Presented by:

Assistive Technology Program for DC Debra Haydel, AT Specialist Alicia Johns, Program Manager February 17, 2016

Training Agenda  Assistive

Technology Overview

Assistive Technology and the IEP  AT

Service Delivery Models

 Survey

and Discussion

 Hands-On

AT Demonstrations

Course Objectives  Participants will gain a basic knowledge of assistive technology and the ways it

can reduce barriers and increase student independence and achievement  Participants will learn the importance of assistive technology services  Participants will gain hands-on experience with a variety of AT devices  Participants will increase access to AT resources and tools for continued

supports

The Power of Assistive Technology Assistive technology has the great potential of

providing equal access to all learners

Equal access often involves the use of assistive technology devices and services.

What is Assistive Technology (AT) Devices “Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (AT Act of 1998, as amended)

Services "Any services that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device" (AT Act of 1998, as amended)

Types of AT Devices (Hardware and Software)  Vision, Hearing, Speech Communication Aids  Mobility Aids / Seating and Positioning  Learning, cognition, and developmental  Environmental Control Systems  Aids to Daily Living  Vehicle modification and transportation  Recreation, sports, leisure

Levels of AT • Low: Inexpensive, easily made, easy to learn, readily available,

easy to replace/maintain • Mid: May cost more, require some training, have special

design, often need power source • High: Higher cost, need specific training to learn, often

customized

AT Services Consists of a comprehensive process of assessments, strategies, and followup provided to the user and related to his/her adaptive equipment

A successful technology intervention depends on the provision of appropriate AT services

The process or protocol for providing AT in the school system is directly

related to AT services

Services may include: • Identification / Information

• Implementation

• Referral

• Training

• Assessment

• Maintenance

• Recommendations

• Repair (as needed)

• Device Trial

• Follow-up

• Procurement /Fabrication

• Evaluation of Effectiveness

AT Enhances Learning for All Students • Students have a wide range of learning styles and learning difficulties • Some students don’t fit the “diagnostic profile” but still require

assistance • Familiarize all students with the AT in the classroom and make sure

they understand why it is being used • AT For ALL: Enlarged fonts, screen color and contrast adaptations,

large print, visual organizers, amplification devices, talking

calculators, electronic books

AT Needs Evolve Over Time • As a student’s class work becomes more advanced, technology needs

may change or increase •Student’s medical or physical status may improve or decline • New technology may become available that will better meet the

needs of the student.

It Takes a Team… • The Student

• Physical Therapist

• Family Member/Guardian

• Audiologist

• Educational Coordinators

• Assistive Technology Specialist

• Teachers

• Social worker/Counselors

• Speech Language Pathologist

• Medical Specialists

• Occupational Therapist

• Assistive Technology Supplier

The IEP Team is a Multidiscipline Collaboration

AT In the Classroom Assistive technology can be put in place to aid in the following areas: • Computer Access

• Vision

• Reading

• Hearing

• Written Composition

• Mobility

• Learning/Studying/Organizing • Communication

Hearing Student’s Difficulty or Need

Possible Solutions

Student has demonstrated or documented

•Hearing aids; loop system

hearing impairment; hard of hearing, deaf

•Electronic amplification systems

•Signaling devices •Closed captioning •Computer-aided transcription

•Sign-language interpreter

AT for Hard of Hearing and Deaf

Video Sign Interpreting

Amplification System

Loop System Used with Hearing Aids

Communication / Speech Student’s Difficulty or Need

Possible Solutions

Student demonstrates delayed receptive

•Augmentative and alternative

and/or expressive language skills

communication devices (AAC)

Speech is not intelligible or student is nonverbal

•Voice output devices with real or digitized speech •Picture communication

board/cards •Eye gaze board/frame

Augmentative and Alternative Communication Devices

Communication Board (low tech)

Speech-Generating Device (high-tech)

Speech Communication App (mid-tech)

Vision Student’s Difficulty or Need Student has demonstrated or documented visual impairments; low vision, blind

