Georgia Department of EducationDivision for Special Education Supports

Georgia Project for Assistive Technology1870 Twin Towers EastAtlanta, Georgia 30334

Using Assistive Technology to Support Academic Success

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Definition of Assistive Technology

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 the functional capabilities of children with disabilities.

Individuals with Disabilities Education Improvement Act of 2004

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Definition of Assistive Technology

Assistive technology device

• EXCEPTION. The term does not include a medical device that is surgically implanted, or the replacement of such device.

Individuals with Disabilities Education Improvement Act of 2004

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Current Educational Focus

• The way in which special education and related services are provided to students with high incidence disabilities has changed as a result of recent legislative mandates.

− Increased inclusion in the general education curriculum.

− Increased academic demands for all students. − Required accountability for student progress.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Current Educational Focus

• The change in focus is due to recent legislative mandates including:

– No Child Left Behind Act of 2001

– Individuals with Disabilities Education Improvement Act of 2004

Georgia Department of EducationKathy Cox, State Superintendent of Schools

No Child Left Behind Act of 2001

• State and local education agencies are responsible for developing academic standards that are utilized to develop high quality instructional programs for all students.

• Students with disabilities must have access to the same standards-based curricula as their general education peers. The student’s Individual Educational Program also determines educational programming.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

No Child Left Behind Act of 2001

• Students with disabilities must participate in testing to assess their progress in meeting these standards.

− Students with the most significant cognitive disabilities may participate in testing based on alternate achievement standards. The number of students participating in the alternate assessments must not exceed 1% of all students in the grades tested.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Individuals with Disabilities Education Improvement Act of 2004

• Children with disabilities should achieve to high academic standards developed for all students.

• Students should be provided with appropriate assistive technology devices and services as well as accommodations and modifications to assist them in making progress in their educational programs.

• School systems must be accountable for student achievement for all students.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Georgia Performance Standards Skill Areas

• The Georgia Department of Education has established (or is establishing) academic standards across core content areas.

• These standards are referred to as the Georgia Performance Standards and are available at http://www.georgiastandards.org

• Students with disabilities must have access to the standards-based general education curriculum.

Assistive Technology Devices

• A range of low technology to high technology devices are available in the following categories:

− Academic and Learning Aids− Aids for Daily Living− Assistive Listening Devices and Environmental Aids− Augmentative Communication− Computer Access and Instruction− Environmental Control

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Assistive Technology Devices

• A range of low technology to high technology devices are available in the following categories (continued):

− Mobility Aids− Pre-vocational and Vocational Aids − Recreation and Leisure Aids− Seating and Positioning− Visual Aids

Adapted from the Assistive Technology Guidelines for Kentucky Schools, Kentucky Department of Education

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Reading

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Types of Reading Difficulties

• Struggling readers often have difficulty in one or more of the following areas:– Phonemic awareness

– Phonics

– Vocabulary

– Comprehension

– Fluency

• To provide appropriate supports, we must determine the types of difficulties the student is experiencing.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Types of Reading Difficulties

• Some students with reading problems are diagnosed with dyslexia which is characterized by difficulty with:

– Learning the components of words and sentences – Writing and spelling– Spatial directional orientation– Differentiating letters that look similar

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Types of Reading Difficulties

• Dyslexia (continued):

– Representation of letters and numbers (reversals)– Accurate visual and/or auditory feedback– Word-by-word oral reading– Reading known words– Recognizing words in isolation but not in context

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Reading Tools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Reading Tools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Reading Tools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Reading Tools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Writing and Spelling

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Writing and Spelling

Struggling writers often have difficulty in one or more of the following areas:

• Handwriting

• Writing process

• Conventions of writing

To provide appropriate supports, we must determine the types of difficulties the student is experiencing.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

• Dysgraphia - a difficulty in acquiring adequate handwriting skills characterized by:

− the inability to execute efficiently the motor movements required to write or to copy written letters or forms;

− the inability to transfer the input of visual information to the output of fine motor movement

– difficulty writing numbers, aligning them properly, and understanding concepts related to space, distance, and time

Writing and Spelling

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Types of Writing Difficulties

• Writing Process - A process that requires planning, organization, drafting, editing, and revising skills– Difficulties may include:

• generating ideas

• word retrieval difficulties

• organizing thoughts into a coherent story

• revising the story

• Conventions of Writing– Spelling, punctuation, using correct grammar

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Writing and Spelling

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Writing and Spelling

Printed graphic organizer (concept web)

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Writing and Spelling

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Math

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Types of Math Difficulties

• Persons experiencing difficulty with math may have problems in one or more of the following areas:

– Calculation – Visual-spatial skills – Organization – Problem Solving

• To provide appropriate supports, we must determine the types of difficulties the student is experiencing.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Math Tools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Math Tools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Math Tools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Math Tools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Assistive Technology Service

§ Section 300.6 Assistive technology service.Any service that directly assists a child with a disability with the selection, acquisition, or use of an assistive technology device. The term includes-

− (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Assistive Technology Service

§ Section 300.8 Continued− (b) Purchasing, leasing, or otherwise providing for the

acquisition of assistive technology devices by children with disabilities;

− (c) Selecting designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices;

− (d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Assistive Technology Service

§ Section 300.8 Continued– (e)Training or technical assistance for a child with a

disability or, if appropriate, that child’s family; and

– (f)Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities.

(Authority 20 U.S.C. 1401(2))

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Determining The Optimal Tool(s)

• Student abilities and needs

• Required tasks

• Available supports

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Benefits of Assistive Technology

• Productivity

• Independence

• Inclusion

• Achievement

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Things to Keep in Mind

• Technology is no substitute for good instruction

• Technology should be used in conjunction with other available supports

• Technology use should be monitored and changes made as needed

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Group Discussion

How does assistive technology fit in with the Pyramid of Interventions?

http://public.doe.k12.ga.us/tss_school.aspx Revised School Improvement Fieldbook 2008-2009

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Group Discussion

• What types of assistive technology devices are used by students in your school?

• What groups of students in your school are more likely to access assistive technology devices?

• What types of assistive technology services are provided to students in your school?

Georgia Department of EducationDivision for Special Education Supports

Georgia Project for Assistive Technology1870 Twin Towers EastAtlanta, Georgia 30334

Contact Information

404-656-6318 404-651-6457 fax

www.gpat.org