Allyson Robinson M.A. CCC-SLP

AT Act Program for OK www.okabletech.okstate.edu

Photo of state of Oklahoma with each county designated in a bright color

K-12 Higher Education

Employment Community

•  Knowledgeable Staff •  Latest Technology Available •  Demonstrations of AT •  Free, short-term loans of AT •  Reuse programs •  Low-interest bank loans •  Serving specific AIM needs •  AT-SD Pilot Project

Photo of UPS man pushing a cart full of boxes with UPS truck in the background

� Bookshare •  Organizational

Membership •  Individual

Membership

� Free Assistive Software •  Read:OutLoud

Bookshare Edition •  Victor Reader Soft

Photo of male student using iPad with study materials around him

Solo 6 Kurzweil 3000

Read & Write Gold

Read:OutLoud Bookshare Edition Read2Go App

Photo of Solo 6 logo

Photo of Read & Write Gold logo

Photo of screenshot showing Read:OutLoud Bookshare Edition

Photo of Kurzweil 3000 software CD

Photo of Read2Go iPad app icon

iPad Victor Stream Reader

ClassMate Reader Book Sense

Intel Reader Refreshable Braille Display Devices

MP3 Players/iPods Scan & Read Systems

Photo of male student turning pages of a digital book on an iPad

Photo of male student using stylus to activate screen on a ClassMate Reader

Photo of female laying in the grass using a refreshable braille display

� Learningally.org � Gutenberg.org � Classicreader.com � Arthursclassicnovels.com � Aph.org/louis

Photo of globe spilling out of a computer screen

Universal Design for Learning is a set of principles for curriculum development that give

all individuals equal opportunities to learn. � Principle I. Provide Multiple means of

Representation � Principle II. Provide Multiple means of

Action and Expression � Principle III. Provide Multiple Means of

Engagement

http://www.cast.org/udl/

�  Development of a Technical Assistance Document •  Outlines Federal Regulations for implementing IDEA: Assistive

technology devices and services •  Depicts Purchase/Sale Agreement – Sample Device Depreciation

Spreadsheets (see below)

*Note: Computers/AAC devices utilizing computer technology: 5 years Other types of devices: 7 years

�  Implementing Assistive Technology and Self-Determination (AT-SD) Pilot Project •  Collaborators: �  The Department of Rehabilitation Services (DRS) � Oklahoma State University’s Oklahoma ABLE Tech �  University of Oklahoma’s Zarrow Center for Learning

Enrichment •  Goals: � Obtain NIDRR grant to provide assistive technology (AT)

and self-determination (SD) instruction to juniors on DRS transition plans

�  Follow student progress for two years, including the first post-school year.

•  DRS agreed to fund the project when the NIDRR grant was not awarded.

•  Started December 2009 and now in its third year, the three-year pilot project: Using Assistive Technology and Self-Determination to Attain Transition Goals was instituted to model for the state how continued use of AT throughout the transition plan can benefit students in post secondary or employment settings.

WHO? WHERE?

�  A total of eight students on DRS transition plans who would be starting their junior year were selected to participate.

�  Owasso Public Schools – Northeast Oklahoma

�  Stillwater Public Schools – Northern Oklahoma

�  Anadarko Public Schools – Southwestern Oklahoma

YEAR 1 – JUNIOR YEAR YEAR 2 - SENIOR YEAR

�  Students received self-determination instruction from the Zarrow Center.

�  Students received needed AT (purchased by ABLE Tech with DRS funds) to complete coursework.

�  Students continued receiving instruction and using AT.

�  Needs were reevaluated to determine if additional AT was required.

�  DRS purchased the AT from the LEAs using the formula contained in the Technical Assistance Document: Purchase/Sale Agreement.

� Students continue using AT � Department of Rehabilitation Services

(DRS) continues to provide case management and support to students as they transition from the school setting to post secondary or employment settings.

� With communication and continued updates between all participating parties, issues/needs could be discussed, plans made, and helpful strategies instituted to make sure students were learning curriculum and utilizing the AT.

Photo of people around a table with different thought bubbles being displayed

� Students gained independence using AT •  Completing homework and tests independently

� Students played an active role in determining how and what AT would work. •  Students were encouraged to seek technical

assistance regarding AT questions on their own. � Students were able to keep the AT used in

high school as they began their post-high school ventures.

� With guidance, persistence, and AT support, all participants, including the students, had high expectations for post secondary goals.

� Oklahoma State Department of Education Technical Assistance Document: Assistive Technology for Children and Youth with Disabilities; May 2008

� http://www.cast.org/udl/; retrieved 10/16/2012

� Allyson Robinson, M.A. CCC-SLP •  allyson.robinson@okstate.edu •  405-744-4608 •  www.okabletech.okstate.edu