3. IDEA 2004: AT mandate § 300.105 Assistive technology. (a) Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in §§ 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child’s— (1) Special education under § 300.36; (2) Related services under § 300.34; or (3) Supplementary aids and services under §§ 300.38 and 300.114(a)(2)(ii). (b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE.
4. IDEA 2004 § 300.5 Assistive technology device. Assistive technology device means 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 a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. (Authority: 20 U.S.C. 1401(1))
11. 3. Task Task analysis Process Product (outcome) Cluster of skills needed to accomplish task Critical vs. non-critical elements
12. 4. Consider Tools Consider Assistive Technology Implement and Progress Monitor Are there tools to help student meet goals? Stop No Yes Maybe Filter/Test Drive Options
13. Test-Drive “AT Assessment” Feature-match:> tool to task> tool to setting Data to answer the question: Does student need AT? Test Drive Options
15. Progress Monitoring Collect data What data? Analyze data Question: Whatever proves usefulness of tool Does the tool help solve the problem “Not everything that’s countable counts and not everything that counts is countable” - Albert Einstein “How do you know it? How can you show it?” Reed, Bowers, Korsten (2002)
16. Integrating AT into the Problem Solving ProcessDistrict Guidelines for Building Teams Analyze data to determine effectiveness of intervention handout
19. Problem Analysis Task 5th grader needs to gain information from content area textbook Environment Settings Classroom Home Barriers (see handout for list)
20. Problem Analysis Student Strengths: bright, can verbally give correct answers in class during discussion Weakness: significantly below class norm on reading fluency CBMs Can student use listening comprehension to by-pass decoding barrier?
23. Plan Development Consider AT Is there a tool that could help student gain comprehension from text? Is there a technology feature that matches the student’s difficulty with the task? Maybe… a test drive is needed
27. Next? Implementation Obtain tool: install software Train student and staff Operational, functional, strategic, social competencies Progress monitor Question: Does tool help solve problem? What data should we collect? For how long? Who’s responsible?
29. Problem Analysis Task 4th grade student needs to write 5 paragraph ISAT essays 1 paragraph test questions Short answer questions Worksheets (fill-in-the-blank) Environment Settings: classroom, home Barriers: (see handout for list)
30. Problem Analysis Student Poor fine motor skills Has ideas Able to verbally expand (details) Can dictate to a scribe
31. Plan Development Consider AT Is there a tool that could help student turn ideas into writing? Is there a technology feature that matches the student’s difficulty with the task? Maybe… a test drive is needed
35. Next? Implementation Obtain tools Ensure access to desktop computer Get portable keyboard Train and support Operational, functional, strategic, social competencies Progress Monitor Question: Does tool help solve problem? What data should we collect? For how long?
36. Questions? Fill out evaluation form Coming up…. Math interventions, including AT tools Reading interventions, including AT tools Writing interventions, including AT tools
