environment and emphasis on being educated with nondisabled peers to the greatest extent possible.

Reauthorized version of EHA, and renamed IDEA Required provisions for transitional services Contained definition of AT Stated that AT can be placed in Individualized Education Program

(IEP) as a part of-special education

-as a related service or supplemental aid -allowing child to be educated in a least restrictive environment

Individuals with Disabilities for Education Act (IDEA 1997) Continued services from original IDEA 1990 Required all AT be considered for all students with disabilities

Assistive Technology Act (ATA) Extended funding for those who received monies under the Tech-Act Gave funding for 10 years Gave additional funding for 3 years for those who had been allocated

monies for 10 years

Benefits of Using Assistive Technology

Students: Gives the opportunity to participate in classroom curriculum,

academically preparing for his/her future. Gives independence. Gives courage to excel beyond expectations and welcome new

challenges with confidence.

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Gives a better sense of physical security (better eating position, better seating position).

Allows the student to take part in the social aspect of the school environment, which is important to development of the child.

Teacher and Paraeducator: Give teacher more time to assist the student with meeting

expectations. Encourage student to tackle new challenges. Allows for more time to work with all students. Allows for the development of relationship between student and

teacher.

Example 1:Assist a non-verbal Kindergarten aged child ability to participate in red light/green light by using a talking switch.

Example 2:Helps a student in 9th grade reading on 3rd grade level to comprehend a history assignment by using a computer that scans and reads textbooks.

Example 3:A teacher with vocal fatigue can use a voice amplifier in order for students to hear her directions.

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LESSON 2: THE SETT FRAMEWORK

Transparency #8, Handout # 6 (p. 37), Brief Lecture

What is the SETT Framework?The SETT Framework , designed and established by Joy Zabala serves as a guide to assistive teams in gather and organizing information, so that they can work together to make effective assistive technology .

The SETT Framework helps teams think about four important areas when considering decisions about assistive technology:

the Student the Environment the Tasks the Tools

How was SETT developed?SETT was developed from two major concerns:1) AT devices were often abandoned and/or under utilized2) There were no specific guidelines about how to choose the best possible AT device.

Establishing the Need for SETTFor many years, professionals in the field have identified and provided augmentative communication and assistive technology devices that fit the student’s needs and abilities. Though there were often high expectations from this approach, it was often observed that students were still marginally involved and devices often underutilized or abandoned.

Why were the devices abandoned and under utilized? AT devices were not always environmentally useful for the system

operator (e.g. the student).In some cases, there may have been a problem with portability.Those close to the AT user were not able to provide adequate support. Sometimes those around the AT user had mixed attitudes and expectations about the device.

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The systems were not designed to support the person using the device in accomplishing tasks that were important to that person. In turn, comments were made that “he has what he needs, but he plays with it like a toy”.Perhaps the student treated the system like a toy, because the device did not assist the person, therefore little effort or energy was put into using it.

Example:

Give a baby without teeth an apple. The baby doesn’t know exactly what to do with it. The apple doesn’t serve a purpose, so he begins to use it as a toy.

The issues with abandonment and under utilization of devices prompted the idea of developing a system of tools that matched the person, the environment and the tasks.

How do you choose and use a system of assistive technology tools that can help a student learn to do the tasks that are expected of him in his customary educational environments?The IEP team may be faced with answering the question “what is the best device for the student?” The SETT Framework was developed to help teams think about the student, the environments in which he is expected to function, and the tasks he is expected to learn to do before thinking about what tools will be appropriate for him/her. What needs to be in the student’s system is variable, but a range or potentially appropriate tools can be found by exploring:

Need(s) of the student The environments in which the student is expected to use the tools The tasks that are an inherent part of communicating, participating

and being productive in those environments

The student is placed at the center of the team’s collective efforts. The team pulls on each of its members strengthens in order to establish a system that supports the student’s ability to work on identified task in natural environment.

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LESSON 3: THE FIRST THREE COMPONENTS OF THE SETT FRAMEWORK: THE STUDENT, ENVIRONMENT AND TASK

Now that you have been introduced to an overview of the SETT Framework, the next sections will give you an in-depth look into the four components that compose the framework.

In Lesson 3 we will describe in detail the first three components of the SETT Framework, the Student, the Environment, and the Tasks. These are the three pieces that must be fully explored by people closest to the student before adequate discussion of appropriate tools can take place.


The StudentThe student is the center of everything the team does. Before the team can adequately think about any assistive technology needs the student may have, they must first think about the student the environments in which the student functions and the tasks that the student needs to be able to do. The major question that is the backbone of that guides the student portion of the SETT Framework is…...

