dynamic duos! · hello! rachael langley, ma, ccc-slp, aac specialist [email protected]...
TRANSCRIPT
Dynamic Duos!
AT/AAC Partnerships From Evaluation to Implementation
Link to Slides:
Hello!Rachael Langley, MA, CCC-SLP, AAC Specialist [email protected] Pegg, MEd, COTA/L, ATP, AT Consultant [email protected]
How well do you know these dynamic duos?
http://bit.ly/dynamicduoSHAA
Learning Outcomes● Identify 2 commonalities and 1 key distinction between
the roles of an Assistive Technology Consultant and an AAC Specialist.
● Describe three key steps to an effective educational evaluation for assistive technology/AAC.
● List three research-based strategies to support effective implementation of AAC and/or AT equipment or supports.
IN Assistive Technology is the umbrella term…
AAC is one part of AT
By the Numbers...AT
300+ kids in Eaton County
AAC
70+ kids in Eaton County
● Numbers continue to increase● Differentiated supports for each kid● Impact on service delivery by other providers● Impact on Educational Benefit & Test Scores
“8.3 Million Americans with disabilities need special equipment or assistive
technology.- ncddr.org
Before & After
Let’s cover the basics...
What is Assistive Technology (AT)?• Assistive technology devices are identified in the IDEA 2004
as: Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.
How does AAC fit into AT?• Augmentative/Alternative Communication (AAC) is a
subset of the larger field of AT. Communication needs should be reflected through a consideration/assessment process, using a dynamic implementation plan, and documented within the IEP. However additional considerations apply when AAC is considered.
What is the purpose of AT in education?
AT
Don’t fight their biology!
- Karen Levine, PhD
We have to TEACH it…
● Webb’s Depth of Knowledge
Executive Functioning
● Decision Making● Problem Solving
AUTONOMY
Assistive TechnologyAlternate Access &Alternate Output
Two questions that students ask every day when they arrive at school…
Will I be accepted?
Can I do the work?
CITW Training Slides - McREL
www.cast.org
Never doubt the power of
tribal knowledge
/
Individual Project
Large Group Instruction
Reading Assignment
Small Group Project
Presentation Poster Project Song Skit
Powerpoint Prezi Video Blog
Type of output shouldn’t matter – but content should.
Based on Positive AACtion – Rocky Bay, 2010; Senner, 2010; YAACK, 1999; Langley, 2015
Sometimes helping
isn’t helping…
Common Sense Accommodations
• Tied to GE Curriculum• Quick & Efficient• Follow the path of least
resistance• Use Accessibility Options
Typical Accommodations - iPad• Less “real estate”• Can accommodate for vision needs• Simple, familiar• Guided Access• Speak Text Feature• Can use external keyboard with
high contrast keyboard stickers
Typical Accommodations - Chromebook
• DocHub
• Read & Write for Google
• Bookshare Web Reader
• Google Voice Typing
• SpeakIt!
• EquatIO
• Desmos
Low-Tech Accommodations
•Stickers•Mailing Labels•Labelmaker•Highlighters•Shared Assignment
AACAugmentative/Alternative
Communication
AugmentativeAlternativeCommunication
To enhance or add to spoken language
Instead of spoken language
Exchanging information between two or more people
Speech■ Motor movement to produce
sounds■ Coordination of breath control
and muscle movements■ Means to encode language
Language■ System for using and
understanding concepts■ Presented through symbols
(words!)■ Rule-governed■ Tied to literacy
Speech AND Language
Candidacy vs Participation Models
Do we look for particular prerequisite skills before we consider someone a candidate for AAC supports?
Candidacy vs Participation Models
Do we look for particular prerequisite skills before we consider someone a candidate for AAC supports?
“For individuals with congenital disabilities, AAC intervention is considered whenever a gap exists between the communication abilities of the AAC user and those of his or her peers.” - ASHA.org
“"We have discovered increasingly that communication has only one prerequisite; it has nothing to do with mental age, chronological age,
prerequisite skills, mathematical formulae, or any of the other models that have been developed to decide who is an AAC candidate and who is not.
Breathing is the only prerequisite that is relevant to communication. Breathing equals life, and life
equals communication. It is that simple." - Mirenda, 1993
David Beukelman
Just like a piano alone doesn’t make a pianist, nor does a basketball make an athlete, an AAC device alone doesn’t make one a competent, proficient communicator.
Key Implementation Strategies● Access to robust vocabulary● Vocabulary instruction● Creating opportunities● Meaningful literacy instruction
AAC as UDL● Access to core
vocabulary● Visually represented
language● Quality strategies to
support language learning
Autonomy = Access
Supporting AT/AAC CollaborationPotential questions from administrators
1.Why do we need both?
