Assistive Technology to Support Students with Autism and Intellectual Disability: What Every Paraeducator Should Know

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ASSISTIVE TECHNOLOGY –
WHAT EVERY PARAEDUCATOR
SHOULD KNOW
Nicole Natale, MS, CCC-SLP, ATP
Education Specialist
CREC-TABS, SSST

www.crec.org
Rationale
⬛ Paraeducators are vital members of the educational team
who support students within instructional environments.
⬛ Assistive technology creates independence for student
learning.
⬛ Paraeducators have roles and responsibilities related to the
support of assistive technology (AT).
The COMPASS: CREC’s Professional Development Curriculum for Paraeducators All Rights Reserved

www.crec.org
Guiding questions
⬛ What is assistive technology (AT)?
⬛ Why is AT important?
⬛ What is the paraprofessional’s role with AT?
⬛ What is the role of the teacher and related services staff?
⬛ What are some types of AT Paraeducators may use on a daily
basis?

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Video
⬛ The Case Against Assistive Technology From Don Johnston
Company:
⬛ https://www.youtube.com/watch?v=lNs88Ki1WSo

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More Definitions: IDEA 2004
⬛ Sec.602. 1.ASSISTIVE TECHNOLOGY DEVICE-
⬛ A.“IN GENERAL- The term `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 functional capabilities of a child
with a disability.”
⬛ B. EXCEPTION - The term does not include a medical device that
is surgically implanted, or the replacement of such device.

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What does assistive technology
(AT) mean to you?
⬛ For the next two minutes, turn to your neighbor and discuss
what AT means to you and what questions you have about AT.
Be prepared to share.

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Activity – Is it AT in the IEP?
⬛ Graph Paper
⬛ Scribe
⬛ Communication board
⬛ Cochlear implant
⬛ Pencil grip
⬛ Paraeducator reading aloud
⬛ Calculator
⬛ Talking dictionary

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What is the paraeducator’s role
with AT?
⬛ National Paraprofessional Standards (1999) says that all
paraeducators should demonstrate:
⬛ The ability to use assistive technology prescribed by teachers,
providers, and other professional practitioners.
⬛ Understanding of how various assistive and adaptive devices and
materials facilitate learning and inclusion for children and youth with
developmental, physical, and sensory disabilities and those who are
medically fragile.

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What is the paraprofessional’s role in AT?
⬛ National Paraprofessional Standards (1999) says that all
paraeducators should demonstrate:
⬛ Understanding of how the purposeful utilization of technology can
promote learning.
⬛ Ability to use computers and other technology in a purposeful manner
to facilitate learning.

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What is the Paraeducators role in AT?
⬛ National Paraprofessional Standards (1999) says that level 2
and level 3 paraeducators should demonstrate:
⬛ The ability to prepare and use adaptive equipment and assistive
technology prescribed by professionals and other professional staff.

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What are the roles of the special educator, general
educator, and related service professionals?
• AT is a team effort!
• The planning and placement team (PPT) is
responsible for considering AT during every IEP.
• Sometimes an evaluation is necessary that may be
completed by an outside consultant or the school-
based team. Paraeducator input during this process
is critical.
• Once AT is determined, it is responsibility of case
manager/team to inform the paraeducator of AT to
be implemented and to ensure that the paraeducator
receives appropriate training.

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Continuum from
No/Low Tech to High Tech
Assistive
Technology
Tech High
Tech
Mid
Tech
No/Low
Tech
*Simple*Little
Maintenance*Limited/No Electronics
*Complex
Electronics*More
training*More Maintenance*More
Electronics
*Some
Maintenance*Some
training
From TATN

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Examples of Low-Tech AT
⬛ Pencil grips
⬛ Pictures
⬛ Graph paper
⬛ Communication boards
⬛ Slant boards

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Low-Tech Case Study
⬛ Please read the “Low-tech Case Study” to yourselves. Then,
turn to your neighbor, discuss what AT is being utilized and
how you, as a paraprofessional, could help support the use of
the low-tech AT.
The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved

www.crec.org
Examples of Mid-Tech AT
⬛ Portable word-processors
⬛ Talking dictionaries
⬛ Multiple-message communication devices

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Mid-Tech Case Study
⬛ Review the handout entitled “Mid-Tech Case Study.”
Afterward, turn to your neighbor and describe what type of
mid-tech AT you see being utilized, how it benefits the
student, and how you can support its use in the classroom.

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Examples of High-Tech AT
⬛ Computers/laptops
⬛ Sophisticated communication devices
⬛ Software to support academics
⬛ Complex computer access software

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High-Tech Case Study
⬛ Review the handout entitled “High-Tech Case Study.”
Afterward, turn to your neighbor and describe what type of
high-tech AT you see being utilized, how it benefits the
student, and how you can support its use in the classroom.

www.crec.org
Common theme
⬛ Paraeducators must familiarize themselves with the AT
supports that are written in to the students IEP, usually found
in the accommodations and modifications page; goals and
objectives or present levels.
⬛ Training is necessary for paraeducators to be able to utilize all
AT.

