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MonTECH MonTECH University of Montana Rural Institute

Part II April 7, 2008

Kathleen Laurin, Ph.D.Leslie Mullette, OTR,Chris Clasby, MSW

WelcomeIntroductionOverview of AT implementation process Frequently Asked Questions related to AT implementationE l f AT f i i d Examples of AT supports for communication and literacyFunding for AT beyond the school environmentFunding for AT beyond the school environmentAdditional AT Resources

Assistive Technology Assessment andAssistive Technology Assessment and Decision Making

Variety of AT assessment models and process frameworks for identifying and implementing ATQIAT A f A i i T h l N dQIAT – Assessment of Assistive Technology NeedsSETT Framework Ed i T h P i f A i i T h l Education Tech Points for Assistive Technology Planning Matching Person and TechnologyMatching Person and Technology

QIAT – Assessment of Assistive Technology Needs

Identify the components necessary for best practiceAdvocate that education agencies have a clear process h i i l f ll d d i l dthat is consistently followed and implementedDoes not endorse a particular assessment modelA i i d i Assessment is recognized as an ongoing process because of changes over time in relation to the student, their needs, and the environments in which student, their needs, and the environments in which they functionhttp://natri.uky.edu/assoc_projects/qiat/

SETT FrameworkDeveloped by Joy ZabalaProvides a structure for exploring the Student, E i T k d T lEnvironments, Tasks, and ToolsUpdate introduction provided in handoutsM i f i il bl More information available at:http://sweb.uky.edu/~jszaba0/JoyZabala.html

Education Tech Points for AT Planning

Developed by Gail Bowser and Penny ReedBased on model developed by Tony Langton and other

b f i i AT i h VR team members for integrating AT into the VR processProvides a framework for AT considerations that need to be addressed at each step of the processto be addressed at each step of the processhttp://www.wati.org/products/products.html

Matching Person and gTechnology

Developed by Marcia SchererBased on research that examined use and nonuse of AT b d lAT by adultsAddresses psychosocial aspects of AT useP d d l h h l Person centered model that promotes technology selection by the user http://members aol com/IMPT97/MPThtmlhttp://members.aol.com/IMPT97/MPT.html

FAQ’sA comprehensive list of AT related FAQ’s is provided in the Assistive Technology: A Special Education Guide to AT that is included in your handouts An Guide to AT that is included in your handouts. An electronic version is available at http://www.opi.state.mt.us/speced/guides2.htmlp p p gMost questions related to AT and Transition are centered on ownership; whether or not the AT transitions with the student; and who is responsible for AT provision in environments beyond school All of these issues are determined by more questionsAll of these issues are determined by more questions

It All DependsHow was the AT paid forWhat is the primary need and purpose of the ATWhat are the Education agency’s policiesWhat interagency agreements are in placeWhat is the primary environment the student is transitioning to (postsecondary education, employment community etc )employment, community, etc.)

Literacy and CommunicationLiteracy and Communication

AT f R diAT for ReadingPredictable books Changes in text size, spacing, color, background color Standard text at a lower reading level Book adapted for page turning (e g page fluffers 3 ring Book adapted for page turning (e.g. page fluffers, 3‐ring binder) Use of pictures or symbols (rebus) with text Talking electronic dictionary or computer software to pronounce challenging words Single word scanners gScanner with Optical Character Reading software (OCR) and talking word processor Electronic booksElectronic books

Predictable Books:

Wiggleworks Literacy Programwww.teacher.scholastic.com

Edmark Reading Programwww.donjohnston.com

Ch i t t i l iChanges in text size, color, spacing, background: low techbackground: low tech

Reading guides

Highlighter tape

Colored overlays

Bar magnifier

Erasable highlighter

Standard text / lower reading levelD h S i i h B kDon Johnston Start‐to‐Finish Books

Books adapted for page turning

Foam insulation tape BindersClothes pins

Refer to PowerPoint for Switch Access Users: Talking Books

Use of pictures/symbols with textUse of pictures/symbols with text

Talking electronic devices:

Talking dictionary Talking calculator BookPort

Talking texts programs

Single word scanners

Quicktionary Pen C-Pen

Electronic books:The flexibility of digital or electronic text makes it a great option for customizing text to the needs of different learners of different learners. Digital text can be

Searched, RearrangedRead aloud by a computerCustomi ed for indi idual learnersCustomized for individual learners

Electronic books: devices

Classmate Reader Kindle

Electronic Books: ResourcesProject Gutenberg: www.gutenberg.net

Bookshare: www.bookshare.org

Cast: www.cast.ort/resources

Microsoft reader: www.microsoft.com/reader

R di f h Bli d d D l i fbdRecordings for the Blind and Dyslexic: www.rfbd.org

AT for Writing (Composition)AT for Writing (Composition)Word cards/ word book/ word wallP k di i / hPocket dictionary / thesaurusWriting templatesGraphic organizers Graphic organizers Electronic/talking dictionary/thesaurus/spell checkerW d i ith lli / h kWord processing with spelling/grammar checkTalking word processingWord prediction / abbreviation expansionp / pWord processing with writing supportMultimedia software

fVoice recognition software

Word cards/word book/word llwall

Writing Templates

Graphic Organizers:

Word Prediction

Voice recognition software:Dragon Naturally Speaking Preferred 9.0

ViaVoice (Available for both PC & Mac)ViaVoice (Available for both PC & Mac)

iSpeak for Mac

Speech Q

Microsoft Word 2003

Microsoft Vista

AT f W iti (M h i )AT for Writing (Mechanics)pencil grip p g padapted paperslant board

f itt d / huse of pre‐written words / phrasestemplatesword processorsptape recordersslide shows: Kidpix; Powerpoint

fvoice recognition software

AT f W i i (M h i )AT for Writing (Mechanics):

Pencil grips Portable word processors

Slant boards

Tape recorders

Writing Guides

Resources beyond the secondary school environmentResources beyond the secondary school environment

AT Funding CriteriaConsumer Criteria: diagnosis and prognosis, age, affiliations, AWARENESS and SUPPORTSGoals, purpose, environment of AT useProper AT evaluation, recommendations, and prescription may be necessaryResources available

AT Funding Possibilitiesu d g oss b t es

School to post‐school Transition Programs & Sc oo to post sc oo a s t o og a s &Assistive Technology‐job‐related training & placement services to move from school to work‐AT supports possible, if necessary for employability and successand success‐must be written into Individualized Transition Plan (ITP)


Vocational Rehabilitation Servicesocat o a e ab tat o Se ces‐information, evaluation, training, and funding possible (including AT)‐necessary AT must be written in Individualized Plan for Employment (IPE)must be a direct link to employment goal‐must be a direct link to employment goal


SSA work incentives: Plan to Achieve Self‐Support SS o ce t es: a to c e e Se Suppo t(PASS)‐income & resource exclusion for SSI consideration for blind/disabled beneficiaries‐funding set aside for work‐related expensessee CAP WIPA or AWIC for information‐see CAP, WIPA, or AWIC for information


SSA work incentives: Impairment‐Related Work SS o ce t es: pa e t e ated oExpense (IRWE) & Blind Work Expense (BWE)‐income exclusion for blind/disabled beneficiaries‐allows beneficiary to deduct work‐related expenses from gross income reportincreases total Substantial Gainful Activity (SGA) ‐increases total Substantial Gainful Activity (SGA) threshold


Medicaided ca d‐joint federal/state program covering AT if proven medically necessary‐Medicaid Waiver programs can expand funding considerations

MedicareMedicare‐not traditional AT funding source‐Part B funds some medically necessary DME for use Part B funds some medically necessary DME for use at home


Private Insuranceate su a ce‐depends on company and policy‐medically necessary & requires Rx

Non‐Profit Disability Associations‐some equipment & financial loan programs‐i.e.: Easter Seal Society, March of Dimes, Muscular Dystrophy Association, United Way, United Cerebral Palsy Association, and the Braille Institute Palsy Association, and the Braille Institute


MonTECH Financial Loan Program:o C a c a oa og a :Partnership with Community Bank MissoulaHelps secure loans for individuals with no or poor creditPrime interest rate when loan is grantedFl ibl /l t t tFlexible/low payment structureAll AT qualifies, including vehicle modifications but not vehiclesCan help those with no or poor credit history


Creativity, i.e.: Work Opportunity Tax Credit C eat ty, .e.: o Oppo tu ty a C ed t(WOTC):‐employer tax credit for hiring individuals with disabilities‐maximum credit of $9,000creative way of funding employment related AT‐creative way of funding employment‐related AT


Foundations & Civic Organizationsou dat o s & C c O ga at o s‐depends upon group mission‐information online, library, Chamber of Commerce

Charities and Fund‐Raisers‐churches, school groups, organizations, special‐i interest groups, etc.‐local radio, television, or newspapers may help sponsor fundraisers sponsor fundraisers


Other OptionsOt e Opt o s‐AT reutilization programs (MonTECH Equipment Exchange) http://montech.ruralinstitute.umt.edu/‐education‐related grants and corporate technology donation programsAT loan rental or lease programs‐AT loan, rental, or lease programs

Applying for AT funding

abide by agency/organization guidelinesdocument AT need & outcome with professional psupportInclude: medical need statement; rehab evaluation; description of limitations, AT, cost savings, other supporting assessment or correspondenceAl a s inquire or appeal denialsAlways inquire or appeal denials

Additional ResourcesAdministrator’s Guide to Effective Technology LeadershipQIAT S lf E l i M iQIAT Self Evaluation MatricesUpdate of the SETT Framework 2002M OPI A i i T h l G idMontana OPI Assistive Technology Guide

MonTECHUniversity of Montana Rural Institute 634 Eddy, CHC‐009Mi l MT Missoula, MT 59812406‐243‐57511‐877‐243‐5511 (toll free in state only)1 877 243 5511 (toll free in state only)[email protected]://montech.ruralinstitute.umt.edu/http://montech.ruralinstitute.umt.edu/

A Brief Updated Introduction to the SETT Framework

Joy Smiley Zabala

The SETT Framework is an organizational tool to help collaborative teams create Student-centered, Environmentally useful, and Tasks-focused Tool systems that foster the educational success of students with disabilities. The SETT Framework is built on the premise that in order to develop an appropriate system of assistive technology devices and services, teams must first gather information about the student, the customary environments in which the students spend their time, and the tasks that are required for the students to be active participants in the teaching/learning processes that lead to educational success. It is believed that the elements of the SETT Framework, with minor adjustments, can also be applied to non-educational environments and service plans.

Critical Elements of SETT

Collaboration Communication Multiple Perspectives Pertinent information Shared Knowledge Flexibility On-going Processes

It must be remembered that SETT is a framework, not a protocol. The questions under each section of the SETT Framework are expected to guide discussion rather than be complete and comprehensive in and of themselves. As each of these questions is explored, it is likely that many other questions will arise. The team continues the exploration until there is consensus that there is enough shared knowledge to

Update of the SETT Framework, 2002

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make an informed, reasonable decision that can be supported by data.

The Student

What is the functional area(s) of concern? What does the student need to be able to do that is difficult or impossible to do independently at this time? Special needs (related to area of concern) Current abilities (related to area of concern)

The Environments

Arrangement (instructional, physical) Support (available to both the student and the staff) Materials and Equipment (commonly used by others in the environments) Access Issues (technological, physical, instructional) Attitudes and Expectations (staff, family, others)

The Tasks

What SPECIFIC tasks occur in the student's natural environments that enable progress toward mastery of IEP goals and objectives? What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control)

The Tools

In the SETT Framework, Tools include devices, services and strategies… everything that is needed to help the student succeed. Analyze the information gather on the Student, the Environments, and the Tasks to address the following questions and activities.

