ASSISTIVE TECHNOLOGY

ASSISTIVE TECHNOLOGY IN THE SCHOOLS

TOOLS FOR SCHOOLS:Technology Solutions in the ClassroomAnnette Carey (acarey@access.k12.wv.us) Kathy Knighton (kknighto@access.k12.wv.us)West Virginia Department of EducationOffice of Special Programs

1TECHNOLOGY HAS BECOME AN INTEGRAL PART OF THE LIVES OF ALL CHILDREN TODAY.

PRESCHOOLERS CAN OPERATE REMOTE CONTROL DEVICES AT HOME AND STUDENTS ROUTINELY ACCESS COMPLEX COMPUTER NETWORKS AT SCHOOL.

ASSISTIVE TECHNOLOGY ENABLES CHILDREN WITH DISABILITIES TO PARTICIPATE MORE FULLY IN ALL ASPECTS OF LIFE AT HOME, SCHOOL AND COMMUNITY.

ALONE.. OR IN COMBINATION WITH OTHER STRATEGIES, .

ASSISTIVE TECHNOLOGY CAN PLAY A CRITICAL ROLE IN MEETING THE EDUCATIONAL NEEDS OF ALL CHILDREN, ESPECIALLY THOSE WITH DISABILITIES.

221ST CENTURY LEARNING21st Century LearnersWho are your students?Do they all have equal access to the learning environment?What can I do to support their learning?

3Your Classroom:15.76% of all West Virginia students are students with disabilities

63.94% of children with disabilities are in the general education classroom full time

Chances are your classroom has students with disabilities

Some Students need more supports than others

4Assistive Technology: What do I need to remember?For most people.. technology makes things easier.

For people with disabilitiesassistive technology makes things possible.

5INPUTPROCESSOUTPUTHow We TeachChild behaviorWhat if the child does not have easy access to the input (sensory)or access to the output (communication/motor)6INPUT10% of the population has a hearing loss37% of children with minimal hearing loss had failed a gradeChildren with unilateral hearing loss are 10 times more likely to fail a grade by age 10

7TYPES AND CAUSES OF HEARING LOSSConductive LossFire truck

Fire truck

Issue is with loudnessUsually can be corrected with medication/surgeryAudiogram is relatively flat

9Sensorineural Loss

The issue is NOT loudness but clarity. Most children we serve have a mixed loss. Hearing aid amplifies sounds we need and sounds we dont need. Loss shown all over audiogram (may be sloping, rising, or curved).

101252505001000200040008000FREQUENCY IN CYCLES PER SECOND (HZ)LOW PITCHHIGH PITCH1002030405060708090100110120HEARING LEVEL (dB HL)LOUDSOFTzvp h gch sh lroasf thjmdbnnge iuAUDIOGRAM OF FAMILIAR SOUNDSFREQUENCY IN CYCLES PER SECOND (HZ)100304050607080901001101201252505001000200040008000HEARING LEVEL (dB HL)2010030405060708090100110120AUDIOGRAM OF SPEECH SOUNDSFREQUENCY IN CYCLES PER SECOND (HZ)1252505001000200040008000p h gch shjmdbnnge iuzv lroasf thHEARING LEVEL (dB HL)20zvp h gch sh lroasf thjmdbnnge iuAUDIOGRAM OF FAMILIAR SOUNDSFREQUENCY IN CYCLES PER SECOND (HZ)100304050607080901001101201252505001000200040008000HEARING LEVEL (dB HL)20UNFAIR SPELLING TEST

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Spelling Test1.2.3.4.5.10.9.8.7.6.

Number your paper from 1 to 10.AUDIOGRAM OF FAMILIAR SOUNDSFREQUENCY IN CYCLES PER SECOND (HZ)100304050607080901001101201252505001000200040008000zv lroajmdbnnge iuHEARING LEVEL (dB HL)20

1. 2.3.4.5.6.7.8.9.10.Click on Speaker toPresent Spelling word.Spelling Words through Simulated Hearing Loss above 1000 Hz1810030405060708090100110120AUDIOGRAM OF FAMILIAR SOUNDSFREQUENCY IN CYCLES PER SECOND (HZ)1252505001000200040008000zvp h gch sh lroajmdbnnge iuHEARING LEVEL (dB HL)20

1. 2.3.4.5.6.7.8.9.10.Click on Speaker toPresent Spelling word.Spelling Words through Simulated Hearing Loss above 1000 Hz1910AUDIOGRAM OF FAMILIAR SOUNDSFREQUENCY IN CYCLES PER SECOND (HZ)02030405060708090100110120zvp h gch sh lroasf thjmdbnnge iu1252505001000200040008000HEARING LEVEL (dB HL)1. 2.3.4.5.6.7.8.9.10.

