Ten Things Everyone Needs to Know About Assistive

Technology in 2006

Joy Zabala, Ed.D, ATPAssistive Technology & Leadership

Lake Jackson, TX

Assistive Technology is essentially a legal term.

Individuals with Disabilities Education Improvement Act of 2004

• AT and Hearing Aids AT Devices Definition

• AT Services Definition• Special Factors• Universal Design• NIMAS• Notes on UDL and AT

Individuals with Disabilities Education Improvement Act of

2004

DISCLAIMER…

“Without benefit of the final rule – our interpretation”

April, 2006

Assistive Technology; Proper functioning of hearing aids

(a)(1) Each public agency must ensure that assistive technology devices or assistive technology services, or both… are made available to a child with a disability if required as a part of the child’s—(i) Special education (ii) (ii) Related services(iii) Supplementary aids and services

Assistive Technology; Proper Functioning of Hearing Aids

(2) On a case-by-case basis, the use of school-purchased AT devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE

34 C.F.R § 300.105

Assistive Technology; Proper Functioning of Hearing Aids

(b) Each public agency must ensure that hearing aids worn in school by children with hearing impairments, including deafness, are functioning properly

34 C.F.R § 300.105

Proposed § 300.5Assistive Technology Device

• Assistive technology device means any item, piece of equipment, or product system...that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

• The term does not include a medical device that is surgically implanted, or the replacement of that device

Proposed § 300.6Assistive technology

service

• …any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

Assistive Technology Services

(a) Evaluation…including a functional evaluation in the child’s customary environment;

(b) and (c) …Acquisition of AT devices

(c) …Customizing, maintaining, repairing, or replacing AT devices;

(d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

Assistive Technology Service

(e) Training or technical assistance for child, and, if appropriate, the child’s family;

(f) Training and technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

Proposed § 300.43 Universal Design

Universal design has the meaning given the term in section 3 of the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002.

Universal Design

A concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities…

AT Act of 1998, P.L. 105-394, S. 2432

Universal Design…which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies.

AT Act of 1998,

P.L. 105-394, S. 2432

(a) General. The State must adopt the NIMAS for the purposes of providing instructional materials to blind persons or other persons with print disabilities, in a timely manner after publication of the NIMAS in the Federal Register

34 C.F.R § 300.172

Access to Instructional Materials

Notes on UD and UDL

Programs that are universally designed do not = UDL

Universal Design for Learning• Multiple representations of material• Multiple means of engagement• Multiple means of response

Is not always computer-based

Assistive Technology and Universal Design for Learning

• Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves

• Universal Design looks to make the learning environment as flexible and accommodating as possible

• Both approaches strive to insure the access, participation & progress of students with disabilities.

AT and UDL do not eliminate the need for instruction in skills pertinent to the

tasks

of learning and living.

(educational, vocational, social, recreational, and others)

THEY ENHANCE IT!

Assistive Technology and Universal Design for Learning

Big Ideas about Assistive Technology

• Assistive Technology is essentially a legal term related to use and need, not to specific items

• Includes a broad range of possible devices and services

• Not always something to be acquired

Big Ideas about Assistive Technology

• Source is not relevant• Categories of tools that can be AT if

required by a student for FAPE may include

• Assistive Technology• Instructional Technology• Universally Designed Technology• Universally Designed Instruction (UDL)

Big Ideas about Assistive Technology

Legal requirements tell us WHAT we need to do, but

not how to do it.

The primary purpose of Assistive Technology is enhancing of

capabilities and lowering barriers to achievement.

Implementation Sequence The Student in typical Environments

uses Tools to accomplish Tasks

Linda RobertsLinda Roberts

“Technology is a tool that serves a set of educational goals, and if we don’t

think about what we want the technology for first, we end up with

technology-driven solutions that have very little impact in the lives of children and in our educational

system.”

Ways to Use Assistive Technology

• Support achievement of goals • Expand educational/vocational

options

• Increase participation in educational settings and activities

• Increase productivity • Increase independence • Improve quality of life

“Where there was once an observer, let there now be a

participant.”

- Eliot Eisner

Assistive Technology is related to function, rather than to a specific

disability category.

Functional Skills

• Reading• Written Expression• Math• Problem-solving• Communication• Recreation• Daily organization

• Seating/Positioning• Hearing• Seeing• Self-Care• Mobility• Behavior• Specific task-related

skills

Assistive Technology

No/Low Tech

Mid Tech High Tech

*Simple*Little Maintenance*Limited/No Electronics

*Some Maintenance*Some training*More Electronics

*Complex Electronics*More training*More Maintenance

Continuum from No/Low Tech to High Tech

Assistive technology may be applicable to all disability groups and in all phases of education.