Is it expected that the student will not be able to make reasonable progress toward educational goals without assistive technology devices and services? If yes, describe what a useful system of assistive technology devices and services for the student would be like. Brainstorm Tools that could be included in a system that addresses student needs.



Select the most promising Tools for trials in the natural environments. Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.) Collect data on effectiveness.

It is expected that the SETT Framework will be useful during all phases of assistive technology service delivery. With that in mind, it is important to revisit the SETT Framework information periodically to determine if the information that is guiding decision-making and implementation is accurate, up to date, and clearly reflects the shared knowledge of all involved.

Current Contact Information:

Joy Zabala, M.Ed., ATP Assistive Technology & Leadership PO Box 3130 Lake Jackson, Texas 77566 (979) 415-4555 email: [email protected]

Return to Home Page



The QIAT Consortium (www.qiat.org) September 24, 2006 Page 1 of 2

Administrators Guide to Effective Technology Leadership Principals and administrative leaders are powerful change agents. According to O’Dwyer, L. M., Russell, M. & Bebell, D. J. (2004) perceived pressure from principals and other administrators to use technology is one of the most powerful factors in increasing technology use for teaching and learning.

What does effective technology use look like?

Principals and other Administrative Leaders Principals and teachers have clearly defined, shared expectations on the importance of

implementing technology, including assistive technology, in teaching and learning. Administrators’ expectations for technology use are communicated across the school

year in a variety of ways. Administrators ensure that teachers have equitable access to current technologies,

software, appropriate technical support, and the internet. Reward structures (e.g., recognition, opportunities to share, credits toward salary

advancement) are in place to support technology in teaching and learning. Administrators ensure that principals and teachers know how to access resources to

support students who need additional technology assistance. Teachers

Teachers are skilled in the use of technology for preparing and delivering instruction.

Teachers access professional development opportunities to support technology use in teaching and learning.

Teachers ensure that technology is available and operational and seek technical assistance in a timely manner.

Teachers utilize innovative ideas for using technology resources to support standards-based instruction.

Teachers facilitate appropriate student use of technology-based resources using a variety of applications.

Teachers regularly measure the effectiveness of technology for learning.

Teachers proactively incorporate technology into teaching and learning activities to support diverse learners.

Teachers ensure that students have the opportunity use technology, including assistive technology, written in their IEPs.

Teachers routinely include specific evidence about technology use when reporting student progress to parents.

Students

Students regularly use technology, including assistive technology, as required to participate in learning activities, complete assignments and interact with peers.

Students who experience difficulty with reading utilize technology to access and utilize information resources.

Students who experience difficulty with writing utilize technology to demonstrate knowledge and skills.

Students who experience difficulty with physical or sensory access to classroom materials utilized technology as needed to access the curriculum.

Students who experience difficulty with math utilize technology to acquire and demonstrate knowledge and skills.

Students who experience difficulty with oral communication utilize technology to support communication efforts.

The QIAT Consortium (www.qiat.org) September 24, 2006 Page 2 of 2

Encouraging Effective Technology Use in Schools What a school leader can do to encourage appropriate and effective use of technology:

1. Involve staff in the creation of a school-wide technology plan that includes assistive technologies. 2. Lead staff in becoming familiar with the educational and assistive technology available at your

school and resources to support their use at school, district, and statewide levels. 3. Assess the technology training needs of staff at your school periodically. 4. Plan proactively professional development about technology for staff at your school. 5. Use universal design for learning strategies to support the needs of diverse learners.

• Advocate for technology that supports accessibility for diverse learners. • Promote the use of technology-based learning activities in line with curriculum objectives.

6. Recognize effective technology use (e.g., highlight effective practices at staff meetings, bulletin board postings, peer sharing during training events, newsletter articles)

7. Create a database of all assistive and educational technology used in the building in order to: • obtain information about what the district has committed to provide to meet individual

student needs • monitor building-wide usage • plan for future needs • provide documentation for compliance with IDEA

8. Monitor AT consideration at IEP meetings to ensure that AT is considered for every student receiving special education.

9. Make a master list of assistive technology that are listed in every IEP, so that you know what will be provided for your students. Prior to a teacher observation, check the master list to determine which students should have technology available and operational in that class.

10. Ensure timely technical support and to support continuous student achievement..

Resources o Bowser, G. (June 2003). Assistive Technology Model Operating Guidelines for School

Districts and IEP Teams. Roseburg, OR: Oregon Technology Access Program. Download from www.otap-oregon.org.

o Bowser, G. & Reed, P. (2004). A School Administrator’s Desktop Guide to Assistive Technology. Arlington, VA: Technology and Media Division of the Council for Exceptional Children. Available for purchase at www.tamcec.org.

o Consortium for School Networking Leadership Initiatives. Accessible Technology for All Students. www.COSN.org

o International Society for Technology in Education (2003). National Educational Technology Standards for Teachers. Eugene, OR: ISTE www.iste.org

o Minnesota Department of Education (2003). Minnesota Assistive Technology Manual. Roseville, MN: Minnesota Department of Education. Download from http://education.state.mn.us/html/intro_speced_at-res.htm

o Minnesota Department of Education (2006). An Administrator’s Perspective on Assistive Technology. http://education.state.mn.us/html/intro_speced_at-res.htm

o Texas Assistive Technology Network (2004). Administrator’s module. Download from www.texasat.net

o Quality Indicators for Assistive Technology, www.qiat.org

References O’Dwyer, L. M., Russell, M. & Bebell, D. J. (2004, September 14). Identifying Teacher, school and district characteristics associated with elementary teachers’ use of technology: A multilevel perspective, Education Policy Analysis Archives, 12 (48). ISTE (2003) National Education Technology Standards for Teachers. Eugene, OR: International Society for Technology in Education (ISTE).

©The QIAT Consortium (Revised, 2005). Quality Indicators for Assistive Technology Services with QIAT Self-Evaluation Matrices. For more information, visit the QIAT web site at http://www.qiat.org Format created by Beth Saunders on behalf of the QIAT Consortium.

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Introduction to the QIAT Self-Evaluation Matrices

The QIAT Self-Evaluation Matrices were developed in response to formative evaluation data indicating a need for a model that could assist in the application of the Quality Indicators for Assistive Technology Services in Schools (Zabala, et. al, 2000). The QIAT Matrices are based on the idea that change does not happen immediately, but rather, moves toward the ideal in a series of steps that take place over time. The QIAT Matrices use the Innovation Configuration Matrix (ICM) developed by Hall and Hord (1985) as a structural model. The ICM provides descriptive steps ranging from the unacceptable to the ideal, that can be used as benchmarks to determine the current status of practice related to a specific goal or objective and guide continuous improvement toward the ideal. It enables users to determine areas of strength that can be built upon as well as areas of challenge in need of improvement. When the QIAT Matrices are used to guide a collaborative self-assessment conducted by a diverse group of stakeholders within an agency, the information gained can be used to plan for changes that lead to improvement throughout the organization in manageable and attainable steps. The QIAT Matrices can also be used to evaluate the level to which expected or planned-for changes have taken place by periodically analyzing changes in service delivery over time. When completed by an individual or team, the results of the self-assessment can be used to measure areas of strength and plan for needed professional development, training, or support needed by the individual or team. When the QIAT Matrices are used by an individual or team, however, it is important to realize that the results can only reasonably reflect perceptions of the services in which that individual or team is involved and may not reflect the typical services within the organization. Since a primary goal of QIAT is to increase the quality and consistency of assistive technology services to all students throughout the organization, the perception that an individual or small group is working at the level of best practices may still indicate a need to increase the quality and consistency of services throughout the organization.

The descriptive steps included in the QIAT Matrices are meant to provide illustrative examples and may not be specifically appropriate, as written, for all environments. People using the QIAT Matrices may wish to revise the descriptive steps to align them more to closely for specific environments. However, when doing this, care must be taken that the revised steps do not compromise the intent of the quality indictor to which they apply. The QIAT Matrices document is a companion document to the list of Quality Indicators and Intent Statements. Before an item in the QIAT Matrices is discussed and rated, groups must read the entire item in the list of Quality Indicators and Intent Statements so that the intent of the item is clear.


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References

Hall, G. E. and Hord, S. M. (1987) Change in Schools: Facilitating the Process. Ithaca: State University of New York Press QIAT Consortium. (2002). The QIAT Self-Evaluation Matrices. Retrieved from http://www.qiat.org. Zabala, J. S., Bowser, G., Blunt, M., Carl, D. F., Davis, S., Deterding, C., Foss, T., Korsten, J., Hamman, T., Hartsell, K., Marfilius, S.

W., McCloskey-Dale, S., Nettleton, S. D., & Reed, P. (2000). Quality indicators for assistive technology services. Journal of Special Education Technology, 15 (4), 25-36.

Zabala, J.S., & Carl, D.F. (2005). Quality indicators for assistive technology services in schools. In D.L. Edyburn, K. Higgins, & R.

Boone (Eds.), The handbook of special education technology research and practice (pp. 179-207). Whitefish Bay, WI: Knowledge by Design, Inc.


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Quality Indicators for Consideration of assistive Technology Needs

Quality

Indicator UNACCEPTIBLE

Variations PROMISING PRACTICES

1. Assistive technology devices and services are considered for all students with disabilities regardless of type or severity of disability.

1 AT is not considered for students with disabilities

2 AT is considered only for students with severe disabilities or students in specific disability categories

3 AT is considered for all students with disabilities but the consideration is inconsistently based on the unique educational needs of the student

4 AT is considered for all students with disabilities and the consideration is generally based on the unique educational needs of the student

5 AT is considered for all students with disabilities and the consideration is consistently based on the unique educational needs of the student.

2. During the development of the individualized educational program, the IEP team consistently uses a collaborative decision-making process that supports systematic consideration of each student’s possible need for assistive technology devices and services.

1 No process is established for IEP teams to use to make AT decisions.

2 A process is established for IEP teams to use to make AT decisions but it is not collaborative.

3 A collaborative process is established but not generally used by IEP teams to make AT decisions.

4 A collaborative process is established and generally used by IEP teams to make AT decisions.

5 A collaborative process is established and consistently used by IEP teams to make AT decisions.

3. IEP team members have the collective knowledge and skills needed to make informed assistive technology decisions and seek assistance when needed.

1 The team does not have the knowledge or skills needed to make informed AT decisions. The team does not seek help when needed.

2 Individual team members have some of the knowledge and skills needed to make informed AT decisions. The team does not seek help when needed.

3 Team members sometimes combine knowledge and skills to make informed AT decisions. The team does not always seek help when needed.

4 Team members generally combine their knowledge and skills to make informed AT decisions. The team seeks help when needed.

5 The team consistently uses collective knowledge and skills to make informed AT decisions. The team seeks help when needed.


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4. Decisions regarding the need for assistive technology devices and services are based on the student's IEP goals and objectives, access to curricular and extracurricular activities, and progress in the general education curriculum.

1 Decisions about a student's need for AT are not connected to IEP goals or the general curriculum.

2 Decisions about a student's need for AT are based on either access to the curriculum/IEP goals or the general curriculum¸ not both.