Shoe Tree Math Desk Snack Miss Test Thumb Fish Spill Click on Speaker toPresent Spelling word.20Input

80% of learning is through your visionVision and hearing are your distance senses95% of all learning is through your distance senses90% of learning is incidental Learning progresses from the known to the unknown21The disability is not the Sensory ImpairmentThe disability is in INFORMATION GATHERING

22All learning is through your senses. Come back to senses. Not all senses are equal. Refer back to post-its.Vision specialist in early intervention. Deaf in terms of linguistic patterns. SLPs talk about comparative language. Vision specialists talk about schemes. But all this is related. All this is going from the known to the unknown. How we learn, concept development, putting file cabinets in my head. Do the Spelling test.

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AT In the Schools: Session Overview

Legal Aspects of Assistive TechnologyLegislationImplications for schools

Implementation in the SchoolsOverview of assistive technology devices/servicesEducational interventions

Resources

24Providing access to the general curriculum and improving achievement for students with disabilities are primary goals of both IDEA and NCLB Many students with disabilities have reading and writing difficulties that make it difficult for them to achieve these goals.Assistive Technology can be an effective tool in providing educational opportunities -My purpose is to provide an overview of AT give you enough information and resource materials so you can pursue more information-Legal Basis for Assistive Technology and implicationsWhat is looks like in the schoolsnot just severe students probably implementing in your classroomAnd.Resources Role of Assistive Technology Tremendous potential to promote equity for students with disabilities independent self-confident productive integrated into school and society.

Technology is for ALL children for students with disabilities, it may need to be more personalized.

Increase your awareness!!

25Assistive Tech levels the playing field for students w/ disabilities it redefines what is possible for children with disabilities enabling them to be more.

The IEP is a powerful tool to assist educators, parents and students to develop effective ways of putting AT solutions into educational programs which meet student needs and promote an equitable environment one in which accommodations are seen as regular, normal and expected.

What is Assistive Technology?

Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to maintain, or improve functional capabilities of individuals with disabilitiesLegal Definition: Individuals with Disabilities Education Act (IDEA).

26THIS IS THE FEDERAL DEFINITION OF ASSISTIVE TECHNOLOGY ACCORDING TO THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT IT IS THE RESPONSIBILITY OF THE IEP COMMITTEE TO DETERMINE THE ASSISTIVE TECHNOLOGY DEVICES OR SERVICES THAT MAY BE NECESSARY FOR A STUDENT WITYH A DISABILITY TO RECEIVE FAPE.IF THE IEP TEAM DETERMINES THAT ASSISTIVE TECHNOLOGY IS NEEDED - IT IS THE RESPONSIBILITY OF THE SCHOOL DISTRICT TO PROVIDE IT. OUR PURPOSE TODAY IS NOT TO DELVE IN TO THE LEGAL ASPECTS OF TECHNOLOGY, BUT TO GIVE YOU A BRIEF OVERFVEW OF ASSISTIVE TECHNOLOGY AND HOW IT CAN BE USED IN THE CLASSROOM WITH ALL STUDENTS. Assistive Technologycomputerscalculatorscommunication devicesadapted toysswitchesADAPTED KEYBOARDSMAGNIFYING GLASSSOFTWARE27ASSISTIVE DEVICES CAN BE SIMPLE OR COMPLEX..AND CAN INCLUDE:: COMPUTERS - USED DAILY TO PROVIDE A MULTITUDE OF EDUCATIONAL OPPORTUNITIES IN THE CLASSROOM AND CAN BE ADAPTED FOR USE BY ALL STUDENTS. COMPUTER OUTPUT MAY INCLUDE VOICE OUTPUT AS WELL AS VISUAL DISPLAY. A DESKTOP COMPUTER EQUIPPED WITH A STANDARD WORD PROCESSING PROGRAM CAN BE USED AS AN ASSISTIVE DEVICE BY ld STUDENTS TO WRITE, CHECK GRAMMAR AND SPELLING.CALCULATOR MAY BE USED BY A STUDENT WITH DISABILITY UNABLE TO REMEMBER MATH FACTS.COMMUNICATION DEVICES ARE USED BY STUDENTS WITH SEVERE COMMUNICATION DISABILITIES TO COMMUNICATE IN THE CLASSROOM. ADAPTED TOYS CAN BE USED TO TEACH CAUSE AND EFFECT AND OTHER SKILLS. SWITCHES AND ADAPTED KEYBOARDS ARE MODIFICATIONS A STUDENT MAY USE TO INPUT INFORMATION ON THE COMPUTER. A SIMPLE ITEM LIKE A MAGNIFYING GLASS CAN ASSIST A STUDENT WITH VISUAL PROBLEMS AND SOFTWARE CAN MAKE THE COMPUTER A VERY EFFECTIVE LEARNING TOOL FOR STUDENTS WITH LEARNING DISAIBLITIES OR COGNITIVE DEFICITS.

