Final Project ATHS 614 Professor Damien WimbushJennifer Kalbfell

All students will have access to educational resources and experiences within their learning environments. The use of assistive technology will aid students to reach their full potential as active learners. This may include the use of AT devices, programs, and software that will serve to level the playing field.

Lakeland Central School District Located in Shrub Oak, New York 6,ooo students in 8 separate school buildings Approximately 900 classified special education

students AT teams were trained in 2009 through New York

State Department of Education AT team included 3 Speech Language Pathologist

and 3 Occupational Therapist

AT team were divided with 1 SLP and 1 OT on each team

Primary task for teams was providing implementation of AT as recommended by outside evaluators

Recommendations made by outside evaluators were difficult to implement No training provided No consideration taken by assessment teams as

to how/when/where AT would be used Significant device abandonment

2 AT trained SLP’s have left the district Budget constraints cut back teams 1 functioning AT team remains

1 team now serves all students Remaining trained OT’s and SLP serve as AT

trainers within their school building AT team completes basic AT assessments for

minimally involved students and continues to implement recommendations from outside agencies

Increase AT knowledge base for the remaining AT team, administrators, parents, and staff

Increase the understanding of the role of AT assessment and implementation in the IEP process

Provide resources for the AT team to improve the assessment process

Provide resources on the current AT in place within the school district

“Does the agency have clearly written guidelines for documenting AT in the IEP?”

“Are the guidelines systematically disseminated?”

“Has a person been designated to provide support and guidance in addressing the guidelines and their implementation?”

“Does the IEP team have a working knowledge of these guidelines?”

“Are the guidelines consistently implemented?”

Source: QIAT Leadership Team 2012)

Goal: Create presentation for purpose of training administration, staff and families on the basic of AT Objective: provide AT terminology Objective: provide examples of high and

low tech

Goal: create presentation for the purpose of training administration and staff on AT in the IEP process Objective: create clear and concise

understanding of AT devices and AT services Objective: create understanding of how

students can benefit from AT in the IEP process

Goal: Create a presentation for AT Team and AT trainers on FAP Objective: Provide in-depth training on

UKAT Toolkit Objective: provide access to assessment

forms

Goal: Create a comprehensive list of AT used in district currently Objective: create list of AT devices and

examples of how they are being used Objective: create tutorials on the use of

current AT devices within the district

Presentation 1: AT in Education

Presentation 2: AT in the IEP Process

Presentation 3: Assessment Process Link to presentations

AT Inventory List

AT Device and Software Tutorials Link to Resoureces

Defining terms What is AT?▪ High Tech▪ Low Tech

How is AT used in Education? Curriculum Participation Communication Experience

Who uses AT in Education? AT examples are provided for each disability

Blind and visually impaired Physically disabled Developmentally disabled Deaf and hearing impaired Students with communication disorders Learning disabledCase studies exhibit how AT has been used in our

district to level the playing field

Committee on Special Education (CSE) must consider the use of AT for every student with an IEP

CSE must consider AT devices

CSE must consider AT services

When is AT recommended at a CSE? Student is not able to access curriculum Student can not participate in instruction Student can not take part in academic

assessments Student can not produce assignments

How does AT get on the IEP? Explanation of the Fundamental

Assessment Process that will be in place assures team members and families will vested in the process

Create a FAP that used consistently by AT team

Expose AT members to the format and forms that will be completed during the assessment process

Provided step by step instruction to ensure consistent follow through

Provide guidelines for team leadership and team member responsibilities

Request meeting with Office of Pupil Personnel

Provide PPS Director access to the informational presentations

Request opportunity to present to: Administrators Support staff Parent groups Community

Implement the use of the Fundamental Assessment Process when assessing students

Train all AT team members in the process and format being utilized

Require appropriate and consistent documentation of AT on the student’s IEP

Create follow up plan as part of IEP

Maintain accurate inventory list Create tutorials when new equipment is

purchased Provide regular training for staff on the use of

devices and software being used within the district

Request training sessions during May meeting with PPS Director

Request training sessions for parents through Special Education PTA during final meeting in June

Provide training to AT at Conference Day meetings in September

Begin use of FAP immediately, utilizing forms created by UKAT Toolkit

http://www.p12.nysed.gov/specialed/formsnotices/IEP/training/module2_files/textonly/slide25.html

http://indicators.knowbility.org/resources.html