Possible Solutions •Standard magnifiers •Screen magnification programs •Large print documents; books •Electronic magnifiers; handheld, portable, desktop

•Screen reading software •Optical character recognition •Braille notetakers •Electronic books

AT for Low Vision and Blind

Screen Magnification Screen Reader

Braille Notetaker Electronic Magnifier

Computer Access Student’s Difficulty or Need

Possible Solutions

Cannot access a desktop computer in its

•Switches

standard form

• Voice recognition software • Alternate keyboards

Better gross motor than fine motor

• Alternative pointing devices

dexterity

•Key guards

AT For Alternative Computer Access

Vertical Mouse

Foot Mouse

Alternative Keyboard

Switch Access

Button Box Input Device

Mobility Student’s Difficulty or Need Limited gross motor control Limited or poor use of arms, hands

Limited muscle strength

Possible Solutions • Customized seating and positioning • Flexible equipment in

Poor range of motion, stability

positioning of monitors,

Poor posture and body

keyboards, table tops

alignment

• Alternate input devices such as voice recognition program, headpointer, track pad

AT for Mobility

Head pointer

Wheelchair Mounting for iPad

Adaptive Stander

Reading Comprehension Student’s Difficulty or Need

Possible Solutions

Trouble understanding what is read or

• Word prediction software/apps

difficulty paying attention to the assigned

•Multisensory reading programs

reading

•Electronic books with voice

Slow reading rate; poor tracking skills Poor phonetic awareness

output software/apps

AT For Reading Comprehension

Word Prediction Multisensory Reading Programs/Apps

Talking Books, E-Readers, iPad Bookshare.org

Talking Dictionary

Written Composition Student’s Difficulty or Need

Possible Solutions

Student has difficulty composing written

• Word prediction software/apps

work

•Multisensory reading programs • Visual mapping software apps •Voice recognition software/apps •Spelling/grammar checkers •Electronic dictionaries

AT For Written Composition

Visual/Mind Mapping Software/Apps

Portable Notetalker

Voice Recognition Software/Apps

Learning/Studying/Organizing Student’s Difficulty or Need Diagnosed learning disabilities Problems with developing ideas and

communicating meaning Problems with organization or

Possible Solutions •Multisensory reading writing programs/apps

•Visual mapping software/apps •Graphic organizers; picture schedules

concentration

•Spell and grammar check device

Poor sentence structure, spelling and

•Word prediction programs/apps

grammar

Audio Notetaker Graphic organizers

Word Prediction App

Assistive Technology and the IEP  IDEA requires that special education and related services be made available to all children and youth with disabilities to provide a Free Appropriate Public Education

 Best practice is to consider for every student with an IEP or 504 Plan  The IEP consists of a multidisciplinary team of people who assess the student's needs across a variety of domains such as communication, written language, academic content areas, fine and gross motor skills and daily tasks  At least one person on the IEP team should have some knowledge about assistive technology  The team gathers and analyzes data about the student, customary environments, educational goals and tasks

 Determine what technology is needed to access instructional materials (e.g., textbooks, worksheets) and/or to access general technology used by other students (e.g., computers in the computer lab)  AT should be incorporated into annual goals and/or short-term objectives; how will AT remove barriers Example: Anthony will use a word processing program (software, application, or standalone device) with a spell checker, to complete language arts assignments in the classroom making a C or better on 80% of assignments.

