Assistive Technology

Assistive Technology in Nash-Rocky Mount Public Schools

Greetings from your Assistive Technology Resource Team. Today we are going to discuss what assistive technology is including categories of assistive technology devices and assistive technology services as defined by the Individual with Disabilities Education Improvement Act of 2004 or what we know as IDEAWe will also discuss what AT looks like in our system including how to make a referral to the team and the 3 tiers or levels of service that are currently offered by our resource team. 1Assistive Technology (AT) isa generic term that includes assistive, adaptive, and rehabilitative devices and the process used in selecting, locating, and using them. AT promotes greater independence for people with disabilities by enabling them to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to or changed methods of interacting with the technology needed to accomplish such tasks.

Assistive Technology is an inclusive term to describe assistive, adaptive and rehabilitative devices and how we select, locate and use the devices. Its purpose is to promote independence and assist in performing tasks that are difficult.

In today's world of technology we all use some form of assistive technology. We use calendars, daily planners, and schedules to organize our day and help us remember important appointment or complete to do lists. We use operating instructions to help us learn how to operate a gadget or device. We may need easy grip pencils to help us write legibly. We use laptop slant boards for ease in typing. We use calculators to help us with mathematical challenges and spell check as well. So many aspects of technology are built into our day to help us. 2What are Assistive Technology Devices?The Individuals with Disabilities Education Improvement Act of 2004 (IDEA '04) defines an assistive technology device as"any item, piece of equipment, or product system, that is used to increase, maintain, or improve the functional capabilities of a child and specifically excludes a medical device that is surgically implanted or the replacement of such device" (e.g., a cochlear implant). Assistive technology, therefore, might be something as complex as a hand-held electronic magnifying instrument or as simple as a specialized rubber pencil grip. (Authority: 20 U.S.C 1401(1) or IDEA Amendments of 2004. P.L. 108-446, 20 U.S.C. S 1400 et seq., 300.5)

3Categories of Assistive Technology Devices

Academic and Learning Aids: Electronic and non-electronic aids such as calculators, spell checkers, portable word processors, and computer-based software solutions that are used by a student who has difficulty achieving in his or her educational curriculum

Aids for Daily Living: Self-help aids for use in activities such as eating, bathing, cooking, dressing, toileting, and home maintenance

Assistive Listening Devices and Environmental Aids: Electronic and non-electronic aids such as amplification devices, closed captioning systems, and environmental alert systems that assist a student who is hard of hearing or deaf with accessing information that is typically presented through an auditory modality

There are 11 categories of Assistive Technology Devices. Please go through the next 4 pages and think of devices you have observed a student using in the community or at school . Academic and learning aids help assist a student in his or her educational curriculum. Examples include spell checkers, word dictionaries, portable word processors for students with writing challenges, and some computer based software solutions. A computer based system that we use in our district is Kurzweil. Some students need self help aids for eating, dressing, toileting and so forth. Assistive Listening Devices include amplification devices such as hearing aids, as well as environmental alert systems that help with accessing information that is typically presented through an auditory modality. 4

Augmentative Communication: Electronic and non-electronic devices and software solutions that provide a means for expressive and receptive communication for students with limited speech and language

Computer Access and Instruction: Input and output devices, alternative access aids, modified or alternative keyboards, switches, special software, and other devices and software solutions that enable a student with a disability to use the classroom computer

Environmental Control: Electronic and non-electronic aids such as switches, environmental control units, and adapted appliances that are used by a student with a physical disability to increase his or her independence across all areas of the curriculum

Categories 5CategoriesMobility Aids: Electronic and non-electronic aids such as wheelchairs (manual and electronic), walkers, scooters that are used to increase personal mobility Pre-vocational and Vocational Aids: Electronic and non-electronic aids such as picture-based task analysis sheets, adapted knobs, and adapted timers and watches that are used to assist a student in completing pre-vocational and vocational tasks Recreation and Leisure Aids: Electronic and non-electronic aids such as adapted books, switch adapted toys, and leisure computer-based software applications that are used by a student with a disability to increase his or participation and independence in recreation and leisure activities

6Categories Seating and Positioning: Adaptive seating systems and positioning devices that provide students with optimal positioning to enhance participation and access to the curriculum Visual Aids: Electronic and non-electronic aids such as magnifiers, talking calculators, Braille writers, adapted tape players, screen reading software applications for the computer, and Braille note-taking devices that assist a student with a visual impairment or blindness to access and produce information that is typically present in a visual (print) modality (Adapted from the Assistive Technology Guidelines for Kentucky Schools, Kentucky Department of Education)7

What Are Assistive Technology Services?IDEA '04 defines an assistive technology service as:

"any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device."

