Assistive Technology Presentation

Assistive Technology Presentation

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  ASSISTIVE TECHNOLOGY HilaryGann
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  OVERVIEW Individualized Education Plan(IEP) What is Assistive Technology? How to choose what Assistive Technology to use Overview of Assistive Technology
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  INDIVIDUALIZED EDUCATION PLAN (IEP) Whatis an IEP? • According to the Individuals with Disabilities Education Act (IDEA), if a child receives special education, he/she must also have an IEP. An IEP indicates a child’s learning needs, the services provided by the school, and the way in which progress will be measured. • An IEP also includes the child’s present level of performance, annual educational goals, services provided by the school, modifications and accommodations provided by the school, how and when progress is measured, and transition planning for teens for life after high school. Who qualifies for an IEP? • A child must receive an evaluation first and then a decision is made. An IEP team (parents and school officials) make the final decision. IDEA states that having any of these 13 disabilities may qualify a child for special education.
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  INDIVIDUALIZED EDUCATION PLAN(IEP) How are services delivered? • IEP services can be delivered in a regular classroom setting or in a special resource room. However, children who need intense intervention may be taught in a special school environment. Referral and Evaluation Process • Step 1: Gathering data regarding the child’s academic progress and/or academic issues. This can be done through a conference with the parents or student, observation, and through an analysis of the student’s performance. • Step 2: Specific strategies can be used to help the child become for successful in school. If this does not work than go to Step 3. • Step 3: The child will be tested for a specific learning disability to help determine qualification for special services. • Step 4: A team of professionals will then evaluate the child based on multiple things (e.g. observation, performance on standardized tests, etc.). • Step 5: If the child is eligible, a comprehensive evaluation report is created that compiles the findings from step 4. The parents review the report before the IEP is developed.
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  INDIVIDUALIZED EDUCATION PLAN (IEP) Developingan IEP • At the IEP meeting, the child’s team and parents decide what will go into the IEP and a regular teacher should also be included to offer suggestions about how the plan can help the child’s academic progress. • The IEP will be reviewed annually and the goals in the IEP will be updated as well as the levels of service. It is important to note that an IEP can change at any time on an as-needed basis. A Final Word • The IEP process is complicated; however, it is an effective way to address how a child learns and functions. It is important to ask questions about the evaluation findings and/or goals recommended by the child’s team.
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  WHAT IS ASSISTIVETECHNOLOGY? Assistive technology is a term that encompasses assistive, adaptive, and rehabilitative devices for people with disabilities. Assistive technology also includes the process that is used when selecting, locating, and using the technology. Assistive technology gives people greater independence because it allows them to perform tasks that they were previously unable to perform. Examples of Assistive Technology include: • Alternative keyboards • Electronic math work sheets • Portable word processors
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  HOW TO CHOOSEWHAT ASSISTIVE TECHNOLOGY TO USE There are six steps in regards to deciding what Assistive Technology is best for a child. • Step 1: Gather child and family information which will begin the discussion of the child’s strengths, abilities, preferences and needs. • Step 2: Discuss the child’s daily activities and think about what is preventing him/her from participating more. • Step 3: Determine the child’s current level of participation and what observable behaviors will reflect an increase in independent interactions. • Step 4: Brainstorm Assistive Technology solutions. • Step 5: Determine when AT intervention will begin and create an observation plan. • Step 6: Identify and discuss what worked and make necessary modifications.
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  OVERVIEW OF ASSISTIVETECHNOLOGY Overview Examples of Assistive Technology in the classroom Assistive technology can be low-tech or high-tech. Examples of low-tech assistive technology include communication boards or fuzzy felt. Examples of high- tech assistive technology include special purpose computers.
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  RESOURCES Assistive Technology forMild Disabilities Assistive Listening Devices Georgia Project for Assistive Technology
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  ASSISTIVE TECHNOLOGY FORMILD DISABILITIES According to Behrmann and Kinas (2002), assistive technology can assist students with mild disabilities in the following six areas: • Organization • Low-tech solutions include flow-charting, task analysis, webbing and outlining. • High-tech solutions include utilizing the outline function of word processing software, the Internet, local area networks, and LCD projections systems. • Note Taking • Low and high-tech methods include videotaping class sessions, sending web-cam photography across the Internet to see and hear what is happening in the classroom, sending notes/presentations through e-mail, translating print-based notes to voice, and using notebook computers, PDAs, or portable work processing keyboards to assist students with note taking. • Writing • Writing barriers for students with mild disabilities include mechanics (grammar, spelling, etc.), process (generating ideas, organizing, drafting, etc.) and motivation. • Solutions to the above barriers include grammar and spell-checkers, dictionaries, thesaurus programs, word processors, computer editing, desktop publishing, and multimedia capabilities of computers. • Academic Productivity • Tools to assist with academic productivity include calculators, spreadsheets, databases, and graphics software. • Access to Reference and General Educational Materials • The Internet and multimedia tools give students easy access to resources and general educational materials. • Cognitive Assistance • Assistive technology can help students with mild disabilities balance weak areas of learning with strong areas.
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  ASSISTIVE LISTENING DEVICES Hearingassistive technology systems (HATS) are devices that help people with a hearing disability function in daily communication situations. HATS can be utilized with or without hearing aids or cochlear implants to make hearing easier. The following situations are especially difficult for people with hearing loss: • Distance between the listener and the sound source • Competing noise in the environment • Poor room acoustics/reverberation  The above situations usually occur together and as a result have a negative effect on the ability to hear and process speech. HATS can help those suffering from hearing loss overcome listening difficulties.
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  GEORGIA PROJECT FORASSISTIVE TECHNOLOGY (GPAT) GPAT is a part of the Georgia Department of Education and it supports local school systems in their efforts to provide assistive technology devices and services to students with disabilities. GPAT has been funded since 1991. The mission of GPAT is “to improve student achievement, productivity, independence and inclusion by enhancing educator knowledge of assistive technology and increasing student access to appropriate assistive technology devices and services.”
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  REFERENCES Assistive technology. (n.d.)Retrieved from http://en.wikipedia.org/wiki/Assistive_technology Behrmann, M. & Kinas, M. (2002). Assistive technology for students with mild disabilities. Retrieved from http://www.ericdigests.org/2003-1/assistive.htm Georgia project for assistive technology. (2014). Retrieved from http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/default.aspx Hearing assistive technology. (n.d.) Retrieved from http://www.asha.org/public/hearing/treatment/assist_tech.htm Help for young learners: How to choose AT. (2015) Retrieved from http://www.ldonline.org/article/8088 Individualized education programs (IEPs). (2014) Retrieved from http://kidshealth.org/parent/positive/learning/iep.html#
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  REFERENCES Lee, A. (2014).How IDEA protects you and your child. Retrieved from https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs- rights/how-idea-protects-you-and-your-child Raskind, M. & Stanberry, K. (2010). Assistive technology for kids with LD: An overview. Retrieved from http://www.greatschools.org/special-education/assistive-technology/702- assistive-technology-for-kids-with-learning-disabilities-an-overview.gs?page=all Stanberry, K. (2014). Understanding individualized education programs. Retrieved from https://www.understood.org/en/school-learning/special-services/ieps/understanding- individualized-education-programs What is assistive technology? How is it funded? (n.d.) Retrieved from http://www.atia.org/i4a/pages/index.cfm?pageid=3859