What does the student need to be able to do that is difficult or impossible to do independently at this time?

Take into account: Special needs Current abilities

What does the student need to be able to do that is difficult or impossible to do independently at this time?At this juncture the goal is to think broad and globally, because specifics will be addressed later. Brainstorm!! The child will need to Write, Read, Be able to Listen, Eat, Play…etc.

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This discussion begins to establish a shared knowledge among team members At this point, keen insights and observations of the student are shared in order to establish the needs of the student.

What are the student’s special needs? This is the time in which the team generates conversation about the

barriers that keeps this student from achieving educational goals.

What are the student’s current abilities?At this point the team is attempting to determine what strengths the student can build upon.

The EnvironmentAs the team discusses the environment it is very important to remember that environments are dynamic and always changing. Therefore, the system of tools selected for the student must be functional in multiple environments.

For example, in the school environment there are environmental differences in the classroom at different hours of the day, on the playground, in the cafeteria, in the hallway and at the bus stop. The team should consider the four following characteristics when evaluating a student’s environment. They are:

the Arrangement the Support the Materials and Equipment the Attitudes

ArrangementsIt is very important that the team anticipates the arrangement of the environment. The discussion might consider the instructional arrangement in which the student is placed and the actual physical arrangement of the placement.

Exercise #3

A 4th grade student is considering a powered wheelchair. What environments may the students encounter daily?

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Possible AnswersThey might have to be mobile in a crowded hallway, a classroom with close-knit rows of desks, a sand-and-grass covered playground, catching a bus, etc.

Exercise #4

What critical adaptations to the arrangement must be anticipated when deciding on this system for the student?

Possible AnswersThe following anticipations may be necessary for the power wheel chair: a lift system for the bus; assistance from the teacher in altering the classroom space; possible schedule alterations in order for the student to avoid hallway during the most crowded times.

Arranging and anticipating is important, because it decreases the chances that the student will abandon or under utilized the system. It also increases the opportunity for the student to be independent.

SupportThe idea behind assistive technology is for the student to be as independent as possible. However, this does not exclude the fact that the student may need support. It is very important that the team be aware of the various people in the environment how to support the student in using the system, and invite the student to use the system in that particular environment

The answers to these questions will change as the environment changes, but those answers will have a significant effect on the use of the system.

Materials and EquipmentThe team thinks about three important questions when looking at materials and equipment the are

What they other students are using? What materials and equipment are available? Is the student able to access those materials and that equipment?

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AttitudesThis is a very critical area, because attitudes have a powerful influence on the environment. Attitudes also influence the expectations in the environment.

Example 1:A teacher is the person responsible for developing environments where learning can take place. The teacher’s attitudes and expectations have a great deal to do with what is included in the environment. A first grade teacher expects the students to acquire age-appropriate skills they will eventually use to fully participate in adult society. So, the teacher arranges the environment to help students acquire the necessary skills. Literacy is the classroom’s primary focus and it is interconnected throughout all daily activities.

What if the teacher suspected that most of the students in her class would not go on to college? Would the teacher invest time and energy into developing literacy for all students? She has low expectations of her students, so she may not establish goals that are challenging enough for the class. If she has a negative attitude she may not consider assistive technology for some of the students. The assistive technology will allow the students to perform independently, on each of their personal academic goals

The teacher probably would not, and find more attainable and functional goals for her students.

There will always be differences of attitude, and they must be recognized and appropriately addressed in such a way that it promotes a positive attitude about AT. This could include learning the basic concepts, devices and systems, how it increases independence, etc. Learning about AT gives the opportunity for growth of all parties involved.

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The TaskThe team must consider three primary questions when they evaluate the tasks the student is capable of accomplishing. They are:

What tasks occur in the student’s natural environment enabling progression towards IEP goals?

What is everybody else doing?What are the critical elements of the activities?

What tasks occur in the student’s natural environment enabling progression towards IEP goalsThe task should be functional in order for it to have meaning for the student. Assistive technology aids the student by building on skills that are already present in order to participate in the activity. The system gives the student and classmates an opportunity to learn, which enriches all of the students’ educational experiences. The person with the opportunity to learn about communicative power and personal responsibility within the environment has a far better chance of having some impact upon quality of life than the person without this opportunity.

What is everybody else doing?It is important that the team remember that participating in the same activity doesn’t lead to the same results for all participants. The team should be cognizant of what other students are doing; it is a good place to begin with the evaluation. A student may have a set of goals that are initially taught one-on-one interactions, but if there are opportunities for the student to address these goals in classroom activities with other students, then student benefit will benefit from both types of experiences.