 Describe how assistive technology contributes to achievement of measurable and observable outcomes  The AT consideration process and results are documented in the IEP and include a justification for the decision and supporting evidence

Adding AT to SEDS

AT Survey and Discussion

Assistive Technology Service Delivery Model Consists of a comprehensive process of assessments, strategies, device trials and follow-up attached to the individual and the adaptive equipment Fairfax County Public Schools’ Office of Special Education maintains an Assistive Technology Services (ATS) program A knowledgeable body which provides AT services in the classroom and in other state operated programs for FCPS students The ATS program consists of one program manager, two AT specialists, one administrative assistant and approximately 30 AT resource teachers Resource teachers build capacity of school teams to incorporate assistive technology options for all students with disabilities

ATS Provides: • Student consultation and/or assessment • On-site training of student, teachers, parents, service providers • Strategies and integrating tools presently available within the schools • Staff development through workshops, online courses, CEU’s additional compensation • Software and hardware training and technical support • AT trials through AT lending library Loudoun County Public Schools employ an Assistive Technology Team comprised of teachers, speech-language pathologists, and occupational therapists and 9 AT Trainers. Prince Georges Country has an AT Consult Team based at central office

Interactive Demonstrations

Services provided by the

Assistive Technology Program for the District of Columbia District of Columbia Assistive Technology Resource Center Offers an opportunity to learn about various assistive technology devices, try them out and discuss their use District of Columbia Disability Equipment Recycling Program (DC Shares) Recycles new and used durable medical equipment to low-income District seniors and individuals with disabilities Assistive Technology Device Loan Program Provides an opportunity to tryout Assistive Technology devices on a short-term basis Assistive Technology Financial Loan Program Low-interest loans for seniors and individuals with disabilities Outreach Includes group trainings, technical assistance and public awareness Assistive Technology Evaluations and Equipment Training Offered on a fee for service basis The ATPDC is funded by the Administration for Community Living at the Department of Health and Human Service and is administered by the District of Columbia Rehabilitation Services Administration and University Legal Services.

Contact Us: Main Office Alicia Johns, Program Manager 220 I Street, NE Suite 130 Washington, DC 20009 Phone: 202-547-0198 x 134 TTY: 202-547-2657 [email protected]

Alternative Financial Loan Program Sheena Jaffer, AT Loan Coordinator 220 I Street, NE Suite 130 Washington, DC 20009 Phone: 202-547-0198 x 105 TTY: 202-547-2657 [email protected]

DC Assistive Technology Resource Center Debra Haydel, AT Specialist 220 I Street, NE Suite 120 Washington, DC 20009 Phone: 202-589-0288 x 137 TTY: 202-547-2657 [email protected]

DC Shares Frank Rice 1301 Belmont Street, NW Suite 1D Washington, DC 20009 Phone: 202-332-2595 TTY: 202-332-2596 [email protected]

Website: atpdc.org

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Resources Frameworks for Providing Effective AT Services Quality Indicators for Assistive Technology (QIAT) SETT: Student, Environments, Tasks, and Tools Universal Design for Learning Accessible Educational Materials

Additional Resources Family Center on Technology and Disability http://www.fctd.info/ Center for Parent Information and Resources (formally NICHCY) http://www.parentcenterhub.org/nichcy-gone/ Center for Implementing Technology in Education http://www.cited.org/index.aspx

Assistive Technology in the Classroom http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/index.php/ Wisconsin Assistive Technology Initiative http://www.wati.org/ Office of Special Education Programs http://www.ed.gov/about/offices/list/osers/osep/index.html

Power Talk: automatically speaks any presentation or slide show running in Microsoft PowerPoint for Windows. http://fullmeasure.co.uk/powertalk/ SpeakCell: Use Text-to-Speech Commands in MS Office Excel 2003 and 2007. http://office.microsoft.com/en-us/excel-help/i-don-t-see-commands-for-converting-text-tospeech-HA010222327.aspx Enable TTS - MS Office 2010: Enable text-to-speech in MS Word 2010, Outlook 2010, PowerPoint 2010 and Ms Excel 2010 http://office.microsoft.com/en-ca/onenote-help/using-the-speak-text-to-speech-featureHA102066711.aspx NaturalReader: it can convert any written text such as MS Word, webpage, PDF, and e-mail into speech. Commercial versions support MP3. http://www.naturalreaders.com/index.htm Adobe Reader DC: Allows user to edit, fill-in and highlight PDFs such as worksheets and tests