Bremerton School District

Assistive Technology Leadership Team

Learning Targets

• I can verbalize the purpose of AT

and how AT use is determined

• I know a range of AT tools from

low tech to high tech

Assistive Technology Device

“any item, piece of equipment, or product system, whether acquired

commercially off the shelf, modified, or customized, that is used to

increase, maintain, or improve functional capabilities of individuals

with disabilities.”

Assistive Technology Service

“any service that directly assists an individual with a disability in the

selection, acquisition, or use of an assistive technology device.”

preschoolconnections.wikispaces.com

“He Needs a Laptop”

There are a few

steps to consider

first!

Fundamental Assessment Process

Step 1: Intake / Referral

Step 2: Identification of Needs

Step 3: Identification of Desired Outcomes

Step 4: Develop and Nurture Team Members

Step 5: Skills Assessment SETT framework

Step 6: Device Trials

Step 7: Revisit Desired Outcomes

Step 8: Procurement of Device

Step 9: Technology Implementation

Step 10: Follow Up / Follow Along

SETT Framework

https://www.youtube.com/watch?v=YHZ_shN7SxI

SETT FrameworkJoy Zabala, 1998 revision

• Student• What does the student need to do?

• What are the student’s special needs and current abilities?

• Environment• What are the instructional and physical arrangements?

• What materials and equipment are currently available?

• What are the current expectations and attitudes?

• Tasks• What is everyone else doing?

• What are the critical elements of the activity?

• Tools• Which no tech, lo tech, and high tech options should be

considered?

• Which strategies might be tried to increase student performance?

• How might the student try out the proposed tools in the environment needed?

practicalA

AC

.org

Circle Functional Areas of concern

Underline Barriers to Student Progress

Star Supports for Student Progress

After the students needs are

identified…

AT Continuum

• No tech (strategies,

altered uses)

• Lo tech (hand held,

batteries)

• Mid tech (alpha

smart, fusion)

• High tech (computers,

etc)

Communication

Communication Matrix

7 levels of

communication

4 functions

PECS and

visual

supports are

not the same

thing!

A CONTINUUM OF CONSIDERATIONS

FOR ASSISTIVE TECHNOLOGY

For Communication

• Communication board/book

• with pictures/objects/letters/words

• Eye gaze board/frame

• Simple voice output device

• Voice output device with levels

• Voice output device with icon sequencing

• Voice output device with dynamic display

• Device with speech synthesis for typing

Reprinted with permission of Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing Student’s Needs for Assistive Technology ©2000.

UKAT Toolkit; 6.14.02 © 2002 University of Kentucky Continuum of Considerations; p. 4 • A Collaborative Project with Kentucky Public Schools •

Permission is granted to reproduce this form for non-commercial purposes.

Literacy

A CONTINUUM OF CONSIDERATIONS

FOR ASSISTIVE TECHNOLOGY

For Reading• Standard text

• Predictable books

• Changes in text size, spacing, color, background color

• Book adapted for page turning (e.g. page fluffers, 3-ring

binder)

• Use of pictures/symbols with text

• Talking electronic device/software to

• “pronounce” challenging words

• Single word scanners (e.g. Seiko Reading Pen)

• Scanner w/OCR and talking word processor

• Electronic booksReprinted with permission of Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing Student’s Needs for Assistive Technology ©2000.

UKAT Toolkit; 6.14.02 © 2002 University of Kentucky Continuum of Considerations; p. 4 • A Collaborative Project with Kentucky Public Schools •

Permission is granted to reproduce this form for non-commercial purposes.

Writing

A CONTINUUM OF CONSIDERATIONS

FOR ASSISTIVE TECHNOLOGY

For the Mechanics of Writing•Regular pencil or pen

•Pencil or pen with adaptive grip

•Adapted paper (e.g. raised line, highlighted lines)

•Slantboard to create slanted writing surface

•Use of prewritten words/phrases

•Portable word processor to keyboard instead of write

•Computer with word processing software

•Portable scanner with word processing software

•Voice recognition software to word process

• (See Computer Access Continuum)

Reprinted with permission of Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing Student’s Needs for Assistive Technology ©2000.

UKAT Toolkit; 6.14.02 © 2002 University of Kentucky Continuum of Considerations; p. 1

• A Collaborative Project with Kentucky Public Schools •Permission is granted to reproduce this form for non-commercial purposes.

A CONTINUUM OF CONSIDERATIONS

FOR ASSISTIVE TECHNOLOGY

For Computer Access• Keyboard using accessibility options

• Word prediction, abbreviation/expansion to reduce

keystrokes

• Keyguard

• Arm support (e.g. Ergo Rest)

• Track ball/track pad/joystick with on-screen keyboard

• Alternate keyboard (e.g. IntelliKeys, Discover Board, TASH)

• Mouth stick/Head Master/Tracker with on-screen keyboard

• Switch with Morse code

• Switch with scanning

• Voice recognition softwareReprinted with permission of Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing Student’s Needs for Assistive Technology ©2000.

UKAT Toolkit; 6.14.02 © 2002 University of Kentucky Continuum of Considerations; p. 1

• A Collaborative Project with Kentucky Public Schools •Permission is granted to reproduce this form for non-commercial purposes.

A CONTINUUM OF CONSIDERATIONS

FOR ASSISTIVE TECHNOLOGY

For Composing Written Material• Word cards/word book/word wall

• Pocket dictionary/thesaurus

• Writing templates

• Electronic/talking electronic dictionary/thesaurus/spell

checker

• Word processing with spell checker/grammar checker

• Talking word processing

• Abbreviation/expansion

• Word processing with writing supports

• Multimedia software for expression of ideas

• Voice recognition software

Reprinted with permission of Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing Student’s Needs for Assistive Technology ©2000.

UKAT Toolkit; 6.14.02 © 2002 University of Kentucky Continuum of Considerations; p. 1

• A Collaborative Project with Kentucky Public Schools •Permission is granted to reproduce this form for non-commercial purposes.

Math

A CONTINUUM OF CONSIDERATIONS

FOR ASSISTIVE TECHNOLOGYFor Math

• Abacus/Math Line

• Enlarged math worksheets

• Low tech alternatives for answering

• Math “Smart Chart”

• Money calculator and Coinulator

• Tactile/voice output measuring devices

• Talking watches/clocks

• Calculator/calculator with print out/calculator with large keys and/or large

display

• Talking calculator

• Calculator with special features (e.g. easy fraction translation, etc.)

• On-screen/Scanning calculator

• Alternative keyboards (e.g. IntelliKeys)

• Software with cueing for math computation or manipulation of objects

• Voice recognition softwareReprinted with permission of Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing Student’s Needs for Assistive Technology ©2000.

UKAT Toolkit; 6.14.02 © 2002 University of Kentucky Continuum of Considerations; p. 1

• A Collaborative Project with Kentucky Public Schools •Permission is granted to reproduce this form for non-commercial purposes.

Legally…

By the way…

If it isn’t written in

IEP it didn’t happen!

Written

Building Capacity

• Assistive Technology Leadership Team

• The Buildings “Go To Person”

You can Make it Happen

Fair is not giving everybody

the same thing…

Fair is giving everybody

what they need!

It’s Not Fair!

An iPad for all sped

students with

ProLoQuo2Go is not

individualized

Resources

• Georgia Project for Assistive Technology:

www.gatfl.org

• Quality Indicators for Assistive Technology Services

Listserve www.qiat.org

• Wisconsin Assistive Technology Initiative,

www.wati.org

• University of Kentucky: http://serc.gws.uky.edu/www/ukatii/

• LD online: www.ldonline.org