Example 1:An 8th grade student presents with cerebral palsy. Her cognitive function is within the appropriate range as compared to her peers, but she is unable to verbally express herself. The class attended a field trip to the local art museum, in which the assignment was to write a reflection paper. The teacher begins a class discussion in order to spark a writing catalyst in the students. The student has a computerized system for verbal and written

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communication. The goals for the use of the device include that she be able to initiate and respond to teachers and peers and participate in classroom assignments.

Exercise #5 Can this student participate and still meet goals? Explain why or why not.

What are the critical elements of the activities?Remember that activities or tasks do not require isolated skills, but rather clusters of skills that must be used together in order to participate.Think about the tasks that the student will be learning to do:

Identify steps that are needed in the activity Determine what is difficult or impossible for the student at the

appropriate level of independence

Example:What are the critical elements of Musical Chairs?

In a third grade class there is a student who is in a power wheel chair. The student’s goals are to manipulate the chair in crowded situations. The teacher modifies the game by removing chairs and placing mats on the floor.

Are chairs a critical element of musical chairs?

A student who was deaf came into the class later in the year. In order for the student to play in the Musical Chairs an inexpensive light was purchased and connected to the tape recorder. When the tape recorder was “on” the light would flash and continue to flash until the tape recorder was in the “off” position. One day the tape wasn’t in, but the recorder was turned “on”, and the light began to flash…..What happened?

Is music a real critical element of musical chairs?

All of the students marched around the circle until the light was off!

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Exercise 6

Get into groups and choose a class activity. Name the critical elements. Modify your activity for a student that has special needs. Are your critical elements still “critical”?

Now that we have explored and developed a shared vision about the student, the environments, and the tasks we will be able to talk reasonably about a system of tools that will enable the student, working in the environments we have talked about learn to do the tasks that will be expected of him/her that are currently difficult or impossible without undue assistance. This will be the focus of our next lesson.

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LESSON 4: The LAST COMPONENT OF THE SETT FRAMEWORK: THE TOOLS

The Toolsmany people, when faced with discussion of assistive technology, begin with a discussion of tools. Hopefully, the last few lessons have displayed that starting there makes any reasonable conversation and problem-solving extremely difficult if impossible.

Transparency #10, Handout #8(p. 41)

At this stage, remember that tools are both devices and services. The basic questions can serve as the stimulus to solution-seeking discussion. They are:

What system of tools is required by the student in order to perform the tasks in these environments?

What strategies might be used to invite increased student performance?How might these tools be tried out in a “natural environment”?

Tools are both devices and servicesIt is very important to remember that tools are not just “things”. Tools can be generically classified into three broad categories

No-tech strategiesSign language, rulers

Low-tech strategiesSwitches, simple verbal output devices

High-tech strategiesComputer software, high tech communication devices

What system of tools is required by the student in order to perform the tasks in these environments?All of the previous portions of the SETT Framework have been the guide in order to gather the information to answer this question. The team now thinks about the no-tech, low-tech and high-tech devices that are likely to appropriate for the student’s abilities and needs and also useful in the environments for doing the tasks.

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What strategies might be used to invite increased student performance?It is important that the tools are chosen that allow students to see themselves as capable and able to use tools for purposes important to them, without this the tools will have little positive effect.

How might these tools be tried out in natural environment?The team must keep in mind that the tools should be student centered, task focused, and appropriate for the environment. Students should try the devices out in customary environments.

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Lesson 5: ASSISTIVE TECHNOLOGY AND THE PARAEDUCATOR

Now that you understand the components of the SETT Framework, how is it important to you role as a paraeducator?


What is the role of the Paraeducator?The paraeducator is a very important part of the team. The SETT Framework will help the paraeductors target important factors to focus on as they work with the student on a daily basis in several environments.

The SETT Framework also equips the paraeducator with important knowledge that enables them to use techniques and strategies in the classroom to assist the child, and possibly, to learn and use sophisticated equipment if it is required.

Examples: Moving a child closer to the front of the classroom for seeing or

hearing deficiencies Introducing a pencil grip Placing pictures around the classroom for easy recognition

What is the role of a paraeducator in implementing Assistive Technology in the IEP outcomes?Since the paraeducator spends an enormous amount of time working with the student it is essential for the paraeducator to report observations concerning the functional outcomes of using assistive technology to do this well. The paraeducator must be well-informed about what changes in the student performance are expected as the student uses the assistive technology and how information about those changes will be gathered.

The paraeducator should also attend training about the use and care of the AT devices of the student with whom they are working. The paraeducator should also be aware of what processes are in place for getting a broken device repaired as quickly as possible and what strategies are to be used to support the student while the device is not in service. This is important,

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because as mentioned in Lesson 1, one of the reasons a student discards the system is that a lack of support network is established, and no one knows how to how or where to get the system repaired.

