ED 505

Fall 02 2014

Carmen Martin

Assistive Technology (AT) is any tool, program, device & associated services that help a students to reach the desired learning outcomes given a particular disability.

Underutilized for a variety of reasons.

Americans with Disabilities Act ( ADA )

Section 508 of the Rehabilitation Act

Assistive Technology Act of 1998

Individuals with Disabilities Education Improvement Act of 2004 (IDEA ’04)

Devices

AT can be simple to complex & inexpensive to very costly.

breakingdownwallsbuildingbridges.blogspot.com

Services

Services include assistance with and support of the selection, acquisition, or use of any assistive technology device.

This includes the following:

Evaluate student’s need for a device

Buying, leasing, or acquiring the equipment or hard/software

Selecting, fitting, adapting, repairing, or replacing the device.

Coordinating the use of a device.

Providing training and/or technical assistance to the student, family, teachers, and all or others who interact with the student and needs the knowledge.

Hearing, Speech, and Language Impaired

FM Systems, Infrared Systems, Induction Loop Systems,

One-to-One Communicators, etc.

Infrared Hearing Aid Loop

Systemswww.arc.net.nz

The Sign Language Ring | At The Rimattherimmm.blogspot.com

Seeing Impaired

Video Magnifiers, Braille, Optical Character Recognition Systems,

Speech Systems, Magnification Programs for the Computer Screen

www.petit-prince-collection.com

www.atarizona.com

atwiki.assistivetech.net

www.visual-techconnection.com

Learning Disabled

Dysgraphia, Dyscalculia, Dyslexia, ADD/ADHD, and Executive Functioning

AT: Electronic Worksheets, Text to voice, Digital Pens, Graphic Organizers

Portable Word Processors, Word Prediction Software, APP such as phonetic

spelling software, Audio Books, graph paper, pencil grips, etc.

theinnovativeeducator.blogspot.com

wvats.cedwvu.org

Dysgraphia - etec.ctlt.ubc.ca

Dyslexia - oraclecharterschool.org

Physically Disabled

Autism Spectrum, Paraplegia, Quadriplegia, Multiple Sclerosis, Hemiplegia,

Cerebral Palsy, Dystrophy, Polio, absent limb/reduced limb function, etc.

blog.amsvans.com www.rifton.com

School & IEP Each schools must establish and

follow a systematic plan to ensure that AT is considered for each student with a disability. The school is also responsible for the cost of the devices and services.

It is the responsibility of the IEP (Individual Education Plan) team to determine if AT devices and services are needed to accomplish the student’s goals and objectives.

The Team should be made up of everyone who works with a student

Issues the Team must consider are l Functioning Level Strengths & Weaknesses Previously used strategies and

accommodations. Use of AT devices and services

Also, it is important for the team to consider in what areas the focus will be on REMEDIATION (providing additional instruction, training, or coaching to help a student improve his or her performance) or COMPENSATION (using technology or other strategies to make up for difficulties performing specific tasks).

Team & Approach

In the implementation of AT Devices and Services, the first step is the selection of a sub-group from the IEP team, those who will be most impacted/involved with the AT, called the “Assistive Technology Team”.

The Assistive Technology Team then develops a plan that includes: Contact person for coordinating efforts Implementation Team members and their roles AT devices and services used How AT will be used in home, school, and community

environments AT training for student, teachers, and parents How AT will be monitored and evaluated

Feedback & Observation

As soon as implementation of AT has begun, information must be gathered so informed decisions about what is working can be made by the Implementation Team.

Information should include: Student feedback Observations Performance data

The Implementation Team must monitor the AT devices and services over time to determine it’s effectiveness.

The Implementation Team must consider possible explanations if the AT devices/services are not effective and then continue attempts to find more suitable AT for the student.

If the AT has been found to be beneficial, ongoing monitoring is necessary to determine whether the assistive technology: Is used routinely with continued

success Is only used intermittently, which

raises questions about the actual benefits

Is abandoned at some point

American Foundation for the Blind. (2014). Assistive Technology. Retrieved on [11/01/2014] from http://www.af b.org/info/living-with-vision-loss/using-technology/assistive-technology/123

American Speech-Language-Hearing Association . (2014) Hearing Assistive Technology. Retrieved on [11/01/2014] from http://www.asha.org/public/hearing/Hearing-Assistive-Technology/

Family Center on Technology and Disability. (2014). Assistive Technology Laws: Retrieved on [11/01/2014) from http://www.fctd.info/resources/techlaws.php

National Center for Learning Disabilities. (2014). Assistive Technology. Retrieved on {11/01/2014] from http://www.ncld.org/students-disabilities/assistive-technology-education

The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on [11/01/2014] from http://iris.peabody.vanderbilt.edu/module/at/