(Authority: 20 U.S.C. 1401(1)) or IDEA Amendments of 2004, P.L. 108-446, 20 U.S. C. S 1400 et seq., 300.06)

8What does AT look like in our system?District Level Assistive Technology Resource Team Considers a students need for AT devices and services through observation, technical assistance and/or evaluation if needed. Teaches the student strategies or loans appropriate equipment to increase their capacity to participateTrains/Consults with school staff on appropriate use of AT strategies/equipment with that studentClassroom Observations and Technical AssistanceTeam member will assist teacher in locating needed items to help meet classroom curricula goals. Items may include: augmentative communication devices, adapted keyboards, adaptive mouse, environmental control units, switches, mounting equipment, adapted toys, textbooks and a selection of special needs software.District-wide trainings Provided to EC and Related Services staff on AT-related topics as requestedAT webpage Provides resources to professionals and parents http://exc.nrms.wikispaces.net/Assistive+Technology+Team

What does Assistive Tech Services look like in our system? The purpose of our team is to be a resource to you and your classroom . We can complete a general classroom observation and provide no tech or low tech options that can be implemented for all students as a way to provide universal design for learning. Universal design for learning helps (1) provide learners various ways of acquiring information and knowledge, (2) It provides learners alternatives for demonstrating what they know, and (3) it taps into the learners' interests, challenging them appropriately, and motivating them to learn. We can assist you in locating materials/devices or developing strategies to help your student meet classroom curricula goals. Some examples are list in the PowerPoint.We can provide staff training on use of strategies and equipment with students.In addition, we are currently developing an AT Resource website page with our referral guidelines and forms as well as lots of resources, materials you can print out and use as well as training videos available to you when you need them. 93 Levels of Service OfferedTier I Intervention: General Education Initiatives

This tier focuses on challenges often faced by teachers in general classroom settings. Team members can readily share low- or no-tech options that can be easily implemented into the classroom. Consultations at this level may also serve as teaching moments to help general education personnel better understand the broad range and use of AAC/AT within the classroom.

Tier II Intervention: AAC/AT Intermediate Consultations

This tier focuses on specific students and referral concerns, thus requiring more involvement of one or more of the team members. Strategies may be no-, low- or mid-tech but should be implemented within a childs present setting with guidance from one or more AAC/AT team members.

There are 3 levels or tiers of service offered by out local assistive technology resource team. Tier I focuses on the provision of technical assistance for general classroom adaptations and is not student specific. Tier II intervention is specific to a particular student in your class. More detail about these intervention tiers will be discussed in the following slides. 10Levels of Service Offered (cont)Tier III Intervention: AAC/AT Specialized Team Evaluations

This tier focuses on the student with complex needs related to AAC/AT use. Participation of Assistive Technology Resource Team members is necessary for individualized assessment and intervention planning.

In addition, other specialists may need to be included on the team to address specific areas of concerns. Strategies may be more complicated, involving mid- to high-tech devices or specific communication systems.

Training of teachers, parents and related services personnel may be required and ongoing involvement of one or more team members may be necessary.

Tier III intervention focuses on a student with more complex needs for augmentative communication or assistive technology. 11Generates recommendation(s) that are easily integrated into present setting by teacher/staff using existing resources and/or common strategiesFosters general participation in the classroomTargets specific classroom concerns rather than specific student per se AT Strategies Checklist.doc

2. AAC/AT team acts as a resource to school personnel Provides in-service training as needed (to staff and administrators)Assists with classroom engineering

3. Encourages evidence-based practice; refer to RTI (consider the need for documentation)

At this level, a referral to AAC/AT team may or may not occur

Tier I:General Education Initiatives

Tier I referrals as mentioned, focuses on general classroom adaptations for all students in the class and is not student specific. Included in this tier I is the provision for some general training if needed on use of or implementation of existing equipment or newly acquired adaptive materials in your classroom. In addition, a referral could involve a staff member coming to observe your classroom if needed and providing ideas and resources to help facilitate and address classroom goals that target verbal and written communication, reading, math, study/learning strategies as well as computer use. Sometimes only a small task modification can make all the difference in the performance of a student in your class.