It is important that the paraeducator works in a collaborative effort with the teacher in order to develop functional lesson plans for the student using AT.

Whoever has a working knowledge of how assistive technology devices have been or are expected to be integrated into the student’s education program should work with the paraeducator, so that he/she will know when and how to assist the student with using assistive technology tools to communicate, participate, and/or be productive in daily activities.

The paraeducator like all other team members, serve as an advocate for the student. This includes voicing concerns, reporting observations, and sharing any other information that is beneficial to successfully educating the student.

CLOSING

In the future refer back to this module, in order to help remind yourself of the information that was presented. The main point is that technology is growing part of our educational environment, so it is important to know basic information about assistive technology. Knowing this information will assist you in helping the student in several ways. These include suggesting ideas for the best device or service, serving as an advocate, and helping the student implement the assistive technology into daily curricula.

Questions/comments.

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HANDOUT #1: OVERVIEW OF MODULE EIGHT

Lesson 1: Assistive Technology

A. DefinitionB. Functional Categories of Assistive TechnologyC. Five Important Laws Relevant to Assistive TechnologyD. Benefits of Using Assistive Technology

Lesson 2: The SETT Framework

A. What is the SETT FRAMEWORK? B. Conception of the SETT FrameworkC Benefits of the SETT Framework

Lesson 3: The First Three Components of the SETT Framework: the Student, Environment and Task

A. StudentB. EnvironmentC Task


Lesson 5: Assistive Technology and the Paraeducator

A. The Role of the ParaeducatorB. Role of Paraeducator in Implementing Assistive Technology

Closing

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HANDOUT #2:

Assistive Technology Defined by two important terms

Assistive Device:

Examples:

Assistive Service:

Services Include:

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HANDOUT #3:

Technology:

Exercise #1:Describe any technology that has made your life easierMake sure you explain the evolution of your technology.

Exercise #2List major areas of your life in which you use technology.

List areas in which a student uses technology in an educational environment.

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HANDOUT #4:

Functional Categories of Assistive Technology

Academic and Learning

Reading:1.2.3.4.

Spelling:1.2.3.4.

Writing:1.2.3.

Math:1.2.3.

Daily Living

1. 2.3.

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Environmental Controls

General:

Hard of Hearing or Deaf:1.2.3.4.

Visual Aids:1.2.3.4.

Alternative and Augmentative Communication:

Communication:

Communication can be……..

1. 3. 2. 4.

Four Purposes of Communication Examples

1. 1.2. 2.3. 3.4. 4.

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Computer Application

1.2.3.4.5.

Seating and Positioning

Mobility Aids

1.2.3.

Recreation and Leisure

1.2.3.

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HANDOUT #5:

Five Important Laws to Assistive Technology

(1975) Education of All Handicapped Children Act (EHA)(1988) Technology-Related Assistance for Individuals with Disabilities Act (Tech-Act)(1990) Individuals with Disabilities for Education Act (IDEA)(1997) Individuals with Disabilities for Education Act (Reauthorized)(1998) Assistive Technology Act (ATA)

Education of All Handicapped Children Act (EHA)

Technology-Related Assistance for Individuals with Disabilities Act (Tech-Act)

Individuals with Disabilities Education Act (IDEA)

Individuals with Disabilities for Education Act (IDEA 1997)

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Assistive Technology Act (ATA)

Benefits of Using Assistive Technology

Students Teacher and Paraeducator

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HANDOUT #6:

The SETT Framework SETT

Major reasons for the abandonment and under utilization of devices

Who is placed at the center of the team’s collective effort?

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HANDOUT #7:

The Student:

Question that guides the student portion of the SETT Framework:

Special Needs:

Current Abilities:

The Environment:

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Four Characteristics when Considering the Environment

Arrangement

Exercise # 3What environments may the student encounter daily?

Exercise #4What critical adaptations to the arrangement must be anticipated when deciding on this system for the student?

Support

Materials and Equipment

Three important questions for this area1.2.3.

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Attitude

The Task:

Three important questions in this area of the SETT Framework

1.2.3.

Exercise #5Can this student participate and still meet goals? Explain why or why not.

Exercise #6In your small groups choose an activity which might incorporate an entire class.Name the critical elements. Modify your activity for a student that has special needs. Are your critical elements still “critical”?

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HANDOUT #8:

The Tools

The basic questions that serve as the stimulus to solution-seeking discussion.

1.

2.

3.

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HANDOUT #9:

What is the role of the paraeducator?

1.2.

What is the role of a paraeducator in implementing AT in the IEP outcomes?

1.2.3.4.5.

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