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AT for Schools
⬛ Reading
⬛ Studying
⬛ Math
⬛ Communication
⬛ Writing
⬛ Computer Access
⬛ Recreation and Leisure
⬛ Activities of Daily Living
⬛ Mobility
⬛ Seating and Positioning
⬛ Vision
⬛ Hearing
(Cook & Polgar, 2008)
CREC-TABS

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AT for Reading
⬛ Page fluffers
⬛ Slant boards
⬛ Writing with Symbols
⬛ Text enlargement software
⬛ Audiobooks
⬛ Text to Speech
⬛ Speaking spellchecker
⬛ Highlighting tape
⬛ Read and Write for Google by Text Help (demo)
⬛ Embedded accessibility features within iPad
(Johnston, et.al, 2007)
CREC-TABS

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AT for Reading
CREC-TABS

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AT for studying/learning
⬛ Electronic organizers
⬛ Hand-held scanners
⬛ Highlight text
⬛ Print or picture schedule
CREC-TABS

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AT as Visual Supports
⬛ Visual schedules
⬛ Adapted books
⬛ Routine/rule cards
⬛ Contingency plans
⬛ Aided language stimulation
⬛ Labeling the environment
⬛ Social stories
⬛ Communication systems
⬛ Graphic organizers
⬛ Visual instruction plans (VIPs)

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Temple Grandin Ted Talk

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AT for Math
⬛ Abacus
⬛ Software for computation
⬛ Voice recognition software
⬛ Calculator
⬛ Modified paper
CREC-TABS

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AT for Math: Mathpad software
by intellitools
CREC-TABS

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AT for communication
⬛ Communication boards
⬛ Eye gaze boards
⬛ Voice output communication devices
CREC-TABS

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AT for Writing
⬛ Motor aspects
⬛ Adaptive grips
⬛ Slantboards
⬛ Voice recognition software
CREC-TABS

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AT for computer access
⬛ Adapted keyboards
⬛ Keyguards
⬛ Alternate mouse
⬛ Switches
⬛ Scanning
CREC-TABS

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AT for recreation and leisure
⬛ Adapted toys
⬛ Universal cuff for crayons
⬛ Computer games
CREC-TABS

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AT for ADLs
⬛ Dycem
⬛ Adaptive eating utensils
⬛ Adaptive dressing equipment
⬛ Adapted hygiene devices
CREC-TABS

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AT for Seating and Positioning
⬛ Non-slip surface
⬛ Bolsters
⬛ Wheelchair inserts
CREC-TABS

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AT for Vision
⬛ Eye glasses
⬛ Large print materials
⬛ CCTV
⬛ Screen magnifiers
⬛ Color contrast
⬛ Braille
⬛ Alternate keyboards
CREC-TABS

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AT for Hearing
⬛ Pen and paper
⬛ TDD
⬛ Closed captioning
⬛ FM system
⬛ Signaling devices
CREC-TABS

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Where is AT in the IEP?
⬛ Present Levels
⬛ Transition
⬛ Goals and Objectives
⬛ Assessment
⬛ Special Education and Related Services

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Why is AT important?
⬛ Tools to extend students with disabilities physical, social,
academic and communicative abilities.
⬛ Provide means for academic inclusion and participation.
⬛ Makes it easier for students to be able to a variety of things.
Discuss.
⬛ Enables independence!!!

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Importance of AT
⬛ Since 1990, the Individuals with Disabilities Education Act
(IDEA), has mandated that "to the maximum extent
appropriate, children with disabilities. . . are educated with
children who are not disabled.”

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In Summary
⬛ AT is a tool for student independence and learning.
⬛ The paraprofessional should be an active participant in the AT
process.
⬛ Paraeducators should work closely with their educational team
to ensure that AT is implemented efficiently and effectively
for their students.

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References
(partial list, refer to references handout)
⬛ Beukelman, D. & Mirenda, P. (2006). Augmentative and Alternative Communication: Supporting Children & Adults with
Complex Communication Needs. Baltimore, MD: Paul H. Brookes.
⬛ Cook, M. & Polgar, J. (2008). Assistive Technologies, Principles and Practice. St. Louis, Missouri: Mosby Inc.
⬛ Graphic.org (2008). Graphic Organizers. Retrieved 3/7/08 from: www.graphic.org
⬛ Gray, C. (2008). Social Stories. Retrieved on 3/7/08 from: http://www.thegraycenter.org/store/index.cfm?fuseaction=page.
display&page_id=30
⬛ Hodgdon, L. (1999). Visual Strategies for Improving Communication. Troy, Michigan: Quirk Roberts.
⬛ Individuals with Disabilities Education Improvement Act of 2004. Pub. L. No 108 – 446. 118 STAT.2647.
⬛ Johnston, L., Beard, L., & Carpenter, L. (2007). Assistive Technology: Access for All Students. Saddle River, New Jersey:
Pearson
⬛ Jones, F. (2006) Visual Instruction Plans. Retrieved 3/5/08 from: http://www.education- world.
com/a_curr/columnists/jones/jones024.shtml
⬛ Texas Assistive Technology Network. (2007) . The Texas 4-Step Model: Considering Assistive Technology in the IEP
Process. Retrieved on 3/7/08 from: http://www.texasat.net/default.aspx?name=trainmod.consideration.

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Assistive Technology to Support Students with Autism and Intellectual Disability: What Every Paraeducator Should Know