AAC is Not Just Tech for Speech
● Communication is foundational● Specialized language support● It’s not about the device/tools
2.Can you be an
expert in everything?
10,000 hours Whoa! They say that’s how many hours of
practice you need to become an expert.
Outliers●An exceptional talent equals
an exceptional quantity of practice – 10,000 hours to be exact.
●Of course, what you DO in practice matters as much as, if not more than, how MUCH you practice.
Specializations
AAC for the SLPAAC is one of many specialties within the field. ● ASHA SIG 12 ● Preservice training● Potential specialty
certification
AT - RESNAAT is a broad field with many subspecialities● Seating & Mobility● Education● Workplace
Accommodations, etc.
3.Can’t you just fix
everything?
Building Capacity
Expert One person holds all of the information. A large group of people rely on that person to bring their expertise.
Building Capacity
Capacity Those with knowledge teach others side-by-side. Allows for broader reach of knowledge. Lasting impact.
Eaton RESA Referral Process
4.Can we afford this?
What does the law say?IDEA 2004 requires IEP teams to consider the assistive technology needs of all children with disabilities. (20 U.S.C. 1414(d)(3)(B)(v))The IEP team makes decisions about assistive technology devices and services based on your child’s unique needs so that he can be more confident and independent. The law requires schools to use assistive technology devices and services "to maximize accessibility for children with disabilities." (20 U.S.C. 1400(c)(5)(H))If the IEP team determines that your child needs assistive technology devices and services, the school district is responsible for providing these and cannot use lack of availability or cost as an excuse.Note: Assistive technology is not a substitute for teaching your child to read and write. From : Wrightslaw
On March 22, 2017, the U.S. Supreme Court issued another unanimous ruling in favor of children with special needs and their parents.Purpose of IDEA: Congress Acted to Remedy Children Excluded from School with Tragic Pervasive Stagnation
Justice Roberts noted that “[T]the broad purpose of the IDEA, an ‘ambitious’ piece of legislation enacted ‘in response to Congress’ perception that a majority of handicapped children in the United States ‘were either totally excluded from schools or [were] sitting idly in regular classrooms awaiting the time when they were old enough to drop out.’ . . . A substantive standard not focused on student progress would do little to remedy the pervasive and tragic academic stagnation that prompted Congress to act.” (Page 11)The Court emphasized that full inclusion is the primary standard with the “child progressing smoothly through the regular curriculum.” However, if the child is not fully included, then the school officials must look to the child’s unique needs to develop an IEP which is “pursuing academic and functional advancement.”
https://www.wrightslaw.com/law/art/endrew.douglas.scotus.analysis.htm
Let’s review some concepts
KnowledgeExpertise does not happen overnight. It takes time and effort to gain a full understanding of a field.
LawRequires consideration of all areas for FAPE to be in place. More and more lawsuits include references to access.
DevicesThis is an area of expertise in itself; whether it’s AT or AAC.This is also a very fast-changing field
CollaborationCollaboration makes for a richer, more thorough slate of supports for the student. Also ensures critical areas are not missed.
MoneyMore knowledge, more expertise, more collaboration = less mistakes = less money.Mistakes can be expensive.
CoachingTeach them to fish.Change the paradigms.Preach the gospel of AT/AAC.
Thanks!Rachael Langley, MA, CCC-SLP, AAC Specialist [email protected] Pegg, MEd, COTA/L, ATP, AT Consultant [email protected]
AA
C R
esources
Resources:USSAAC: www.ussaac.org ISAAC: www.isaac-online.org Project Core: www.project-core.comPrAACticalAAC: www.praacticalaac.orgAAC in the Cloud: http://aacconference.com AAC-RERC: http://aac-rerc.psu.edu/Center for AAC & Autism (LAMP Specific): https://goo.gl/dA9Yq4Technology & Language Center: www.talcacc.com
AT R
esources
1. Assistive Technology Resourcesa. Accessible Instructional Materials
i. Accessible Educational Materials Guidelinesb. Website Accessibility
i. Guidelinesii. Accessible PDF Document Conversion - Snapverteriii. Closed Captioning in YouTubeiv. Labeling Pictures
c. Chrome basedi. Read & Write for Googleii. SpeakIt! Translation options for ESL studentsiii. DocHub PDF editoriv. Desmosv. EquatIO voice dictate math equationsvi. Google Voice Typing
d. IPadi. SnapType for Occupational Therapyii. Tiny Scanner Picture to a PDFiii. Notability More options than DocHubiv. ModMath free v. Magnetic ABC freevi. Pictello story making - step by step instructions
e. Something to think about - Augmentative/Alternative Communicationi. www.talkingaac.org ii. http://praacticalaac.org/