THERE ARE THOUSANDS MORE ASSISTIVE DEVICES THAT ARE COMMERCIALLY AVAILABLE OR CAN BE ADAPTED.

THESE TECHNOLOGY SOLUTIONS IMPROVE A CHILDS ABILITY TO LEARN IN THE CLASSROOM..Assistive Technology ContinuumNo-techUse of procedures, services and existing conditions in the environment that do not involve the use of devices or equipment. Services: physical therapy, occupational therapy or services of other specialists. Low-techLess sophisticated and can include devices such as adapted spoon handles, non-tipping drinking cups and Velcro fastenersMedium-techRelatively complicated mechanical devices, such as wheelchairsHi-techDevices that incorporate sophisticated electronics or computers

28Categories of Assistive TechnologyDaily livingUse in activities such as eating, bathing, cooking, dressing, toileting, and home maintenance.

Computer technologiesInput and out- put devices that enable persons with disabilities to use a computer.

Augmentative CommunicationDevices that provide a means for communication for persons with limited speech.

Environment Control UnitsECUs (electronic systems) enable someone with limited mobility or fine motor skills to control devices in the home or other surroundings.

29Categories of ATSeating and positioningAccommodations to a wheelchair or seating system to provide greater body stability, support , and the reduction pressure on the skin surfaceMobility Aidswheelchairs, walkers, scooters and other utility vehicles used for personal mobility Prosthetics and orthoticsReplacements, substitutions or augmentation of missing or malfunctioning body parts with artificial limbs or other orthotic aids Home, school and worksite modificationsAdaptations, fabrications in the home, worksite or other areas (ramps, lifts, bathroom changes) that remove or reduce physical barriers for an individual with a disability. Sensory aidsAssistive technologies enable an individual with hearing, sight, or other sensory impairments.

30Legal AspectsIndividuals with Disabilities Education Act (IDEA)Access to the general curriculum

WV Policy 2419: Regulations for the Education of Exceptional Students

No Child Left Behind (NCLB)Improve achievement for ALL studentsAccountability for students with disabilities

31IDEA federal regulations for special education (background of sp ed law)1990 Amendments addressed for the first time, but no direction1997 Reauthorization more, but still unfunded mandate major emphasis on access to the general curriculum2419 state regs which mirror the federal regulationsNCLB Improving the achievement gap for all students accountability for students with disabilities must participate in assessment - emphasizes access to general curriculum and assessment - Legal AspectsSchool districts are mandated to make assistive technology available to all students with disabilities if appropriate to receive a free, appropriate public education. IEP Team DecisionHome Use Funded by districtProvide devices/services

Consideration of special factors.Assistive technology must be considered for ALL students in the special education process.