Notes on Use of AT• Look beyond compliance for evidence

that AT is being used. Papers in the file do not move any child forward!

• Ask teachers: • how they are using AT.• what AT they are using.• what differences they are seeing in

academic achievement and functional performance.

Notes on Use of AT

Ask yourself…• Could use of AT provide more

independence in testing?• How is use of AT in your district

documented and communicated?• How is AT included in your district or

school consolidated plan to support AYP and alignment to NCLB?

Assistive Technology service provision follows a person-centered process that

requires a team approach.

The Most Important Team Membership Issue

The Most Important Team Membership Issue

Team membership is flexible and team members are selected based on the specific needs of the individual with

disabilities

• Student is always the center of the team

• Team members bring different gifts - knowledge, skill, observations, ideas, suggestions

• Multiple perspectives are vital

• Focus is on common interest in individual achievement and aligning thoughts on how to foster it

Big Ideas about Teams

Online Solutions that Lower Barriers

1. The Commonwealth Center for Instructional Technology and Learning (CCITL) CCITL http://ccitl.uky.edu/

2. Quality Indicators for Assistive Technology Services (QIAT) http://www.qiat.org

3. Texas AT Network Training Modules4. AT Resources http://www.texasat.net5. CAST Teaching Every Student http://

www.cast.org 6. The SETT Framework

http://www.joyzabala.com

Assessment and intervention form a continuous, dynamic process

Systematic problem analysis and solving are essential

Decision-Making Sequence Develop shared understanding of the Student,

learning Environments, and expected Tasks BEFORE Tools are considered or selected

The SETT Framework: A Decision-Guiding Tool

• SStudent• EEnvironment

s • TTasks• TTools

The Goal of SETT Framework

… to help collaborative teams create Student-centered,

Environmentally-useful, and

Tasks-focused

Tool systems

that foster the educational success of students with disabilities

The Student

The person who is the central focus of the educational process.

The person for whom everyone involved in any part of the educational program is an advocate.

Environments

The customary environments in which the student is (or can be) expected to learn and grow

Tasks

The specific things that the student needs to be able to do to reach expectations and make educational progress

The SETT Framework

The Tools

• Everything that is needed by the student and others for the student accomplish the tasks in the places where they need to be done so that educational progress is achieved

When a team can describe the student, the environments and the tasks, they can describe the tools

that are needed to support success!

Notes on AT Decision-making

Ask yourself…• What expectations do you have for

collaborative work?• How do you support effective and

efficient collaborative work?

The least complex solution that will remove barriers to achievement should be a first consideration.

• View technology is part of a SYSTEM of tools!

• Recognize that assistive technology can BE a barrier

• Try to determine tool systems that remove more barriers than they create

Big Ideas – Decisions and Stewardship

AT does not eliminate the need for instruction in skills pertinent to the

tasks.

(social, academic, vocational, recreational, or other)

There are many ways to do it right!

Quality Indicators for Assistive Technology Services in Schools

QIAT for Eight Areas

• Administrative Support

• Consideration

• Assessment

• IEP Development

• Implementation

• Evaluation of Effectiveness

• Transition

• Professional Development

Collegial Conversations

QIAT Web Site

http://www.qiat.org

QIAT Listserv- collegial conversations

- new information and updates

- handouts and feedback

How can I do all that and be a good steward of public funds?

Support Effective Decision-making

• Solicit wide-spread participation in the design of environmentally-friendly, systematic processes

• Ensure that all know about and use the processes

• Provide time for collaboration

• Include parents and students

• Expect participation

• Reward participation

Be a Facilitative Instructional Leader

• Document in a way that supports implementation, not just compliance

• Provide ongoing learning activities – Diversified instruction for staff and others

• Help people understand that technology is not always expensive or even something to be acquired

• Encourage seeing lack of success as “not yet” rather than failure

Work Together for Success!

• Use a team approach• Think first about what a student needs to do and where it needs to be done, THEN seek useful tools!

• Develop tool systems that remove more barriers than they create!

• When using technology devices, remember to include services!

• Use what you have, but go beyond when you need to!

• Plan for change!• Evaluate Effectiveness!

.

“First, have a definite, clear practical ideal; a goal, an

objective…Second, have the necessary means to achieve your

ends… Third, adjust all your means to that end.”

Aristotle

“Vision is not enough, it must be combined with venture. It is not enough to stare up the steps, we

must step up the stairs.”

Vaclav Havel