3 Decisions about a student's need for AT sometimes are based on both the student's IEP goals and general education curricular tasks.

4 Decisions about a student's need for AT generally are based on both the student's IEP goals and general education curricular tasks.

5 Decisions about a student's need for AT consistently are based on both the student's IEP goals and general education curricular tasks.

5. The IEP team gathers and analyzes data about the student, customary environments, educational goals, and tasks when considering a student's need for assistive technology devices and services.

1 The IEP team does not gather and analyze data to consider a student's need for assistive technology devices and services.

2 The IEP team gathers and analyzes data about the student¸ customary environments¸ educational goals or tasks¸ not all¸ when considering a student's need for assistive technology devices and services.

3 The IEP team sometimes gathers and analyzes data about the student¸ customary environments¸ educational goals and tasks when considering a student's need for assistive technology devices and services.

4 The IEP team generally gathers and analyzes data about the student¸ customary environments¸ educational goals and tasks when considering a student's need for assistive technology devices and services.

5 The IEP team consistently gathers and analyzes data about the student¸ customary environments¸ educational goals and tasks when considering a student's need for ssistive technology devices and services.

6. When assistive technology is needed, the IEP team explores a range of assistive technology devices, services, and other supports that address identified needs.

1 The IEP team does not explore a range of assistive technology devices¸ services¸ and other supports to address identified needs.

2 The IEP team considers a limited set of assistive technology devices¸ services¸ and other supports.

3 The IEP team sometimes explores a range of assistive technology devices¸ services¸ and other supports.

4 The IEP team generally explores a range of assistive technology devices¸ services¸ and other supports.

5 The IEP team always explores a range of assistive technology devices¸ services¸ and other supports to address identified needs.

7. The assistive technology consideration process and results are documented in the IEP and include a rationale for the decision and supporting evidence.

1 The consideration process and results are not documented in the IEP.

2 The consideration process and results are documented in the IEP but do not include a rationale for the decision and supporting evidence.

3 The consideration process and results are documented in the IEP and sometimes include a rationale for the decision and supporting evidence.

4 The consideration process and results are documented in the IEP and generally include a rationale for the decision and supporting evidence.

5 The consideration process and results are documented in the IEP and consistently include a rationale for the decision and supporting evidence.


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Quality Indicators for Assessment of Assistive Technology Needs

Quality Indicator

UNACCEPTIBLE


1. Procedures for all aspects of assistive technology assessment are clearly defined and consistently applied.

1 No procedures are defined.

2 Some assessment procedures are defined¸ but not generally used.

3 Procedures are defined and used only by specialized personnel.

4 Procedures are clearly defined and generally used in both special and general education.

5

Clearly defined procedures are used by everyone involved in the assessment process.

2. Assistive technology assessments are conducted by a team with the collective knowledge and skills needed to determine possible assistive technology solutions that address the needs and abilities of the student, demands of the customary environments, educational goals, and related activities.

1 No procedures are defined.

2 Some assessment procedures are defined¸ but not generally used.



5 Clearly defined procedures are used by everyone involved in the assessment process.

3. All assistive technology assessments include a functional assessment in the student’s customary environments, such as the classroom, lunchroom, playground, home, community setting, or work place.

1 No component of the AT assessment is conducted in any of the student’s customary environments.

2 No component of the AT assessment is conducted in any of the customary environments¸ however¸ data about the customary environments are sought.

3 Functional components of AT assessments are sometimes conducted in the student’s customary environments.

4 Functional components of AT assessments are generally conducted in the student’s customary environments.

5 Functional components of AT assessments are consistently conducted in the student’s customary environments.


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4. Assistive technology assessments, including needed trials, are completed within reasonable timelines.

1 AT assessments are not completed within agency timelines.

2 AT assessments are frequently out of compliance with timelines.

3 AT assessments are completed within a reasonable timeline and may or may not include initial trials.

4 AT assessments are completed within a reasonable timeline and include at least initial trials.

5 AT assessments are conducted in a timely manner and include a plan for ongoing assessment and trials in customary environments.

5. Recommendations from assistive technology assessments are based on data about the student, environments and tasks.

1 Recommendations are not data based.

2 Recommendations are based on incomplete data from limited sources.

3 Recommendations are sometimes based on data about student performance on typical tasks in customary environments.

4 Recommendations are generally based on data about student performance on typical tasks in customary environments.

5 Recommendations are consistently based on data about student performance on typical tasks in customary environments.

6. The assessment provides the IEP team with clearly documented recommendations that guide decisions about the selection, acquisition, and use of assistive technology devices and services.

1 Recommendations are not documented.

2 Documented recommendations include only devices. Recommendations about services are not documented.

3 Documented recommendations may or may not include sufficient information about devices and services to guide decision-making and program development.

4 Documented recommendations generally include sufficient information about devices and services to guide decision-making and program development.

5 Documented recommendations consistently include sufficient information about devices and services to guide decision-making and program development.

7. Assistive technology needs are reassessed any time changes in the student, the environments and/or the tasks result in the student’s needs not being met with current devices and/or services.

1 AT needs are not reassessed.

2 AT needs are only reassessed when requested. Reassessment is done formally and no ongoing AT assessment takes place. .

3 AT needs are reassessed on an annual basis or upon request. Reassessment may include some ongoing and formal assessment strategies.

4 AT use is frequently monitored. AT needs are generally reassessed if current tools and strategies are ineffective. Reassessment generally includes ongoing assessment strategies and includes formal assessment¸ if indicated.

5 AT use is frequently monitored. AT needs are generally reassessed if current tools and strategies are ineffective. Reassessment generally includes ongoing assessment strategies and includes formal assessment¸ if indicated. .


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Quality Indicators for Including Assistive Technology in the IEP

Quality Indicator

UNACCEPTIBLE


1. The education agency has guidelines for documenting assistive technology needs in the IEP and requires their consistent application.

1 The agency does not have guidelines for documenting AT in the IEP.

2 The agency has guidelines for documenting AT in the IEP but team members are not aware of them.

3 The agency has guidelines for documenting AT in the IEP and members of some teams are aware of them.

4 The agency has guidelines for documenting AT in the IEP and members of most teams are aware of them.

5

The agency has guidelines for documenting AT in the IEP and members of all teams are aware of them.

2. All services that the IEP team determines are needed to support the selection, acquisition, and use of assistive technology devices are designated in the IEP.

1 Assistive Technology devices and services are not documented in the IEP.

2 Some AT devices and services are minimally documented. Documentation does not include sufficient information to support effective implementation.

3 Required AT devices and services are documented. Documentation sometimes includes sufficient information to support effective implementation.

4 Required AT devices and services are documented. Documentation generally includes sufficient information to support effective implementation.

5 Required AT devices and services are documented. Documentation consistently includes sufficient information to support effective implementation.

3. The IEP illustrates that assistive technology is a tool to support achievement of goals and progress in the general curriculum by establishing a clear relationship between student needs, assistive technology devices and services, and the student’s goals and objectives.

1 AT use is not linked to IEP goals and objectives or participation and progress in the general curriculum. .

2 AT use is sometimes linked to IEP goals and objectives but not linked to the general curriculum. .

3 AT use is linked to IEP goals and objectives and sometimes linked to the general curriculum.

4 AT is linked to IEP goals and objectives and is generally linked to the general curriculum.

5 AT is linked to the IEP goals and objectives and is consistently linked to the general curriculum.


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4. IEP content regarding assistive technology use is written in language that describes how assistive technology contributes to achievement of measurable and observable outcomes.

1 The IEP does not describe outcomes to be achieved through AT use.

2 The IEP describes outcomes to be achieved through AT use¸ but they are not measurable.

3 The IEP describes outcomes to be achieved through AT use¸ but only some are measurable.

4 The IEP generally describes observable¸ measurable outcomes to be achieved through AT use.

5 The IEP consistently describes observable¸ measurable outcomes to be achieved through AT use.

5. Assistive technology is included in the IEP in a manner that provides a clear and complete description of the devices and services to be provided and used to address student needs and achieve expected results.

1 Devices and services needed to support AT use are not documented.

2 Some devices and services are documented but they do not adequately support AT use.

3 Devices and services are documented and are sometime adequate to support AT use.

4 Devices and services are documented and are generally adequate to support AT use.

5 Devices and services are documented and are consistently adequate to support AT use.


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Quality Indicators for Assistive Technology Implementation

Quality



1. Assistive technology implementation proceeds according to a collaboratively developed plan.

1 There is no implementation plan.

2 Individual team members may develop AT implementation plans independently.

3 Some team members collaborate in the development of an AT implementation plan.

4 Most team members collaborate in the development of AT implementation plan.

5

All team members collaborate in the development of a comprehensive AT implementation plan.

2. Assistive technology is integrated into the curriculum and daily activities of the student across environments.

1 AT included in the IEP is rarely used.

2 AT is used in isolation with no links to the student’s curriculum and/or daily activities.

3 AT is sometimes integrated into the student’s curriculum and daily activities.

4 AT is generally integrated into the student’s curriculum and daily activities.

5 AT is fully integrated into the student’s curriculum and daily activities.

3. Persons supporting the student across all environments in which the assistive technology is expected to be used share responsibility for implementation of the plan.

1 Responsibility for implementation is not accepted by any team member. .

2 Responsibility for implementation is assigned to one team member.

3 Responsibility for implementation is shared by some team members in some environments.

4 Responsibility for implementation is generally shared by most team members in most environments.

5 Responsibility for implementation is consistently shared among team members across all environments.

4. Persons supporting the student provide opportunities for the student to use a variety of strategies–including assistive technology–and to learn which strategies are most effective for particular circumstances and tasks.

1 No strategies are provided to support the accomplishment of tasks.

2 Only one strategy is provided to support the accomplishment of tasks.

3 Multiple strategies are provided. Students are sometimes encouraged to select and use the most appropriate strategy for each task.

4 Multiple strategies are provided. Students are generally encouraged to select and use the most appropriate strategy for each task.

5 Multiple strategies are provided. Students are consistently encouraged to select and use the most appropriate strategy for each task.


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5. Training for the student, family and staff is an integral part of implementation.

1 AT training needs have not been determined.

2 AT training needs are initially identified for student¸ family¸ and staff¸ but no training has been provided.

3 Initial AT training is sometimes provided to student¸ family¸ and staff.

4 Initial and follow-up AT training is generally provided to student¸ family¸ and staff

5 Ongoing AT training is provided to student¸ family¸ and staff as needed¸ based on changing needs.

6. Assistive technology implementation is initially based on assessment data and is adjusted based on performance data.

1 AT implementation is based on equipment availability and limited knowledge of team members¸ not on student data.

2 AT implementation is loosely based on initial assessment data and rarely adjusted.

3 AT implementation is based on initial assessment data and is sometimes adjusted as needed based on student progress.

4 AT implementation is based on initial assessment data and is generally adjusted as needed based on student progress.

5 AT implementation is based on initial assessment data and is consistently adjusted as needed based on student progress.

7. Assistive technology implementation includes management and maintenance of equipment and materials.

1 Equipment and materials are not managed or maintained. Students rarely have access to the equipment and materials they require.

2 Equipment and materials are managed and maintained on a crisis basis. Students frequently do not have access to the equipment and materials they require.

3 Equipment and materials are managed and maintained so that students sometimes have access to the equipment and materials they require.