32IDEA is very clear about the responsibility of the school district

Home use big issue

AT must be considered for ALL children going through special ed process and checked on the IEPChallenges of Delivering Assistive TechnologyLack of InformationCurrent/accurate informationLack of ExpertiseSkills/KnowledgeHigh Rate of Abandonment1/3 abandoned after first yearLack of FundingSignificant barrierInclusion and Lack of Assistive Technology

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Implications for Schools PLANNINGLong range technology/special education plans, procedures, services, and budget include assistive technology

TRAININGAll staff are able to appropriately consider students for assistive technology services and/or devices.Staff trained to integrate technology in teaching to help students with disabilities gain skills and achieve higher standards (NCLB)

INCLUSION Assistive technology used to support the inclusion of students with disabilities in regular education placements and access to the general curriculum.

34As a result of legislation and the districts obligation there are several implication for school districts. Educator ResponsibilitiesIncreasing knowledge of AT How different tools support student needs

Organizing AT implementation

Ensuring that AT is used consistentlyAcross environments

Monitoring student progress

Communicating results to colleagues and parents

Learning more about how AT can enhance instruction and student learning

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36SETT FrameworkDecision Making Process

Student

Environment

Tasks

Tools

37StudentWhat does the individual need to be able to do?

What are the individuals special needs as related to the task?

What are the individuals current abilities?

What are the functional areas of concern?

EnvironmentWhat are the structural and physical arrangements of the environment?What supports are available to both student and staff?What materials and equipment are currently available?What are the physical, instructional, and technological access issues?What are the attitudes and expectations of the staff and family?

TasksWhat specific tasks occur in the individuals environment that enables progress toward mastery of IEP goals?

What specific tasks are required for active involvement in the identified environments such as communication and participation?

ToolsIs it expected that the student will not be able to make reasonable progress toward educational goals without assistive technology devices and services?If yes, describe what a useful system of supports, devices, and services for the student would be like if there were such a system of TOOLS.Brainstorm specific Tools that could be included in a system that addresses student needsSelect the most promising Tools for trials in natural environmentsPlan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.)

Assistive TechnologyCommunication Picture Board, Voice Output DeviceHearing/VisionFM system, magnifier, Braille printerPosition, Access, and MobilityWalker, wheelchair, grab rails Activities of Daily LivingAdaptive eating devices, drinking devicesEnvironmental ControlsLight switch extension, remote controlled appliances

42Because every student with a disability has complex and unique needs the strategies and tools of instruction must be constantly modified so that each student can succeed at learning. The ability to communicate can be significantly limited by motor or cognitive issues. Whether it is the result of Cerebral Palsy or autism the use of alternative communication strategies can provide students access to key concepts and vocabulary embedded within the curriculum.Typical learning tasks can be challenging w/ visual and hearing problems teachers must adjust the sensory demands of learning tasks and provide specific tools Typical learning tasks can be physically challenging for students w/ motor impairments students may be physically incapable of manipulating tasks and tools of learning in a standard way a careful analysis of the physical demands can result in effective modification along this dimension use of switches, software

TECHNOLOGY SOLUTIONSEducational choices in Assistive TechnologyInstructional Use of Video & CaptioningMultimediaOrganizing ToolsProviding Access to Portable ToolsWord PredictionTechnology in Early Childhood EducationLow-tech/High-tech SolutionsCommercially AvailableAdapted ItemsCreative Solutions

43 Instructional use of video .powerful educational tools for students w/ disabilities when integrated into instruction. - bolster literacy skills in students who are deaf/hard of hearing and LD students.Multimedia alternative ways to access and represent knowledge and information. Simple graphics to integration of music, text, sound can tap undiscovered strengths and talents that enable students to participate in learning more fully.Organizing tools: software designed to help students organize information through use of webs or concept mapsPortable laptops and other electronic writing aids can provide students flexible access to word processing and computing across educational environmentsWord prediction: software feature of some programs which reduce the number of keystrokes necessary to encode words benefit students w/ motor, communication or learning disabilities.

Assistive Technology and ReadingHow Assistive Technology is used to support students in developing literacy.

