Assistive Technology Planner From IEP Consideration to Classroom

Assistive Technology Planner From IEP Consideration to Classroom Implementation Dr. Cheryl Wissick and Dr. Elizabeth Bagley

Definitions

Assistive Technology Device …any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capacities of individuals with disabilities. Assistive Technology Act of 1998 as amended (P. L. 108 -364)

Assistive Technology Service …any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. " This service includes all of the following possibilities: 1. evaluation of the technology needs of the individual, including a functional evaluation in the individual's customary environment; 2. purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for individuals with disabilities; 3. selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices; 4. coordinating and using otherapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; 5. assistive technology training or technical assistance with assistive technology for an individual with a disability, or, where appropriate, the family of an individual with disabilities; 6. training or technical assistance for professionals, employers, or other individuals who provide services to, employ, or otherwise are substantially involved in the major life functions of individuals with. Assistive disabilities. Technology Act of 1998 as amended (P. L. 108 -364)

Consideration of AT

Consideration of AT - The Law Says… • IDEA 2004 stipulates the IEP team must consider special factors including whether the child needs assistive technology devices and services. (Sec. 300. 324) • Minimal compliance is documenting in the IEP the response to the statement “Does the child need assistive technology devices and services? ”

Consideration of AT – QIAT says… The assistive technology consideration process and results are documented in the IEP and include a rationale for the decision and supporting evidence. QIAT - Quality Indicators for Assistive Technology http: //www. qiat. org

Consideration of AT - Reality Documentation of Consideration of AT 4% 9% 33% 54% Percent n=81 NATRI, ATIA 2006

Documentation of AT

Documentation of AT - The Law Says… Recent Legislation • Individuals with Disabilities Education Act Amendments of 1997 (P. L. 105 -17) • Includes a statement that ALL students with an IEP must be considered for Assistive Technology • Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) • Maintained the definition of AT as well as the accompanying stipulations that AT be considered when developing IEPs

Documentation of AT – QIAT says… • The education agency has guidelines for documenting AT needs in the IEP and requires their consistent application. • One common error of documenting assistive technology in the IEP is teams do not know how to document AT in the IEP. QIAT - Quality Indicators for Assistive Technology http: //www. qiat. org

Documentation of AT - Reality 54% 12% 34% Percent of Teachers Percentage of Teachers with AT-Specific IEP Guidelines n=81 National Assistive Technology Research Institute, ATIA 2006

Documentation of AT - Explanations Have IEP Information But Not AT-Specific • “For the IEP meetings, there is a lot of trainings or manuals or workshops, there is a lot going on, but not specifically for our assistive technology. ” Florida teacher • “Our district gives us a lot of information on how to write a good IEP, like they give us sample IEPs, but I don’t honestly remember ever seeing a sample one that you checked AT with, and were shown how to do the documentation. ” Wisconsin teacher

Documentation of AT - The Law Says… • IDEA 2004 requires assistive technology be made available to a child with a disability if required as a part of the child’s- • Special education • Related services • Supplementary aids and services (Sec. 300. 105) • The law does not specifically stipulate where AT should be documented in the IEP

Documentation of AT – QIAT says… 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. QIAT - Quality Indicators for Assistive Technology http: //www. qiat. org

Documentation of AT - Reality How and where in the IEP do you document AT and AT consideration? 6% 9% 10% 21% 29% 34% Percent n=126 NATRI, ATIA 2006

Implementation of AT

Consideration of AT – QIAT says… Assistive technology implementation proceeds according to a collaboratively developed plan. Intent: Following IEP development, all those involved in implementation work together to develop a written action plan that provides detailed information about how the AT will be used in specific educational settings, what will be done, and who will do it. QIAT - Quality Indicators for Assistive Technology http: //www. qiat. org

AT Implementation Plans - Reality Percent of Teachers Using AT Implementation Plans 3% 8% 10% 27% 52% Percent n=116 NATRI, ATIA 2006