4 Equipment and materials are managed and maintained so that students generally have access to the equipment and materials they require.

5 Equipment and materials are effectively managed and maintained so that students consistently have access to the equipment and materials they require.


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Quality Indicators for Evaluation of the Effectiveness of Assistive Technology

Quality Indicator

UNACCEPTIBLE


1. Team members share clearly defined responsibilities to ensure that data are collected, evaluated, and interpreted by capable and credible team members.

1 Responsibilities for data collection¸ evaluation¸ or interpretation are not defined.

2 Responsibilities for data collection¸ evaluation¸ or interpretation of data are assigned to one team member.

3 Responsibilities for collection¸ evaluation and interpretation of data are shared by some team members.

4 Responsibilities for collection¸ evaluation and interpretation of data are shared by most team members.

5

Responsibilities for collection¸ evaluation and interpretation of data are consistently shared by team members.

2. Data are collected on specific student achievement that has been identified by the team and is related to one or more goals.

1 Team neither identifies specific changes in student behaviors expected from AT use nor collects data.

2 Team identifies student behaviors and collects data¸ but the behaviors are either not specific or not related to IEP goal(s).

3 Team identifies specific student behaviors related to IEP goals¸ but inconsistently collects data.

4 Team identifies specific student behaviors related to IEP goals¸ and generally collects data.

5 Team identifies specific student behaviors related to IEP goals¸ and consistently collects data on changes in those behaviors.

3. Evaluation of effectiveness includes the quantitative and qualitative measurement of changes in the student’s performance and achievement.

1 Effectiveness is not evaluated.

2 Evaluation of effectiveness is based on something other than student performance¸ such as changes in staff behavior and/or environmental factors.

3 Evaluation of effectiveness is based on subjective information about student performance.

4 Evaluation of effectiveness is generally based on objective information about student performance from a few data sources. .

5 Evaluation of effectiveness is consistently based on objective information about student performance obtained from a variety of data sources.


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4. Effectiveness is evaluated across environments including during naturally occurring opportunities as well as structured activities.

1 Effectiveness is not evaluated in any environment. .

2 Effectiveness is evaluated only during structured opportunities in controlled environments (e.g. massed trials data).

3 Effectiveness is evaluated during structured activities across environments and a few naturally occurring opportunities.

4 Effectiveness is generally evaluated during naturally occurring opportunities and structured activities in multiple environments.

5 Effectiveness is consistently evaluated during naturally occurring opportunities and structured activities in multiple environments.

5. Data are collected to provide teams with a means for analyzing student achievement and identifying supports and barriers that influence assistive technology use to determine what changes, if any, are needed.

1 No data are collected or analyzed.

2 Data are collected but are not analyzed.

3 Data are superficially analyzed. .

4 Data are sufficiently analyzed most of the time.

5 Data are sufficiently analyzed all of the time.

6. Changes are made in the student’s assistive technology services and educational program when evaluation data indicate that such changes are needed to improve student achievement.

1 Program changes are never made.

2 Program changes are made in the absence of data.

3 Program changes are loosely linked to student performance data.

4 Program changes are generally linked to student performance data.

5 Program changes are consistently linked to student performance data.

7. Evaluation of effectiveness is a dynamic, responsive, ongoing process that is reviewed periodically.

1 No process is used to evaluate effectiveness.

2 Evaluation of effectiveness only takes place annually¸ but the team does not make program changes based on data.

3 Evaluation of effectiveness only takes place annually and the team uses the data to make annual program changes.

4 Evaluation of effectiveness takes place on an on-going basis and team generally uses the data to make program changes.

5 Evaluation of effectiveness takes place on an on-going basis and the team consistently uses the data to make program changes.


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Quality Indicators for Assistive Technology Transition

Quality Indicator

UNACCEPTIBLE


1. Transition plans address the assistive technology needs of the student, including roles and training needs of team members, subsequent steps in assistive technology use, and followup after transition takes place.

1 Transition plans do not address AT needs.

2 Transition plans rarely address AT needs¸ critical roles¸ steps or follow-up.

3 Transition plans sometimes address AT needs but may not include critical roles¸ steps or follow-up.

4 Transition plans always address AT needs and usually include critical roles¸ steps or followup.

5

Transition plans consistently address AT needs and all team members are involved and knowledgeable about critical roles¸ steps and follow-up.

2. Transition planning empowers the student using assistive technology to participate in the transition planning at a level appropriate to age and ability.

1 Student is not present.

2 Student may be present but does not participate or input is ignored.

3 Student sometimes participates and some student input is considered.

4 Student participates and student input is generally reflected in the transition plan.

5 Student is a full participant and student input is consistently reflected in the transition plan.

3. Advocacy related to assistive technology use is recognized as critical and planned for by the teams involved in transition.

1 No one advocates for AT use or the development of student’s self-advocacy skills.

2 Advocacy rarely occurs for AT use or the development of student self-advocacy skills.

3 Advocacy sometimes occurs for AT use and the development of student self-advocacy skills.

4 Advocacy usually occurs for AT use and the development of student self-advocacy skills. .

5 Advocacy consistently occurs for AT use and the development of student self-advocacy skills.

4. AT requirements in the receiving environment are identified during the transition planning process.

1 AT requirements in the receiving environment are not identified.

2 AT requirements in the receiving environment are rarely identified

3 AT requirements in the receiving environment are identified¸ some participants are involved and some requirements are addressed.

4 AT requirements in the receiving environment are identified¸ most participants are involved and most requirements are addressed.

5 AT requirements in the receiving environment are consistently identified by all participants.


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5. Transition planning for students using assistive technology proceeds according to an individualized timeline.

1 Individualized timelines are not developed to support transition planning for students using assistive technology.

2 Individualized timelines are developed¸ but do not support transition planning for students using assistive technology.

3 Individualized timelines are sometimes developed and support transition planning for students using assistive technology.

4 Individualized timelines are generally developed and support transition planning for students using assistive technology.

5 Individualized timelines are consistently developed and support transition planning for students using assistive technology.

6. Transition plans address specific equipment, training and funding issues such as transfer or acquisition of assistive technology, manuals and support documents.

1 The plans do not address AT equipment¸ training and funding issues.

2 The plans rarely address AT equipment¸ training and/or funding issues.

3 The plans sometimes address AT equipment¸ training or funding issues.

4 The plans usually address AT equipment¸ training and funding issues. .

5 The plans consistently address AT equipment¸ training and funding issues.


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Quality Indicators for Administrative Support of Assistive Technology

Quality Indicator

UNACCEPTIBLE


1. The education agency has written procedural guidelines that ensure equitable access to assistive technology devices and services for students with disabilities, if required for a free and appropriate public education (FAPE).

1 No written procedural guidelines are in place.

2 Written procedural guidelines for few components of AT service delivery are in place. (i.e. assessment or consideration)

3 Written procedural guidelines that address several components of AT service delivery are in place.

4 Written procedural guidelines that address most components of AT service delivery are in place.

5

Comprehensive written procedural guidelines that address all components of AT service delivery are in place.

2. The education agency broadly disseminates clearly defined procedures for accessing and providing assistive technology services and supports the implementation of those guidelines.

1 No procedures disseminated and no plan to disseminate.

2 A plan for dissemination exists¸ but has not been implemented.

3 Procedures are disseminated to a few staff who work directly with AT.

4 Procedures are disseminated to most agency personnel and generally used.

5 Procedures are disseminated to all agency personnel and consistently used.

3. The education agency includes appropriate assistive technology responsibilities in written descriptions of job requirements for each position in which activities impact assistive technology services.

1 No job requirements relating to AT are written.

2 Job requirements related to AT are written only for a few specific personnel who provide AT services.

3 Job requirements related to AT are written for most personnel who provide AT services but are not clearly aligned to job responsibilities.

4 Job requirements related to AT are written for most personnel who provide AT services and are generally aligned to job responsibilities.

5 Job requirements related to AT are written for all personnel who provide AT services and are clearly aligned to job responsibilities.


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4. The education agency employs personnel with the competencies needed to support quality assistive technology services within their primary areas of responsibility at all levels of the organization.

1 AT competencies are not considered in hiring¸ assigning or evaluating personnel.

2 AT competencies are recognized as an added value in an employee¸ but are not sought.

3 AT competencies are recognized and sought for specific personnel. .

4 AT competencies are generally valued and used in hiring¸ assigning and evaluating personnel.

5 AT competencies are consistently valued and used in hiring¸ assigning and evaluating personnel.

5. The education agency includes assistive technology in the technology planning and budgeting process.

1 There is no planning and budgeting process for AT.

2 AT planning and budgeting is a special education function that is not included in the agency-wide technology planning and budgeting process.

3 AT is sometimes included in the agency-wide technology planning and budgeting process¸ but is inadequate to meet AT needs throughout the agency.

4 AT is generally included in agency-wide technology planning and budgeting process in a way that meets most AT needs throughout the agency.

5 AT is included in the agency-wide technology planning and budgeting process in a way that meets AT needs throughout the agency.

6. The education agency provides access to ongoing learning opportunities about assistive technology for staff, family, and students.

1 No learning opportunities related to AT are provided.

2 Learning opportunities related to AT are provided on a crisis-basis only. Learning opportunities may not be available to all who need them.

3 Learning opportunities related to AT are provided to some individuals on a pre-defined schedule. .

4 Learning opportunities related to AT are provided on a pre-defined schedule to most individuals with some follow-up opportunities. .

5 Learning opportunities related to AT are provided on an ongoing basis to address the changing needs of students with disabilities¸ their families and the staff who serve them.

7. The education agency uses a systematic process to evaluate all components of the agency-wide assistive technology program.

1 The agency-wide AT program is not evaluated.

2 Varying procedures are used to evaluate some components of the agency-wide AT program.

3 A systematic procedure is inconsistently used to evaluate a few components of the agency-wide AT program.

4 A systematic procedure is generally used to evaluate most components of the agency-wide AT program.

5 A systematic procedure is consistently used throughout the agency to evaluate all components of the agency-wide AT program.


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Quality Indicators for Professional Development and Training in Assistive Technology Quality



1. Comprehensive assistive technology professional development and training support the understanding that assistive technology devices and services enable students to accomplish IEP goals and objectives and make progress in the general curriculum.

1 There is no professional development and training in the use of AT.

2 Professional development and training only addresses technical aspects of AT tools and/or is not related to use for academic achievement.

3 Some professional development and training includes strategies for use of AT devices and services to facilitate academic achievement.

4 Most professional development and training includes strategies for use of AT devices and services to facilitate academic achievement.

5

All professional development and training includes strategies for use of AT devices and services to facilitate academic achievement.

2. The education agency has an AT professional development and training plan that identifies the audiences, the purposes, the activities, the expected results, evaluation measures and funding for assistive technology professional development and training.

1 There is no plan for AT professional development and training.

2 The plan includes unrelated activities done on a sporadic basis for a limited audience.

3 The plan includes some elements (e.g. variety of activities¸ purpose¸ levels) for some audiences.

4 The plan includes most elements of a comprehensive plan¸ for most audiences.

5 The comprehensive AT professional development plan encompasses all elements¸ audiences¸ and levels.

3. The content of comprehensive AT professional development and training addresses all aspects of the selection, acquisition and use of assistive technology.

