Module 6 assistive technology
- 1. Working with Special-Needs Students and Assistive Technology SASCHA SANDERLIN
- 2. Introduction As teachers of a diverse student population, we need to be aware of how to help students gain the most from their education. With special needs students in every classroom, a regular education teacher needs to know pertinent information and resources to be effective. The purpose of this presentation is to introduce and review concepts pertaining to IEPs and assistive technology.
- 3. Presentation Outline Overview of the Individualized Education Program (IEP) Who qualifies? What is the process to implementation? Overview of Assistive Technology Resources Practices of high- and low-level technology Review of Key Phrases
- 4. IEP (individualized education program) As part of the passage of the Individuals with Disabilities Education Act (IDEA 2004), parents of kids with special needs can: be eligible for special individualized services be part of their child’s educational team to set goals (kidshealth.org)
- 5. Who qualifies for an IEP? Students with functional or learning difficulties Common reasons include: Attention Deficit Hyperactivity Disorder (ADHD) Hearing impairment Visual impairment Speech impairment Emotional disorders, and more (kidshealth.org)
- 6. How will the school provide for these services? Least restrictive environment- special-needs students should stay in the regular classroom -or- wherever their needs are met the best, such as a resource room. (kidshealth.org)
- 7. The Referral and Evaluation Process 1. Any person makes a referral to the school counselor or psychologist 2. Data collected from parents, student, observations and performance 3. Strategies suggested 4. Student tested for disability 5. Disability has to impair function at school 6. School team will determine eligibility
- 8. …Process (cont.) School team members may include: Psychologist Special education teacher Others that relate to the child’s specific need (kidshealth.org)
- 9. Parents have rights in every part of the process Choice in child’s assessment Review of the report before IEP is finalized Collaboration on a plan that best meets their child’s need Quick process Mediation and legal representation Choice of place of education (kidshealth.org)
- 10. Implementing an IEP Many services can be provided Depending on the goals, services may be hands-on or an a consultative basis only IEP is reviewed annually (kidshealth.org)
- 11. What is assistive technology? Assistive technology is “any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” ("Building a Legacy“, 2006)
- 12. Another definition of assistive technology “Assistive technology or adaptive technology (AT) is an umbrella term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and also includes the process used in selecting, locating, and using them” (http://en.wikipedia.org/wiki/Assistive_technology)
- 13. Six steps to identifying resources and practices to use assistive technologies 1. Collect information from the child and family 2. Identify the activities that need assistive technologies 3. Establish a baseline of current activity to measure success of assistive technology 4. Brainstorm and view resources such as Assistive Technology Resources or "Ramp up to Access" 5. Try out the intervention 6. Reflect on success and make modifications *This is a process that will take time and modifications* (The six steps from "Learning Disabilities Online“)
- 14. Technological resources that can enhance students' educational experiences Online collaboration tools such as zoho (http://www.zoho.com/collaboration-apps.html) Braille Enlarged texts On-screen readers Hardware constructed for a specific purpose such as a music instrument played using a joystick (Enabling Dreams) Devices found on GaDOE "Assistive Technology Devices" site
- 15. Instructional practices that meet students individual needs Help students learn assistive technologies as early as possible so they can move on to learning content, not the technology (Enabling Dreams) Use response systems Read text to the student to complete a task Preferential seating Extended time
- 16. Assistive technologies that meet students’ individual needs On-screen readers (Webanywhere) Headsets or other hearing assistive technology (asha.org) Touch screens ("Touch Window“) Word processing with its various functions such as spell check E-books (http://www.ericdigests.org/2003-1/assistive.htm )
- 17. Low-Tech approaches Graphic organizers Copies of outlines of lectures and notes (http://www.ericdigests.org/2003-1/assistive.htm )
- 18. Review of key phrases Assistive technology – any assistive tool to enhance the education of people with disabilities IEP – (Individualized Education Plan) a plan of action for an education team to help students with disabilities Universal design – design a lesson in a way to create the widest range of utility for all learners (modified definition from "Let's play Projects“)
- 19. Review of key phrases (cont.) Least restrictive environment – “IDEA's mandate that children with disabilities be educated to the maximum extent appropriate with nondisabled peers.” (Courts) Inclusion – special-needs students have a right to be included in a regular classroom along with their peers Mainstreaming – “the child will be educated with nondisabled peers when appropriate, but not necessarily exclusively in general education.” (Courts)
- 20. References http://coedpages.uncc.edu/abpolly/3110/assignments/a ssistive-quest.htm http://idea.ed.gov/explore/view/p/,root,statute,I,A,602, 1, http://kidshealth.org/parent/positive/learning/iep.html http://en.wikipedia.org/wiki/Assistive_technology http://www.ldonline.org/article/8088 http://www.synapseadaptive.com/edmark/prod/tw/defa ult.htm http://www.gpat.org/devices.aspx
- 21. References (cont.) http://webanywhere.cs.washington.edu/wa.php http://www.edutopia.org/assistive-technology-enabling- dreams-video http://www.asha.org/public/hearing/treatment/assist_t ech.htm http://www.dec- sped.org/Journals/Young_Exceptional_Children/Resou rces_Within_Reason http://uts.cc.utexas.edu/~wilbur/access/assistive.html http://www.ericdigests.org/2003-1/assistive.htm http://www.ericdigests.org/2003-3/courts.htm