Teacher Responses - Positive • “No [we don’t] have a specific form, although that would be a good idea. Without a specific form to define all those questions, it’s nebulous. ” Massachusetts teacher • “Most definitely [need a plan], because our AT specialist can only be available just a few hours each month at my school. ” Kentucky teacher • “I think it needs to be in the implementation plan even as specific as who is going to buy it. Once you have all that stuff in writing it will be easier to manage services, manage how much it is being used, and just makes people more responsible for what their role is in the implementation. Kentucky teacher • “Probably would be a good idea. Somebody would probably kill me for saying that (laugh). [They will say] then you write it!” Kentucky teacher

Teacher Responses - Negative • w w w “If there is, I don’t think people would adhere to [an new AT form]. I have never heard of one” California Teacher “No, we have enough forms already, so we don’t need another one. ” Montana teacher “I don’t know of a specific plan that we have or it seems like it’s way more informal than that. ” California teacher “Usually at the IEP meeting, we just talk about how we’re going to use it and then as soon as the IEP meeting is over, that’s when we start using it however we said we would. ” California teacher “It’s pretty loose here and everyone just kind of does what is needed. ” “Yeah and if somebody is not there then everybody is calling that person to see what’s going on. ” California teacher

AT Planner

AT Planner Resources • Tam Products • http: //www. tamcec. org • NATRI • http: //natri. uky. edu/

AT Planner • The Assistive Technology Planner is designed to support teachers, families, and administrators as they work in collaboration with other IEP team members in planning and implementing assistive technology (AT) services. • The planner consists of 3 separate booklets for: • teachers, • families, and • administrators. • It is accompanied by a user's guide that contains a reproducible AT implementation plan form.

Booklet for Families • • AT Implementation form (PDF) IDEA 2004 (Office of Special Education and Rehabilitation Services website. ) Human Function Model AT Continuum Parent Advocacy Coalition for Educatipnal Rights (PACER) Parent Training and Information Centers (PTIs) The Family Center on Technology and Disability (FCTD) The Alliance for Technology Access (ATA) Information for Spanish Speakers Planificador de la Tecnología Asistiva en español • Imprentar el planeador familiar entero (PDF) http: //natri. uky. edu/at. Planner/ at. Planner. Family. html

Booklet for Teachers • AT Implementation form (PDF: 480 Kb) • Organizations that Support AT Use • IDEA 2004 (Note: This link takes you to the Office of Special Education and Rehabilitation Services website. ) • AT-Related Federal Legislation • AT Research and Development • AT Products and Vendors • List of Products and Vendors • AT Device Videos • Human Function Model • AT Continuum • Universal design for learning • • Publications on AT • Online Reports • Print Publications Searchable Database with AT resources • State-based Programs that Support AT Use

Booklet for Administrators • AT Implementation form (PDF: 480 • • IDEA 2004 (Note: This link takes you to the Office of Special Education and Rehabilitation Services website. ) Kb) • Human Function Model • AT Continuum • Universal design for learning • Publications on AT • Online Reports • Print Publications Organizations that Support AT Use • AT-Related Federal Legislation • AT Research and Development • AT Products and Vendors • List of Products and Vendors • AT Device Videos • Searchable Database with AT resources • State-based Programs that Support AT Use

AT Planner Categories The AT Planner contains practical information about the following topics • Understanding AT • Considering AT in the IEP • Getting Ready for AT • Implementing AT

AT can help students in all disability areas: • Complete and/or develop functional skills • Address physical and sensory challenges • Access curriculum • Participate in lessons • Become more efficient learners • Bypass lack of skills Understanding AT

AT – Enhancing All of Life’s Functions When considering AT: • Identify Environment s • Determine the Functional Areas Understanding AT

Types of AT • • AT is NOT only computers and sophisticated devices. Some AT solutions that do not involve any technology at all! Low-High Tech Continuum • Low-tech – Non-electronic devices such as adapted spoon handles, magnifiers, pencil grips, raised line paper, etc. • Medium-tech – Non complicated mechanical devices such as manual wheelchairs, switch-operated toys & appliances, calculators, audio books, etc. • High-tech – Devices that incorporate sophisticated electronics or computers such as speech recognition programs and electronic communication devices AT continuum is used for decision making across functional areas. Understanding AT