1 There is no professional development and training on related to selection¸ acquisition¸ and use of AT.

2 Professional development and training addresses few aspects of selection¸ acquisition¸ and use of AT.

3 Professional development and training addresses some aspects of selection¸ acquisition¸ and use of AT.

4 Professional development and training addresses most aspects of selection¸ acquisition¸ and use of AT.

5 Professional development and training addresses all aspects of selection¸ acquisition¸ and use of AT.


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4. AT professional development and training address and are aligned with other local, state and national professional development initiatives.

1 Professional development and training does not consider other initiatives.

2 Professional development and training rarely aligns with other initiatives.

3 Professional development and training sometimes aligns with other initiatives. .

4 Professional development and training generally aligns with other initiatives.

5 Professional development and training consistently aligns with other initiatives as appropriate.

5. Assistive technology professional development and training include ongoing learning opportunities that utilize local, regional, and/or national resources.

1 There are no professional development and training opportunities.

2 Professional development and training occurs infrequently.

3 Professional development and training is sometimes provided.

4 Professional development and training is generally provided.

5 Professional development and training opportunities are provided on a comprehensive¸ repetitive and continuous schedule utilizing appropriate local¸ regional and national resources.

6. Professional Development and Training in assistive technology follow research-based models for adult learning that include multiple formats and are delivered at multiple skill levels.

1 Professional development and training never considers adult learning.

2 Professional development and training rarely considers models for adult learning strategies.

3 Professional development and training sometimes considers research-based adult learning strategies. .

4 Professional development and training generally considers research-based adult learning strategies. .

5 Professional development and training consistently considers research-based adult learning strategies.

7. The effectiveness of assistive technology professional development and training is evaluated by measuring changes in practice that result in improved student performance.

1 Changes in practice are not measured.

2 Changes in practice are rarely measured.

3 Changes in practice are measured using a variety of measures but may not be related to student performance.

4 Changes in practice are usually measured using a variety of reliable measures linked to improved student performance.

5 Changes in practice are consistently measured using a variety of reliable measures linked to improved student performance.

ASSISTIVE TECHNOLOGY

A Special Education Guide to Assistive Technology

Prepared by the Montana Office of Public Instruction Linda McCulloch, Superintendent Division of Special Education

PO Box 202501 Helena, MT 59620-2501

February 2004

Technical Assistance guides are developed by the Division of Special Education to provide guidance to schools, parents and advocates regarding eligibility for and the implementation of services to students with disabilities under the Individuals with Disabilities Education Act, the Administrative Rules of Montana, and Montana statutes. This document contains recommended practices and procedures that may enhance the services to children and youth with disabilities. All policy statements regarding the delivery of special education and related services are contained in the current Montana State Plan Under the Individuals with Disabilities Education Act. This guide was updated in February 2004. This document replaces the April 1997 edition of the Assistive Technology guide. If you have questions after reviewing this guide, please contact the Division of Special Education at 444-5661 or 1-888-231-9393.

You can find an electronic copy of this guide and other OPI resource materials on our website at:

www.opi.state.mt.us/speced

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http://www.opi.state.mt.us/speced

Table of Contents Assistive Technology ........................................................Page 7 Assessment......................................................................Page 8 Choosing an Assistive Technology Device .........................Page 9 Purchasing an Assistive Technology Device ......................Page 10 Training in Using Assistive Technology Device or Service ..Page 12 Using the Assistive Technology Device or Service..............Page 12 Repair and Maintenance ..................................................Page 14 Legal Responsibilities.......................................................Page 15 Assistive Technology As Part of the Special Education Process........................................................................................Page 16 Assistive Technology Consideration Process .....................Page 18 Questions To Ask When Considering Assistive Technology Devices and Services...................................................Page 19 Student-Centered Assessment .........................................Page 22 Professional Development ................................................Page 22 Funding for Assistive Technology ....................................Page 24 Resources ........................................................................Page 26 IEP Goal Examples...........................................................Page 29 Accommodations/Modifications Examples........................Page 31 Code of Federal Regulations (CFR) Cited...........................Page 35

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Directory of Questions

Assistive Technology What is an assistive technology device?...................................Page 7, Question 1 What is an assistive technology service? .................................Page 7, Question 2 Why is assistive technology important? ..................................Page 7, Question 3 When should the assistive technology devices or services be provided for a student? ...................................................Page 7, Question 4 Assessment Must assistive technology be considered for all students with disabilities? .................................................................Page 8, Question 5 What kinds of devices qualify as assistive technology? ..........Page 8, Question 6 Who is qualified to assess a student’s need for assistive technology ? ........................................................................Page 8, Question 7 What is the role of the parent in determining a student’s need for an assistive device or service? ..............................Page 8, Question 8 How is the determination made that an assistive technology device or service is educationally necessary? .....................Page 8, Question 9 When are assistive technology or assistive technology services considered a related service? ...............................Page 8, Question 10 Can an independent educational evaluation be requested by the parent to address a student’s need for assistive technology? .....................................................Page 9, Question 11 Choosing an Assistive Technology Device What procedures should be followed when determining a student’s need for an assistive technology device?...........Page 9, Question 12 Is a school district required to provide “state-of-the-art” assistive technology for a student? .....................................Page 9, Question 13 Can school district administrators instruct personnel not to include assistive technology in the IEP? ...................Page 9, Question 14 What constitutes an unreasonable amount of time to obtain an assistive technology device? ...............................Page 9, Question 15 Are there any places in Montana that offer the opportunity to try out equipment before a purchase is made? ...............Page 10, Question 16 If the IEP team cannot come to consensus regarding an assistive technology, what should occur? ......................Page 10, Question 17

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Purchasing an Assistive Technology Device Who is required to provide assistive technology devices and services? .......................................................................Page 10, Question 18 Can schools require the parents to pay for an assistive technology device or service? .............................................Page 11, Question 19 Are there options for districts to consider other than purchasing the assistive technology device? ......................Page 11, Question 20 What resources are available to assist in obtaining assistive technology devices and services? .........................Page 11, Question 21 Who owns the assistive technology purchased for an individual student? ..............................................................Page 11, Question 22 When a student moves from school to school within the same district, does the district-purchased assistive technology device follow the student? ................................Page 11, Question 23 When a student moves from one school district to another school district, does the assistive technology device follow the student to district B? ..........................................Page 11, Question 24 If an assistive technology device is no longer needed can it be donated for use by another student? .....................Page 12, Question 25 Training in Using the Assistive Technology Device or Service In addition to the student, who else should receive training on how to use an assistive technology? .................Page 12, Question 26 What kind of training and technical assistance should be provided to families, peers and professionals? ..............Page 12, Question 27 Using the Assistive Technology Device or Service When can an assistive technology device be used in the regular education setting? ...................................................Page 12, Question 28 Can a student be required to bring a personal device to school for use as assistive technology? ..........................Page 13, Question 29 Can students take assistive technology devices owned by the school to their home? ...............................................Page 13, Question 30 Can an assistive technology device be used by more than one student? .................................................................Page 13, Question 31 Can students become too dependent on assistive technology? .........................................................................Page 13, Question 32 Why do some students refuse to use an assistive technology device? ..............................................................Page 13, Question 33

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Repair and Maintenance What are the responsibilities of the student, educators and parents in the maintenance and repair of devices and reporting broken devices? ............................................Page 14, Question 34 If an assistive device is lost or damaged beyond repair, who replaces the device? ....................................................Page 14, Question 35 Is the school liable for family owned assistive technology used at school to implement the student’s IEP? .................Page 14, Question 36 What provisions could be made for the student while assistive technologies are being repaired? ..........................Page 14, Question 37 What is important to know about a warranty? .........................Page 14, Question 38 Should assistive technology devices be insured? ....................Page 14, Question 39

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Assistive Technology

For all students, technology makes things easier. For students with disabilities, technology makes things possible.

The decision whether a student with disabilities requires an assistive technology service and/or device in order to benefit from her or his education program is an Individualized Education Program (IEP) team decision. In making this decision the IEP team must consider the individual student’s assistive technology needs in relation to his or her education program. The term “assistive technology” encompasses a broad range of assistive devices from “low tech” to “high-tech” learning tools. Low-tech examples: pencil grips, highlighters, paper stabilizers.

High-tech examples: computers, voice synthesizers, Braille readers.

Assistive Technology 1. What is an assistive technology device? Assistive technology devices are any item, piece of equipment, or product system (software) used to increase, maintain, or improve the functional capabilities of a student with disabilities. CFR 300.5 Assistive technology device 2. What is an assistive technology service? Assistive technology services directly assist a student with disabilities in the selection, acquisition, or use of an assistive technology device. CFR 300.6 Assistive technology service 3. Why is assistive technology important? Assistive technology is important because, for some students, without assistive technology they would not have access to or be able to benefit from their educational program. 4. When should the assistive technology devices or services be provided for a student? When the student is not successful in his or her educational program and the IEP team has determined that the use of assistive technology device(s) and service(s) are necessary for the student to be successful in his/her educational program.

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Assessment 5. Must assistive technology be considered for all students with disabilities? Yes. CFR 300.346 Development, review, and revision of IEP 6. What kinds of devices qualify as assistive technology? Any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a student with disabilities and which the IEP team specifies is necessary for the student to receive a free, appropriate public education (FAPE). 7. Who is qualified to assess a student’s need for assistive technology?

Montana does not have licensing or certifications standards for specialists in assistive technology. If a district does not have personnel who are knowledgeable in assistive technology, the district can obtain assistance by contacting knowledgeable providers (e.g., MonTECH, PLUK, etc.).

8. What is the role of the parent in determining a student’s need for an assistive device or service? Parents, and the student, if appropriate, should be invited to participate in all aspects of the process. They can provide valuable information regarding fitting, customizing, and adapting the technology to their child.

9. How is the determination made that an assistive technology device or service is educationally necessary for a student? The student’s IEP team determines that an assistive technology device or service is educationally necessary for a student to benefit from his or her education program.

CFR 300.346 Development, review, and revision of IEP

10. When are assistive technology or assistive technology services considered a related service? Assistive technology devices or services are considered to be related services when the IEP team determines that the service(s) is required to assist a student with disabilities to benefit from his or her educational program.

CFR 300.24 Related services

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11. Can an independent educational evaluation be requested by the parent to address a student’s need for assistive technology? Yes. The school district is required to evaluate a student in all areas of suspected disability including, if appropriate, evaluating the student’s need for assistive technology. A parent has the right to an independent educational evaluation if the parent disagrees with an evaluation obtained by the school. Choosing an Assistive Technology Device 12. What procedures should be followed when determining a student’s need for an assistive technology device? Many factors will need to be addressed because of the unique needs of each individual student. Districts are encouraged to develop a process for this determination. An example Framework for Assistive Technology Consideration can be found on page 19.

13. Is a school district required to provide “state-of-the-art” assistive technology for a student? The decision as to what type of assistive technology is appropriate should be based on the assistive technology assessment and IEP team decision. The school must provide appropriate technology for the student’s needs to ensure FAPE. If specific assistive technology is necessary to ensure FAPE for a student and no other assistive technology can meet the student’s educational needs, the district must provide the required assistive technology. If a less expensive assistive technology would accomplish the same goals, the school district is under no obligation to choose a more expensive option. 14. Can school district administrators instruct personnel not to include assistive technology in the IEP?