We have provided an AT strategies checklist to reference with general ideas and adaptations you can use for a specific student or in general in your classroom. This checklist can also serve as written documentation of adaptations you have tried with a particular student if needed. An AT referral for a specific student in Tier II should only be made following implementation and documentation of several of these strategies.

12Tier I: Making a referralTeacher completes the Tier I Classroom Referral Form and sends form to Pat Demilio at DS Johnson School.***You may choose to complete form on line and send electronically to Pat. Forms also are located on the WIKI Webpage

Assigned team member will arrange a time to meet with teacher and/or schedule a classroom observation as needed.

Referral Form Tier I for Classroom Assistance.doc

If you have tried some of the strategies listed on the previous page and you still would like additional information or consultation or training with one of the AT Resource members you will need to complete the Tier I referral form and send it to Pat Demilio our school Physical Therapist at DS Johnson School. Please try to be specific about what your classroom needs are so that we may prepare and bring some additional materials or printed resources as needed.

We are currently working to make this form available electronically on our Wiki Space but for now please print out and send a paper copy. We will notify you when the electronic form is ready for use. 13Tier II: Making a referralTeacher completes forms and sends to Pat Demilio, DS JohnsonReferral for AT screening formParent permission form AT Strategies Checklist Forms also are located on the WIKI Webpage.

This referral process will consist of a screening of your students need for Assistive Technology. The screening process may include any of the following: Interviews with students classroom teacher and other members of the IEP team (such as the occupational therapist, physical therapist, speech therapist, or school psychologist).Observation of the student performing the educational task in which he or she is having difficulty. Introduction of simple technology options.Staff consultation to provide trial strategies.

As mentioned, an AT referral for a specific student in Tier II should only be made following implementation and documentation of several of these strategies from the Tier I strategies checklist.

Should this be the case and you need additional help with a specific student, please complete the referral for AT screening form, and a parent permission form. You should already have documented on the AT Strategies Checklist ideas that you have tried. Please send all 3 documents to Pat Demilio and DS Johnson School. This referral process will consist of a screening of your students need for Assistive Technology and may include: interviews with the teacher or other iep team members, observation of the student performing the task which he is having difficulty with or a trial use of some simple technologies. 14Tier II: Making a referral cont.At the conclusion of the screening, one of the team members will notify the school staff and parents of the team findings.

Tier II\AT Strategies Checklist.docParent Permission Form.docReferral form AAC-AT Screening.pdf

Following the screening, one of the team members will notify the staff and parents of the team findings and will follow up with a written summary. Here are the 3 forms you will need to complete and send to Pat Demilio at DS Johnson School. The team meets once a month to review cases and referrals and we will review your referral once received by Pat. 15Tier III Intervention: AAC/AT Specialized Team EvaluationsIf it is determined that a more comprehensive assistivetechnology evaluation is needed, an IEP meeting will be scheduled at the students school. One or more members ofthe Assistive Technology Resource Team will be present at the meeting. The IEP team will determine what further steps, if necessary, will be provided by the ATRT to best meet the students educational needs.

Based upon the screening completed as part of the Tier II referral, the team may determine that a more in depth evaluation is needed. If so, an IEP meeting will be scheduled at the students school with his/her IEP team as well as one of more members of the AT Resource team. Together, we will determine what further steps will be taken to best meet the students educational needs. 16NRMPS Assistive Technology Resource TeamPat Demilio, Physical Therapist, DS Johnson ElementaryCell Contact: 908-0916 PDemilio@nrms.k12.nc.us

Pamela Josey, Psychologist, Fairview Early Childhood CenterCell Contact: 903-8575 PHJosey@nrms.k12.nc.us

Tracey Watts, Exceptional Childrens Teacher, DS Johnson ElementarySchool Phone: 451-2895 tawatts@nrms.k12.nc.us

Ingram Land-Deans, Speech/Language Pathologist, DS Johnson ElementarySchool Phone: 451-2895 ICLand-Deans@nrms.k12.nc.us

Susan Henke, Speech/Language Pathologist, Nashville ElementarySchool Phone: 451-2877sbhenke@nrms.k12.nc.us

Lisa West, Program Specialist, Teacher Resource Center Cell Contact: 567-1077 LTWest@nrms.k12.nc.us

