Assistive Technology Devices Assistive Technology Services Assistive Technology

Assistive Technology Devices & Assistive Technology Services • Assistive Technology DEVICES can be any device or piece of equipment, whether acquired commercially off-the-shelf, modified or fabricated, that assists in reaching a goal (independence, educational, or vocational goals) • Assistive Technology SERVICES can mean evaluation, implementation, purchasing, maintenance, professional development/training, etc. • Assistive Technology MUST BE CONSIDERED in an Individualized Education Plan (IEP) - IDEA, 2004 • Assistive Technology IS NOT A MAGIC WAND, it is a tool that needs to be appropriate for the needs of the student/person, in the appropriate environment, and for a specific task.

Accommodations or Modifications? Accommodations Modifications • Do Not fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria. • Provide EQUAL ACCESS to learning and EQUAL OPPORTUNITY to demonstrate what is learned. • Grading and credit is the SAME as None-1508 students • DO fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria. • Provide student meaningful and productive learning experiences based on individual needs and abilities. • Grading and credit are DIFFERENT

Include ALL Students In Instruction and Assessments v The participation of students with disabilities in assessments is required by federal and state laws. v To include all students in standards-based instruction and assessment; - Provide accommodations/modifications during instruction and assessment to increase access - Use alternate assessments for students with significant cognitive disabilities.

Accommodations or Modifications? q Accommodations do not reduce learning expectations. They provide access. q Modifications or alterations refer to practices that change, lower, or reduce learning expectations.

Collaboration is Key • General educator’s knowledge of content, and special educator’s knowledge of specialized instructional techniques combine and creates a team for the benefit of students with disabilities. • Collaboration promotes understanding of general and special education staff roles and responsibilities ( i. e. , Who is responsible for generating materials? Who is responsible for collecting data on the use of the accommodation? What are the agreed upon standards for grading the student? )

What are Accommodations? v Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable instructional and assessment access for students with disabilities. v Accommodations reduce or eliminate the effects of a student’s disability and do not reduce learning expectations. Response Accommodations • Allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using some type of Assistive Technology. • For example – Text to Speech, use of a calculator, fill in the blank instead of essay…

Other Accommodations • Setting Accommodations (change of location in which a test or assignment is given or the conditions of the assessment setting. ) • Timing/Scheduling Accommodations (increase the allowable time to complete a test, taking short breaks…) • Others…

Remember • You must select accommodations and modifications for instruction and assessment. • You must have data to support the accommodations/modifications entered on the IEP • Clarify the difference between accommodations/modifications with team members • Ensure that accommodations and modifications are specifically documented on the IEP. • Share with the team what accommodations/modifications will be used and how the student will be graded. • Have a system to document whether the accommodations/modifications are working • Make changes to the accommodations/modifications based on data collected. • DO NOT ADD accommodations/modifications for state assessments when the student does not use the accommodation on a regular basis for instruction and assessment.

Questions to Consider • What are the student’s learning strengths and needs? • How does the students’ learning needs affect the achievement of grade level content standards? • What specialized instruction (e. g. , learning strategies, organizational skills, reading skills does the student need to achieve grade level content standards? • What accommodations will increase the student’s access to instruction and assessment by reducing the effects of the disability?

Review Current Accommodations - What accommodations are currently being used by the student during instruction and assessment? - Are the current accommodations working well for the student during instruction and assessment? - Are any changes needed?