No. The IEP team determines a student’s need for assistive technology devices and services A school may not prevent IEP teams from identifying a student’s need for assistive technology. CFR 300.346 Development, review, and revision of IEP 15. What constitutes an unreasonable amount of time to obtain an assistive technology device? It is not possible to set a specific time period. However, once an assistive technology device is determined necessary for the student’s instructional program, the district must implement procedures necessary for obtaining the device without unnecessary delay. When a delay is anticipated (e.g., equipment is on backorder from the company) it is best practice for the school to inform the parent and to implement procedures to ensure that the student has access to the instructional program. It may be possible for the district to rent, borrow or lease an appropriate device in the interim.

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16. Are there any places in Montana that offer the opportunity to try out equipment before a purchase is made? Yes. See Resources on page 26. 17. If the IEP team cannot come to consensus regarding an assistive technology device or service, what should occur? The IEP team should work toward consensus, but the public agency has ultimate responsibility to ensure that the IEP includes the services that the student needs in order to receive FAPE. It is never appropriate to make IEP decisions based upon a majority "vote." If the team cannot reach consensus, the public agency must: Inform the parents of the district's proposals or refusals, or both, regarding the student's

educational program; in this case, provide the parents with a written copy of the IEP that includes not only those items upon which the parents and district agree in addition to those items the district proposes as essential for the provision of FAPE; and

Advise the parents that they have the right to seek resolution of any disagreements through informal processes such as the OPI's Early Assistance Program, or requesting formal mediation or initiating an impartial due process hearing.

Every effort should be made to resolve differences between parents and school staff through voluntary mediation or some other informal step without resort to a due process hearing. However, mediation or other informal procedures may not be used to deny or delay a parent's right to a due process hearing, or to deny any other rights afforded under Part B of IDEA. The IEP meeting serves as a communication vehicle between parents and school personnel, and enables them, as equal participants, to make joint, informed decisions regarding the: Student's needs and appropriate goals; Extent to which the student will be involved in the general curriculum and participate in

the regular education environment and state and districtwide assessments; and Services needed to support that involvement and participation and to achieve agreed-

upon goals. Parents are considered equal partners with school personnel in making these decisions, and the IEP team must consider the parents' concerns and the information that they provide regarding their child in developing, reviewing, and revising IEPs. IDEA Appendix A - Question 9 Purchasing an Assistive Technology Device 18. Who is required to provide assistive technology devices and services? Once the IEP team has determined the need for assistive technology, the school district is obligated to provide or purchase the assistive technology device(s) and/or services.

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19. Can schools require the parents to pay for an assistive technology device or service? No. Special education and related services must be provided “at no cost to the parent.” CFR 300.26 Special education 20. Are there options for districts to consider other than purchasing the assistive technology device?

• Medicaid, with parent approval • Private insurance with parent approval • Renting or leasing • Community and service groups • Grants and private foundations

(See Resources on page 26) 21. What resources are available to assist in obtaining appropriate assistive technology devices and services? There are a number of parent, professional and advocacy organizations or associations that offer assistance regarding assistive technology devices and services. See Resources on page 26. 22. Who owns the assistive technology purchased for an individual student?

If the school purchased the device(s), it is the property of the school. If the assistive technology was purchased using the student’s Medicaid or private insurance funds, the device belongs to the student. If the device was donated, ownership would be determined by the conditions of the donorship. If the parents or third party pays for a portion of a device, and the school pays a portion of a device it is advisable that a written agreement be drawn up between the school and the parents regarding ownership. 23. When a student moves from school to school within the same district, does the district- purchased assistive technology device follow the student? If an assistive device is included in a student’s IEP, it must be provided in whichever school the student attends in that district. The same device may not necessarily follow the student from one school to the next, but a device that fulfills the assistive technology needs identified in the IEP would need to be provided. 24. When a student moves from one school district to a different school district, does the assistive technology device that was purchased by district A follow the student to district B? Since District A owns the device, it may keep the assistive technology device for use by other students. Or District A may decide to transfer or sell the assistive technology device to District B.

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25. If an assistive technology device is no longer needed by a student and the device was paid for by Medicaid or private insurance, can it be donated for use by another student?

Yes. A student’s parents could donate the assistive technology to the school for use by other students or to any other program, organization or individual of their choosing such as the MonTECH program, PLUK, etc.

Training in Using the Assistive Technology Device or Service 26. In addition to the student, who else should receive training on how to use an assistive technology device or service? Anyone with whom the student may use the device. This includes parents, special education teachers, bus staff, paraprofessionals, lunchroom staff, general education teachers, relevant peers and others. It is the district’s responsibility to train appropriate staff members in proper use of the technology. Each teacher and provider involved with the student must be informed of the specific accommodations, modifications, and supports that must be provided for the student in accordance with the IEP. 300.342 When IEPs must be in effect 27. What kind of training and technical assistance should be provided to families, peers and professionals?

Depending on the technology and the involvement of the family, peers and professionals with the child, training and technical assistance should include, but not be limited to, providing information and training about: the device and how it works; programming and setting up the device; recognizing and fixing minor problems; integrating the device into the student’s life at home; integrating the device into the student’s education goals and objectives; maintenance of the device(s) and; resources within the local community for repair services.

Using the Assistive Technology Device or Service 28. When can an assistive technology device be used in the regular education setting? The IEP team determines when and how the student will use the assistive technology device in the regular education setting. Following the development of the IEP this information must be shared with all of the student’s classroom teachers and other service providers who have need of such information. 300.342 When IEPs must be in effect

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29. Can a student be required to bring a personal assistive device (such as a laptop computer) to school for use as assistive technology? No. However, the family may wish for the student to use his or her own equipment in school, since he or she may be most familiar or comfortable with that equipment.

30. Can students take assistive technology devices owned by the school to their home?

This decision must be made on a case-by-case basis. The use of school-purchased assistive technology 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 a free appropriate public education.

31. Can an assistive technology device be used by more than one student?

If the device is the property of the school, it can be used by more than one student so long as each student who requires use of the device has access to it as identified in his or her IEP. If the device is owned by an individual student, parent approval must be obtained before other students may use the equipment. 32. Can students become too dependent on assistive technology?

Proper assessment, assistive technology choice, implementation, and periodic reviews of assistive technology usage and the need for the assistive technology can prevent inappropriate dependency. Assistive technology is appropriate when it compensates for disabilities so that the individual can function as independently as possible. The IEP team should determine the student’s need for assistive technology based on the results of assessment and annual reviews. 33. Why do some students refuse to use an assistive technology device?

When this occurs, it is important to discuss the reasons with the student, teachers, parents and others. Following are some reasons why a student may not use an assistive technology device:

• The student was not involved in decision-making. • The device was not appropriate for the intended purpose. • The device is inconvenient or impractical to use. • The device inhibited some other important function. • The device can’t be modified or upgraded to meet changing needs. • The device is cumbersome or unattractive. • The functional needs of the student changed. • Medical intervention (surgery, medications) made it unusable. • Use of the technology increased medical or safety risk. • Training on the device and its use was not provided. • Technical support was not readily available. • Student was self-conscious about using it. • For communication devices, the student may continue to use previous

communication methods (gestures, eye gaze) rather than the new device or

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system, if she or he is able to get what they want by using the previous method rather than by using the new method.

Repair and Maintenance 34. What are the responsibilities of the student, educators and parents in the maintenance and repair of assistive technology devices and reporting broken devices? It is the joint responsibility of the parent, student and school personnel to take reasonable care of assistive technology devices. The IEP should identify methods for reporting problems and completing repairs prior to using the assistive technology device. 35. If an assistive technology device is lost or damaged beyond repair, who replaces the device? The school district is responsible to arrange for the repair or replacement of assistive technology devices. The district should ensure that proper safeguards are taken to protect the device if the student has a history of losing or damaging assistive technology devices. 36. Is the school liable for family owned assistive technology devices used at school to implement the student’s IEP? The IDEA doesn’t specify the responsibility of the school. The school district should take proper precautions to protect the equipment while it is in school buildings or being transported between home and school. 37. What provisions could be made for the student while an assistive technology device is being repaired? During the development of the IEP, the IEP team should identify the steps to be taken if the device needs repairs; how a substitute device will be provided; and other temporary options would offer an acceptable substitute to the student’s device. It may not be possible to provide the same device in the interim. Parents, Let’s Unite for Kids (PLUK), MonTech or other parents/districts may be contacted about a loaner device. 38. What is important to know about a warranty?

The manufacturer’s warranty should be reviewed prior to purchasing an assistive technology device and before making any repairs or modifications to the device. In some cases, warranties may be voided if persons other than the manufacturer or authorized service representatives attempt to repair a device.

39. Should assistive technology devices be insured? It is the school district’s decision to carry insurance. School district insurance policies may cover an assistive technology device purchased by the district for student use or may offer additional coverage that includes assistive technology devices. Assistive technology devices purchased by funding sources other than the school may or may not be covered while the

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student is on school premises or involved in school activities. It is important for school staff to investigate the district’s insurance to determine what the policy currently covers and whether or not the policy insures against loss or damage of assistive technology devices.

Legal Responsibilities In accordance with the IDEA, the school district must ensure that assistive technology devices or assistive technology services are made available to a child with a disability if required as a part of the child’s special education or related services in order to receive a free appropriate public education (FAPE). The determination as to what is an appropriate program for each student must be identified in the IEP. There must be a relationship between the educational needs of the student and the assistive technology device and/or service. Assistive technology services and devices must be provided for the student, in accord with the IEP, at no cost to the parent. The school district is responsible for ensuring that the assistive technology device(s) identified in the student’s IEP is in working order and if it is lost or stolen that the device is replaced. If the device is broken, the district must provide repair or replacement, as appropriate.

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Assistive Technology As Part of the Special Education Process The process used to identify a student’s need for assistive technology under IDEA is the same as is used for determining the need for special education and the development of an IEP. The following chart and narrative illustrate how assistive technology considerations can be addressed in the special education process.

A. Pre-referral/School-Based Support Assistive Technology maybe considered as an option atany point during thisprocess.

Interventions

Successful Unsuccessful

C D

O

Eligible und

B. Referral for Evaluation

. Comprehensive Evaluation

. Child Study Team Meeting

Eligible as student with disability under IDEA

S
N
er 504? E. Individualiz

Implem

F. R

Continue

16

YE

ed Education Program

entation

eview

Exit

A. Pre-referral/School-Based Support Team The pre-referral/school-based support team should consider assistive technology as a tool to address educational problems in the general education program prior to special education referral. B. Child Find/Referral to Special Education If the school-based support team determines that the student is not able to function within the general education curriculum even with the intervention(s) tried, the team should refer the student for a comprehensive evaluation.

Notice and Consent (Permission For Evaluation) Permission to evaluate is needed before evaluation occurs.

C. Comprehensive Evaluation After it has been determined that an assistive technology assessment is needed as part of the comprehensive evaluation. D. Child Study Team (CST) Meeting The Child Study Team determines whether the student has a disability that adversely affects the student’s educational performances and because of that disability needs special education. Students who do not meet the eligibility criteria may meet the eligibility requirements of Section 504. E. Individualized Education Program (IEP) If an assistive technology evaluation was conducted as part of the comprehensive evaluation, the IEP team members must consider the results and recommendations of the evaluation when developing the IEP. F. Review The IDEA requires that each student’s IEP be reviewed at least annually. This should include a review of the effectiveness of the assistive technology and strategies and whether further assessment is required and/or revisions need to be made. Assistive technology and strategies should also be reviewed when:

• the assistive technology is thought to be ineffective; • the student is ready to use a new assistive technology device or service; and • the student is transitioning to a new educational environment. The new setting should be

analyzed to ensure the assistive technology is compatible to that setting.