Listed are the members of our Assistive Technology Resource Team. If you have questions about any information provided in this Power point, we will be glad to answer them. Please feel free to contact us and we look forward to providing you with any services or resources that will help our students be successful learners. 17Assistive Technology Strategies Checklist Students Name:_______________________Date:___________ Birthdate: _____________________Grade:________ School: _______________ Teacher:________________________

HandwritingReadingArithmeticWritten ExpressionDaily OrganizationCommunication

Instructional StrategiesTracing Exercises

Talk through letter formation

Dot-to-dot

Multi-modality instruction

Chalkboard PracticeStory frame

Before, during, after echo reading

Story mapping

Multi-modality teaching

Structured study guides

Peer tutorNumber lines

Mnemonic devices

Two finger counting aids

Color coding strategies

Multi-modality approach

Computational aids

Peer tutorContent outlines

Webbing strategies

Writing/story starters

Formulate sentences aloud

Peer tutorColor coding strategies

Homework journal

Pocket schedule

Schedule on desk

Schedule on bulleting board

Peer SupportPicture schedules

Adapted stories

Books on tape

Song boards

Task ModificationsFill-in blank, multiple choice, or true-false tests; Provide additional time; Shorten assignments

Photocopied notes ; Peer notes on NCR paper; Try different writing tools; Check paper position; Check student position: feet/ pelvis/trunk & arm/hand ; Sharpened pencil; Provide keyboarding instruction; Dictation; Try alternative paperHighlight key concepts

Extra time for completion

Shorten assignments

Simplify text

Use chapter outlines

Information organizer

Study carrel

Provide tactile letters and words

Reduce the number of problems; Eliminate the need to copy problems; Enlarge worksheets; Avoid mixing signs on a page; Reduce number of problems on page; Allow extended time; Try graph paperAllow extra time; Shorten assignment; Provide key words; Study carrel; Fill-in-blank classroom notesAssignment sheets; Appointment book; Reminder cards; Structured study guides; Post signs and label areas in room; Try study carrel; Use desk organizerChoice-making using objects/pictures/words; Varying choice-making options; Pens; Gestures; Pointing; Speech/Vocalizations; Sign Language; Finger spelling; Facial expressions

Adaptive Low TechPencil holders/grips

Large/primary pencils

Large crayons/markers

Different kind/color paper; Different line spacing/color with markers; Colored transparencies; Light pen; Tape paper to desk; Dycem to hold paper; Clipboard to hold paper; Stencils/templates; Rubber name stamp; other rubber stamps; Magnetic board/letters; Slant board/easel; Wrist rest/support; Arm stabilizer/guidePage magnifiers Magnifying bars

Colored transparencies Word window/masking Flash Cards

Letters & word cards

Sentence cards

Highlighter

Post-it tape flags

Colored keyed paperclips to mark pages/paragraphs

Highlighter tapeAbacus

Counter-spools, buttons, etc.

Containers for counters

Manipulatives

Flash cards

Automatic number stamp

Magnetic numbers on metal tray

Personal chalkboard/dry erase board

Raised or enlarged number line

Number fact charts

Multiplication GridWord cards

Sentence cards

Pocket dictionary

Pocket thesaurus

Personal word bookPocket organizer/planner

Personal organizer

Clipboard

Sticky notes

Notebook tabs

Post-it-tape flags

Colored paper clips

Highlighter

Storage cubicles

TimerPointing devices

Picture symbols

Letter/Picture board

Communication board

Communication book

Eye gaze frame

Single message switch

(e.g.,Big Mack)

Single message switch with levels (e.g. Step-by-step)

Augmentative (Mid-High Tech)Access to school computer

Portable word processor that interfaces with computer; Use macros; Use spell checker; Use word predictionBooks on tape

Use voice output & talking word processing softwareHand held calculatorAccess to school computer with spelling/grammar checker, macros, word prediction software, graphic organizer software4-6 cell voice output device; 32 message communicator;

Tech Speak; Dedicated voice output device (e.g. Dynavox or Pathfinder); Computer with voice output

Instructions: Below is a list a general strategies that can be used to help students in your classroom. This checklist can be used to document specific Items tried with a student. Items tried should follow the progression down the form in the relevant column. An AT referral should be made only after several items in the column have been tried from each level.

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Checklist adapted from Guilford County Schools Exceptional Childrens Program 2/2006