Matching AT to the Child • Consideration of AT begins with “What does your child need to do? ” • Take into account: • Environments • Demands placed on your child • Influences that affect AT use • Maximizing AT Use • Not all AT is right for every child. AT may create problems when it is mismatched to a child. Considering AT in the IEP

Identifying Skills Needed • Determine AT Skills • Look at prerequisite skills needed • If possible, teach prerequisite skills • Use Task Analysis to help identify skills needed • Identify the steps needed to use the device • Note what is done at each step • Review the list to determine if the child has all the skills • Decide if accommodations may help the child bypass skill deficits Considering AT in the IEP

Trying Out AT • Conduct a trial when considering the appropriateness of AT for a student • Steps when planning a trial: • Identify the purpose and desired outcomes of the trial, including the criteria • Determine a trial period • Design the trial - decide how and where the trial will take place • Track results • Review trial results & their impact on implementation Considering AT in the IEP

Trying Out AT Administrator & Teachers If the student is to use AT on large -scale assessments, make sure that the: • Student uses the AT device regularly in the classroom • AT is well suited to the assessment (does the student require more time b/c of the AT, etc Considering AT in the IEP Families If the student is to use AT on districtwide testing, make sure that your child: • Has had sufficient time to become proficient using it prior to the test • Uses the AT regularly in the classroom • Uses the AT to complete homework assignments

Organizing for Success • PRE strategy • Arrange the physical space • Establish routines for use • Handle equipment problems • Consider use in multiple settings • Teach student how to use AT • Provide realistic context for learning Getting Ready for AT

AT & Functional Skills Functional Skill Assistive Technology Proficient with AT Not Proficient Maintenance & Skill mastere generalization New skill d Teach features of technology Skill not mastere Teach new skill d Practice with known skill, then try new skill Explore use Getting Ready for AT

Planning & Implementing AT – Roles Administrator’s Role • Providing ongoing support • Developing policies & procedures • Monitoring & evaluating implementation • Acknowledging teacher efforts and student successes • Ensuring student results are communicated to the family Family’s Role Teacher’s Role • • • Familiarizing yourself with types of AT Organizing for AT implementation Ensuring that AT is used consistently Monitoring student progress Communicating results Learning more about AT Getting Ready for AT • • • Familiarizing yourself with types of AT Organizing home for AT implementation Ensuring that AT is used consistently Monitoring student progress Communicating results

Ensuring The Effective Use of AT Once AT has been selected, use the planning form to address key implementation issues by: • Identifying the point of contact • Assigning responsibility for the AT • Specify training • Connecting AT to IEP goals • Monitoring & evaluating use EQUIPMENT TASKS TRAINING HOME IMPLEMENTATION CLASSROOM IMPLEMENTATION

AT Planner - Form Getting Ready for AT http: //natri. uky. edu

Administrator’s Role – Implementation Using the PEP Strategy Policies • • • Written policies and procedures AT service delivery is evaluated Staff & families help to develop policies Equipment • • The school-wide includes budget process includes AT Appropriate equipment is provided and maintained Personnel • • • Personnel are hired who have AT competencies Resources are provided Ongoing training & technical support are provided Implementing AT

Administrator’s Role – Implementation Evaluating & Communicating Results • Your role is to support the collection and analysis of observable, measurable data over time. • Evaluation Steps: • Define the behavior/task to be measured • Select a recording system • Design a data collection sheet & schedule • Summarize the data in a chart or graph • Monitor student progress & make adjustments Implementing AT

Teacher’s Role - Implementation • Integrating AT into Classroom Activities • Evaluating Student Results • Monitoring Use – Observable & Measurable Data Time • Communicating with the Student’s Family • Collaborating with Colleagues • Using Technology to Enhance Learning for All Implementing AT

Family Role - Implementation • Monitoring Use • Check the AT on a regular basis • Talk to Your Child about AT • Celebrating Success Implementing AT

Purchasing the AT Planner • Available from TAM Products http: //www. tamcec. org • Cost $35. 00 for a complete planner • Cost $6. 00 per booklet for orders or 25 or more • Shipping includes, no PO accepted.