Highlighting Important WordsText ReadersChanges in Text, Spacing, ColorPhysical AccessSpeaking Spell CheckersElectronic BooksSingle Word Scanners

44Assistive technology is a critical tool in the development of literacy skills for students with disabilities. There are a variety of technologies that can help students structure their learning. students w/ disabilities often encounter unknown vocabulary and/or ideas while reading. Hearing or isolating the difficult word in the context of a reading passage is important for building word recognition teachers or student can highlight unknown words the use of text readers has been very successful a multitude of tools are available for student w/ mild disabilities to students with severe disabilities

Assistive Technology and Math

Abacus/Math LineCalculator/Talking CalculatorTactile/Voice Output Measuring Devices Math Smart ChartsLow Tech Adaptations for AnsweringEnlarged Math WorksheetsOn screen CalculatorAlternative KeyboardsSoftware/Voice Recognition

45There has been assistive technology for math for years only we didnt call it that. The abacus (ab uh cuss) and fact sheets (or smart charts, as some are called) were excellent assistive tools for students with disabilities. Now we have several new products that are also useful.Assistive Technology and WritingAdapted Paper/PencilsPencil GripsRubber StampsWord ProcessorWriting GuidesComputerAlternate keyboards Arm SupportMouth Stick/head pointerScanner

46Handwriting is the most frequently appearing concern on the IEPs. Students with a variety of disabilities (and many without) experience difficulties producing legible handwriting. Today there are many, very available items that can be used to help a student produce more legible, readable written output. Here are a few suggestions:Assistive Technology Tools Learning and StudyingPrint or Picture ScheduleHighlighting TextRecording MaterialVoice Output RemindersNCR PaperLow Tech Aids to Identify MaterialsElectronic OrganizersPalm ComputersSoftware

47There are a variety of tools that can help a student who struggles with the basic tasks of learning and studying. Things like organizing time, organizing information, and retrieving information can be critical to a students success. Here are several suggestions that can help the student who struggles with these problems. HighlightsWeve come a long way..biggest issue is not obtaining the ATCloset shelfToo complicated for student and staff

Definition of AT includes training!

48TECHNOLOGY TIPSConsider low-tech solutions first.Build a network of individuals knowledgeable about equipment and low-tech strategies.Access local, regional and national resources.Consider adaptable equipment when purchasing new technology and other educational products.Systems should be portable.BE CREATIVE!

49TECHNOLOGY TIPSSee Equipment Tips HandoutProvide print or tactile copy of screens Verbal descriptionsBe cognizant of background noiseLighting enough to seewatch for glareChoose font, size, color for strong contrastPaler highlightersUncluttered screensDescribed and Caption Media Program: http://www.dcmp.org/

50WV RESOURCES WV DEPARTMENT OF EDUCATION (WVDE) OFFICE OF SPECIAL PROGRAMS Kathy Knighton (kknighto@access.k12.wv.us) Annette Carey acarey@access.k12.wv.us Ruth Ann King raking@access.k12.wv.usValerie Wilson vwilson@access.k12.wv.us

WV Birth to Three Program (WVDHHR) Contact: Pam Roush, (304) 558-6311, 1-800-642-9704

WV Early Childhood Resource Lending Library (ECRLL) 1-800-642-9704 http://cedwvu.org/resources/library.php

West Virginia Assistive Technology System (WVATS)(888) 829-9426 http://wvats.cedwvu.org/

West Virginia Division of Rehabilitation Services (304) 356-2060 or 1-800-642-8207 http://www.wvdrs.org

51CAMP GIZMO 2013Assistive Technology Summer CampParents, professionals and students learn how assistive technology can help young children (0-8) with significant and multiple developmental needs

WV Schools for the Deaf and Blind CampusRomney, WV July 20-24 Lodging/meals providedRegistration (website)

Professional Development Opportunities

52RESOURCES Article: Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Dohttp://www.wested.org/online_pubs/kn-05-01.pdfWeb Resources for Assistive Technology in the ClassroomFamily Center on Technology and disability http://www.fctd.info/Assistive Technology funding in the Schools http://wvde.state.wv.us/osp/assistivetechnology.htmlTIS TECHNOLOGY TIPSUsing Apple Technology to Support Learning for Students with Sensory and Learning Disabilities http://images.apple.com/education/docs/L419373A-US_L419373A_AppleTechDisabilities.pdfSETT FRAMEWORK http://www2.edc.org/ncip/workshops/sett/SETT_Framework.html

53Thank You!!