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Assistive Technology Consideration Process 1. Identify possible need for assistive technology devices or services. 2. Collect and analyze information about the student and her/his environments (playground, classroom, lunchroom, etc.) and how possible assistive technology devices could used. 3. Collect and analyze information about the tasks the student is expected to complete in each environment (be specific). 4. List all previous assistive technology strategies and devices, including no-tech, low-tech, and instructional strategies. 5. If needed, include persons with expertise in specific areas, e.g., behavior, technology, etc. 6. Identify and select strategies and assistive technology devices to be used in each environment. 7. Develop a plan for trials of devices and strategies being considered. 8. Create a plan for obtaining devices that are successful. 9. Create a plan for training the student, staff, parents and others in the use of the assistive technology strategies and device(s). 10. Develop a maintenance and repair plan. 11. Routinely evaluate the effectiveness of the assistive technologies and strategies, including from the student. 12. Repeat any of the above steps and make changes as necessary to ensure success.

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Questions To Ask When Considering Assistive Technology Devices and Services

The following are questions to answer when considering a student’s need for assistive technology. Each person* involved with the student should have the opportunity to review these questions before making choices about the student’s assistive technology needs.

*(Student, paraeducators, special education teachers, parents, regular education teachers, principals, peers, maintenance staff, office staff, lunchroom staff, home service providers, transportation staff, etc.)

Assessment What will happen if the student does not have assistive technology? What is the purpose of the device?

(handwriting, computer access, communication, hearing, writing, reading, studying, math, seating and positioning, mobility, vision, etc.)

What devices/methods have been used in the past with this student to address this need? For each device/method, what has been the success? If devices/methods failed, why did they fail? What devices/methods is the student currently using to meet his or her needs? What are the student’s current abilities? What will the device do that the student currently cannot do or has trouble doing? What current IEP goals are related to the student’s needs for assistive technology? What will limit the student’s use of the device? (mobility, availability, physical limitations, etc.) How often will the student use the device/method? Choosing an Assistive Technology Device What device is needed? How often will the student use the device/method? Is the considered device/modification the least restrictive technology? Where will the student use the device? (Home/ sped classroom/ regular ed classroom – which classes? / on the bus/ physical education / lunchroom / recess, etc.) Who will the student use the device with? Peers? Teachers? Will the assistive technology device be “test-driven” prior to purchase? Are there other people in the school/district/community who have used similar devices?

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How easy is the device to set up, learn to use, operate, maintain and repair for the student, teachers and parents? Is the device portable and flexible enough that the student can/will use the device? Is the device portable and flexible enough for moving around the school? Is the device portable and flexible enough to use on transportation? Is the student concerned about the appearance of the technology device or using it around peers? Have plans been made for use of the assistive device in other environments and during transition times? Is the considered device/modification the most cost-effective approach to meeting the student’s need? Purchasing an Assistive Technology Device Who will purchase the device? What is the effectiveness, reliability, durability, safety, comfort, and long-term use of the assistive technology device? When will the device need to be replaced or updated? How easy is the device to store and transport? Will there be a need for any additional equipment such as carrying cases, mounting systems, etc.? If software is to be used, do you know the memory, operating system and speed of the computers on which the software is to be used? What is the compatibility and expandability of the device(s)? Have assistive technology manufacturers or other organizations (MonTECH, PLUK) been contacted about loan programs? Training in Using Assistive Technology Device or Service What training will the student receive to use the assistive technology device? Who will deliver the training(s)? Who else will be trained to use the device or trained about the device?

( Paraeducators, special education teachers, parents, regular education teachers, peers, principals, maintenance staff, office staff, lunchroom staff, home service providers, transportation staff, etc.)

How will substitute staff be trained in the use of the device? How will future needs for training be identified? Using the Assistive Technology Device or Service Who will determine if the device is being used successfully? What IEP goals will be developed for the use of the assistive technology device?

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How will the IEP include assistive technology services? When will the success or failure of the device be reviewed? By whom? How will the student provide feedback on the use of the assistive technology device? Repair and Maintenance Who will pay for repairs? Are local resources available to provide technical support or repair of the device(s)? When the device breaks, who will repair the device? Who will be responsible to contact the repair provider? To get the device to the repair location? To make sure that the repairs occur? How will the need for the assistive technology be addressed while repairs are occurring?

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Student-Centered Assessment The school district must evaluate a student in all areas of suspected disability, including whether the student needs assistive technology devices or services. When the CST or IEP team determines that a student needs an assistive technology assessment, the school must provide for the assessment. A school may use its own personnel or, if it participates in a special education cooperative, use cooperative staff to conduct or assist with the evaluation or contract with an individual or organization to assist with conducting the evaluation. The assistive technology assessment must be conducted within the student’s customary environments, since the assessment is being conducted for the purpose of determining the appropriateness of an assistive device(s) for the student’s educational program. “Customary environments” means the environments in which the students receives his or her education instruction. Professional Development The implementation and use of assistive technology services and devices includes training or technical assistance for the student or, if appropriate, the student’s family, as well as training or technical assistance for persons providing education or rehabilitation services, employers, or other individuals who provide services to or are substantially involved in the life of the student. CFR 300.6 Assistive technology service Schools may address training needs by:

• Using school personnel to provide the necessary training, since these people are a valuable resource for creating a “train the trainer” model. Outside resources can be used to consult and provide training where needed.

• Reviews of training needs should be regularly scheduled and occur whenever there is a change in the student’s educational program.

• Retraining may be necessary when the IEP is revised, new staff are employed, or the student’s placement is changed.

General Professional Development Professional development is important because a lack of meaningful training in assistive technology can lead to product abandonment. It is to the benefit of the school district that school personnel have some awareness training regarding assistive technology devices, services and resources. This training is important so that district personnel are knowledgeable of the obligations of the district under IDEA, the resources available within the district to address students’ assistive technology needs, and the basic process to follow if a parent or school personnel think a student may need assistive technology devices or services. When providing awareness training, it is important to think about including the following groups:

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• All educators involved in the educational process of the student (special educators, paraprofessionals and general educators)

• Parents • Students • Others who interact with the student:

o Bus drivers o Lunchroom or playground assistant o Peers

School districts should provide inservice in the following areas:

• Legal requirements related to assistive technology devices and services. • Factors that may lead to consideration of a student’s need for assistive technology. • Student-centered assessment process to determine a student’s need for an assistive

technology devices and/or services. • Documentation of assistive technology and assistive technology services on the IEP. • Development of IEP goals and objectives for assistive technology services and devices. • Implementation of assistive technology across settings. • Common assistive technology devices (low tech/high tech). • Resources for information and support.

Student Specific Training School personnel who work with a student should have training on the use and maintenance of the assistive technology, as appropriate, and should know who to contact for assistance, equipment repair or maintenance. Training should include, but not be limited to, the following:

• Review of the student’s educational and assistive technology needs. • How the student will use the assistive device in his or her educational program. • Methods to evaluate the effectiveness of the assistive technology.

Peer Group Awareness Training Students who require assistive technology devices may feel more comfortable using the device(s) with peers if assistive technology information is shared with the student’s peer group. Such training can help:

• create an understanding of the student’s assistive technology and the need for the assistive technology.

• foster acceptance in the social environment. • reduce fears or discomfort about socializing with the student who uses the technology.

The student and parent are important parts of any training activities. Parents should be aware of and be invited to participate in all peer training activities.

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Parent Training Parents should be invited to participate in:

• Training on the use of the assistive technology • Training on the implementation of the assistive technology • Development of the maintenance plan • Ongoing training opportunities • Peer group awareness training

Funding for Assistive Technology If a student who is eligible under IDEA requires assistive technology in order to receive a free appropriate public education, the school must provide the appropriate assistive technology devices and services at no cost to the parents. School districts should be proactive in coordinating efforts to secure supplemental funding. Districts may use any of the following funds to purchase assistive technology devices and services.

• State education funds; • State or local funds; • Federal funds provided for special education and related services under IDEA for

eligible students with disabilities; and • Other available sources such as donations, private insurance and Medicaid.

When equipment is purchased with state or local district funds, state special education or IDEA funds, the equipment becomes the property of the school and the school is responsible for maintenance, repair and insurance. If equipment is purchased with a family’s insurance or student’s Medicaid funds, the equipment becomes the property of the family and the family is generally responsible for maintenance, repair and insurance. If the parents or third party pays for a portion of a device, and the school pays a portion of a device, it is advisable that a written agreement be drawn up between the school and the parents regarding ownership and repairs. Possible sources of funding are: Public Programs

• Medicaid • Vocational Rehabilitation Services

Private Programs

• Loans • Private Insurance

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• Non-Profit Disability Associations These include, but are not limited to:

Braille Institute March of Dimes Muscular Dystrophy Association National Easter Seal Society United Way United Cerebral Palsy Association

• Foundations • Service Organizations

These groups include, but are not limited to: Elks Club Kiwanis Knights of Columbus Lions Club Masons Rotary Club Soroptomists Veterans of Foreign Wars (VFW)

Other ways of obtaining assistive technology devices:

• Local church, high school, neighborhood, labor union, or special interest groups (computer clubs, ham operators, etc.) may plan a fund-raiser.

• College student organizations (fraternities and sororities) may give money or students’

time to help a special cause. Even if money is not available, they may be willing to help organize a fund-raiser.

• Borrow or rent the equipment from an equipment loan program, a dealer, a manufacturer

or another family. Loans are usually for a limited time. If there is a fee for loaned equipment, some vendors will apply the fee to the purchase price.

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Resources

The following is a list of resources that may be used to learn more about assistive technology funding options, services and assistive technologies.

Montana Resources Montana Relay/Telecommunications Access Program (MTAP) 111 North Last Chance Gulch Helena, MT 59604 800-833-8503 www.montanarelay.org There are a variety of private individuals who provide these services throughout the state. Check your local listings or ask MonTECH or PLUK for references. MonTECH Program 634 Eddy Avenue Missoula, MT 59812 800-732-0323 montech.ruralinstitute.umt.edu MonTECH is Montana’s Technology-Related Assistance Program for People with Disabilities that provides information and assistance which lets inquirers know what type of equipment is available, where to find it, approximate cost and information on funding sources. Parents, Let’s Unite for Kids (PLUK) 516 North 32nd Street Billings, MT 59101-0298 800-222-7585 www.pluk.org PLUK serves the entire state, providing information on assistive technology.

(Information presented on this page was current as of the time of printing. If you are unable to locate any of these resources, please contact the Division of Special Education at 444-5661.)

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http://www.montanarelay.org/

http://montech.ruralinstitute.umt.edu/

http://www.pluk.org/

National Resources Closing the Gapwww.closingthegap.com Computer technology in special education and rehabilitation. LD Onlinewww.ldonline.org/ld_indepth/technology/technology.html Technology can open doors and break down barriers for children, youth and adults with learning disabilities. Whether in the classroom or workplace, technology can provide a vital difference. Here we explore new developments in technology and practical insights into the promise and realities of making technology work for people with learning disabilities. LD Resourceswww.ldresources.com/articles/index.html Resources for the learning disabilities community. Microsoft Computers www.microsoft.com/enable/guides/default.aspx Provides a list of assistive technology and links to step-by-step tutorials that will help customize computers to accommodate an individual with a specific disability. National Federation of the Blind http://www.nfb.org/ This website includes adapted materials. Quality Indicators for Assistive Technology Services www.qiat.org The QIAT Consortium is a nationwide grassroots group that includes hundreds of individuals who provide input into the ongoing process of identifying, disseminating, and implementing a set of widely applicable Quality Indicators for Assistive Technology Services in School Settings. SETT Framework www.joyzabala.com Resources for learning more about assistive technology devices and services in educational settings. It provides links to informational sites, as well as sites that provide opportunities to participate in collegial discussions and research on assistive technology.

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http://www.closingthegap.com/

http://www.closingthegap.com/

http://www.ldonline.org/ld_indepth/technology/technology.html

http://www.ldonline.org/ld_indepth/technology/technology.html

http://www.ldresources.com/articles/index.html

http://www.ldresources.com/articles/index.html

http://www.microsoft.com/enable/guides/default.aspx

http://www.nfb.org/

http://sweb.uky.edu/~jszaba0/QIAT.html

http://www.qiat.org/

http://www.joyzabala.com/

http://www.joyzabala.com/

Wisconsin Assistive Technology Initiativewww.wati.org The Wisconsin Assistive Technology Initiative is a statewide project funded by the Wisconsin Department of Public Instruction to help all school districts develop or improve their assistive technology services.

(Information presented on this page was current as of the time of printing. If you are unable to locate any of these resources, please contact the Division of Special Education at 444-5661.)

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http://www.wati.org/

http://www.wati.org/

IEP Goal Examples The use of assistive technology should be integrated throughout the IEP. Citing specific equipment or software in goals and objectives is not recommended. Rather, include the specific target skill (independent writing, composition skills, etc.) and note the assistive technology device or service that is necessary for the student to succeed in the accommodation/modification section of the IEP.

PRESENT LEVEL OF EDUCATIONAL PERFORMANCE Nica uses Morse code and two head switches to access her computer and complete writing assignments. Accuracy is currently at 70%, speed is eight words per minute. MEASURABLE ANNUAL GOAL Nica will use a computer to complete writing assignments and increase writing speed to 15 words per minutes and accuracy to 80%. SHORT-TERM OBJECTIVES OR BENCHMARKS Nica will complete writing assignments using Morse code with 80% accuracy on two of three assignments. Nica will write at a minimum rate of 15 words per minute on two of three writing assignments. PRESENT LEVEL OF EDUCATIONAL PERFORMANCE Based on handwriting assessment, Mike’s legibility score is 50% and his speed is 15 letters per minute using a pencil. He touch types at 10 words per minute with 90% accuracy. MEASURABLE ANNUAL GOAL Mike will increase his handwriting legibility to 75% and his touch typing to 15 words per minute with 95% accuracy. SHORT-TERM OBJECTIVES OR BENCHMARKS Using a pencil grip and a slant board, Mike will write legibly 75% of the time for 10 consecutive classroom samples. Mike will touch type 15 words per minute at 95% accuracy using electronic keyboarding assistive technologies.

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PRESENT LEVEL OF EDUCATIONAL PERFORMANCE Rebecca demonstrates knowledge of basic computer functions using a standard keyboard and word processor. She dictates sentences and uses a scribe for transcription. She uses a spell checker to write short sentences. Typically she makes five spelling, four punctuation, and three grammar errors per page of familiar material. MEASURABLE ANNUAL GOAL Rebecca will compose paragraphs and classroom assignments using a word processor for correction of spelling, punctuation and grammar. SHORT-TERM OBJECTIVES OR BENCHMARKS Using a word processor, Rebecca will compose a complete paragraph consisting of four sentences, with fewer than a total of three spelling, punctuation, or grammar errors on a final report completed in the resource room on a topic identified the previous day. Using a word processor, Rebecca will correct spelling on selected classroom assignments at 90% accuracy for five or more consecutive assignments.

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Accommodations/Modifications Examples These lists include modifications to materials and methods, as well as assistive technology examples. Other modifications may be available. Please keep in mind that not all modifications are appropriate for each student. Skill Area Method

Accommodations Material Accommodations

Technology Accommodations

Communication

Picture schedules Repeat directions Seat student near teacher

Carry pen and paper for writing

Electronic device with voice output Letter/word/icon communication board Picture schedules Pocket-size communication book Word prediction software

Skill Area Method



Handwriting

Additional time on written assignments Chalkboard practice Examples on desk “Fill-in-the-blank” tests rather than essay Multiple choice tests Not grading handwriting Paper position Peer support Photocopy notes Tape paper to desk True or false tests Write on whiteboard

Arm stabilizer/arm guide Clipboards Correction tape/fluid Different colors of paper Different kinds of paper (linen, graph, etc.) Different line colors Different line spacing Different size pencils/pens Highlighters Labels/stickers with name Marker instead of pencil Paper stabilizers Pencil grip adapter Rubber name stamps Slantboard/wedge Stencils/templates Tracing paper Whiteboard

Custom keyboards Keyboard guard Slant board Speech recognition systems Use computer or word processor for writing Use handwriting font Wrist supports for typing

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Skill Area Method Accommodations

Material Accommodations


Math

Avoid mixing “signs” on page for young students Don’t require copying problems Extra time for completion Reduce number of problems Study carrel for solo work Study guides Use calculator

Enlarge worksheets Math fact tables Provide worksheets with partial answers Reduce number of problems on page Use whiteboard Work on graph paper

Calculator Large key calculator On-screen calculator Talking calculator

Skill Area Method



Organization

Color coding strategies for filing/homework Daily/weekly assignment schedule Have student repeat or write down directions Have student summarize directions Priority list Simplify directions Written directions

Appointment book Assignment notebook Bulletin board reminders Extra books at home Homework journal Locker organizer system Pocket organizer/schedule Process or schedule reminder on desk Schedule in notebook Storage cubicles Study guides

Calendar software Personal digital assistant (PDA) Pocket schedule Timers Voice recorders for reminders Wristwatch with alarm

Skill Area Method



Reading

Extra time for completion Provide chapter outlines Reduce reading level on assignments Shorten assignments Study carrel for solo workStudy guides

Color overlays Enlarged print on assignments Highlight key words and concepts Large print books

Books on tape Close Circuit TV to enlarge books Electronic dictionary Screen enlarger for computer text Screen readers Use markers/ruler to guide reading

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Skill Area Method Accommodations

Material Accommodations


Spelling, Grammar, and Punctuation

Additional time on written assignments Peer support Recognition spelling test (identify correctly spelled words in multiple choice) Reduce assignments “Word wall” of common words and punctuation posted in classroom

List of problem words Pocket dictionary Reduce length of reading assignments

Computer spell check Electronic dictionary Personal electronic spellchecker Word prediction software

Skill Area Method



Vision

Frequent breaks from tasks Longer time to complete tasks Peer readers Seating arrangement Shorter or no homework assignments Shorter tasks Typing instead of handwriting

Bold line paper Books on tape Braille textbooks Braille printer Change font Color overlays Different color paper Double-space text Enlarge font size Enlarge reading materials Enlarge worksheets Hand-held (or other) magnifiers Lighting (changes in) Raised line paper Write with wide marker instead of pencil

Anti-glare shield Audio recorder/player Braille labels on keyboard Close Circuit TV to enlarge books Enlarge zoom on computer Large-key calculator Large-key computer keyboard Magnifying glass Page magnifier Provide more or less lighting Rulers - large print Screen enlarger for computer Screen readers Speech recognition systems Talking calculator Video magnifiers Videotape lectures

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Skill Area Method



Written Expression

Accept outlines or notes to reduce written work Create sentences aloud Do not grade for spelling Extra time for completion Process reminders on chalkboard or desk Provide writing sample Shorten assignments Study carrel for solo work .

Pocket dictionary Pocket thesaurus Process reminders on chalkboard or desk

Electronic dictionary Electronic thesaurus Spell check Use computer or word process for writing Use tape recorder to do assignments verbally Word prediction software

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Code of Federal Regulations (CFR) cited: 300.5 Assistive technology device As used in this part, Assistive technology device means 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 a child with a disability. 300.6 Assistive technology service As used in this part, Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes- (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment; (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (c) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology 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; (e) Training or technical assistance for a child with a disability or, if appropriate, that child's family; and (f) Training or 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.

300.13 Free appropriate public education As used in this part, the term free appropriate public education or FAPE means special education and related services that- (a) Are provided at public expense, under public supervision and direction, and without charge; (b) Meet the standards of the SEA, including the requirements of this part; (c) Include preschool, elementary school, or secondary school education in the State; and (d) Are provided in conformity with an individualized education program (IEP) that meets the

requirements of §§300.340-300.350. 300.24 Related services (a) General. As used in this part, the term related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work services in schools, and parent counseling and training.

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300.26 Special education (reads in part) (1) As used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, 300.342 When IEPs must be in effect (reads in part) (b) Implementation of IEPs. Each public agency shall ensure that— (2) The child’s IEP is accessible to each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for its implementation; and (3) Each teacher and provider described in paragraph (b)(2) of this section is informed of— (i) His or her specific responsibilities related to implementing the child’s IEP; and (ii) The specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP. 300.346 Development, review, and revision of IEP (reads in part) (a) Development of IEP. (2) Consideration of special factors. The IEP team also shall - (v) Consider whether the child requires assistive technology devices and services. (c) Statement in IEP. If, in considering the special factors described in paragraphs (a)(1) and (2) of this section, the IEP team determines that a child needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the child to receive FAPE, the IEP team must include a statement to that effect in the child's IEP.

300.550 General LRE requirements (a) Except as provided in §300.311(b) and (c), a State shall demonstrate to the satisfaction of the Secretary that the State has in effect policies and procedures to ensure that it meets the requirements of §§300.550-300.556. (b) Each public agency shall ensure— (1) That to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and (2) That special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

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IDEA '97 Final Regulations - APPENDIX A TO PART 300—NOTICE OF INTERPRETATION Select Question 9. What is a public agency's responsibility if it is not possible to reach consensus on what services should be included in a child's IEP? The IEP meeting serves as a communication vehicle between parents and school personnel, and enables them, as equal participants, to make joint, informed decisions regarding the (1) child's needs and appropriate goals; (2) extent to which the child will be involved in the general curriculum and participate in the regular education environment and State and districtwide assessments; and (3) services needed to support that involvement and participation and to achieve agreed-upon goals. Parents are considered equal partners with school personnel in making these decisions, and the IEP team must consider the parents' concerns and the information that they provide regarding their child in developing, reviewing, and revising IEPs (§§300.343(c)(iii) and 300.346(a)(1) and (b). The IEP team should work toward consensus, but the public agency has ultimate responsibility to ensure that the IEP includes the services that the child needs in order to receive FAPE. It is not appropriate to make IEP decisions based upon a majority "vote." If the team cannot reach consensus, the public agency must provide the parents with prior written notice of the agency's proposals or refusals, or both, regarding the child's educational program, and the parents have the right to seek resolution of any disagreements by initiating an impartial due process hearing. Every effort should be made to resolve differences between parents and school staff through voluntary mediation or some other informal step, without resort to a due process hearing. However, mediation or other informal procedures may not be used to deny or delay a parent's right to a due process hearing, or to deny any other rights afforded under Part B.

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