Assistive Technology Planner

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Assistive Technology Planner
From IEP Consideration to Classroom Implementation

• Dr. Cheryl Wissick and Dr. Elizabeth Bagley

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Definitions
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Assistive Technology Device

• any item, piece of equipment, or product system,
  whether acquired commercially, modified, or
  customized, that is used to increase, maintain,
  or improve functional capacities of individuals
  with disabilities.

Assistive Technology Act of 1998 as amended (P.L.
108-364)
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Assistive Technology Service

• any service that directly assists an individual
  with a disability in the selection, acquisition,
  or use of an assistive technology device." This
  service includes all of the following
  possibilities
• evaluation of the technology needs of the
  individual, including a functional evaluation in
  the individual's customary environment
• purchasing, leasing, or otherwise providing for
  the acquisition of assistive technology devices
  for individuals with disabilities
• selecting, designing, fitting, customizing,
  adapting, applying, maintaining, repairing, or
  replacing of assistive technology devices
• coordinating and using other therapies,
  interventions, or services with assistive
  technology devices, such as those associated with
  existing education and rehabilitation plans and
  programs
• assistive technology training or technical
  assistance with assistive technology for an
  individual with a disability, or, where
  appropriate, the family of an individual with
  disabilities
• training or technical assistance for
  professionals, employers, or other individuals
  who provide services to, employ, or otherwise are
  substantially involved in the major life
  functions of individuals with disabilities.

Assistive Technology Act of 1998 as amended (P.L.
108-364)
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Consideration of AT
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Consideration of AT - The Law Says

• IDEA 2004 stipulates the IEP team must consider
  special factors including whether the child needs
  assistive technology devices and services. (Sec.
  300.324)
• Minimal compliance is documenting in the IEP the
  response to the statement Does the child need
  assistive technology devices and services?

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Consideration of AT QIAT says

• The assistive technology consideration process
  and results are documented in the IEP and include
  a rationale for the decision and supporting
  evidence.
• QIAT - Quality Indicators for Assistive
  Technology
• http//www.qiat.org

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Consideration of AT - Reality

• Documentation of Consideration of AT

n81
54
Percent
33
9
4
NATRI, ATIA 2006
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Documentation of AT
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Documentation of AT - The Law Says

• Recent Legislation
• Individuals with Disabilities Education Act
  Amendments of 1997 (P.L. 105-17)
• Includes a statement that ALL students with an
  IEP must be considered for Assistive Technology
• Individuals with Disabilities Education
  Improvement Act of 2004 (IDEA 2004)
• Maintained the definition of AT as well as the
  accompanying stipulations that AT be considered
  when developing IEPs

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Documentation of AT QIAT says

• The education agency has guidelines for
  documenting AT needs in the IEP and requires
  their consistent application.
• One common error of documenting assistive
  technology in the IEP is teams do not know how to
  document AT in the IEP.
• QIAT - Quality Indicators for Assistive
  Technology
• http//www.qiat.org

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Documentation of AT - Reality

• Percentage of Teachers with AT-Specific IEP
  Guidelines

n81
54
34
Percent of Teachers
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National Assistive Technology Research Institute,
ATIA 2006
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Documentation of AT - Explanations

• Have IEP Information But Not AT-Specific
• For the IEP meetings, there is a lot of
  trainings or manuals or workshops, there is a lot
  going on, but not specifically for our assistive
  technology. Florida teacher
• Our district gives us a lot of information on
  how to write a good IEP, like they give us sample
  IEPs, but I dont honestly remember ever seeing a
  sample one that you checked AT with, and were
  shown how to do the documentation. Wisconsin
  teacher

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Documentation of AT - The Law Says

• IDEA 2004 requires assistive technology be made
  available to a child with a disability if
  required as a part of the childs--
• Special education
• Related services
• Supplementary aids and services (Sec. 300.105)
• The law does not specifically stipulate where AT
  should be documented in the IEP

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Documentation of AT QIAT says

• Assistive technology is included in the IEP in a
  manner that provides a clear and complete
  description of the devices and services to be
  provided and used to address student needs and
  achieve expected results.
• QIAT - Quality Indicators for Assistive
  Technology
• http//www.qiat.org

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Documentation of AT - Reality

• How and where in the IEP do you document AT and
  AT consideration?

n126
Percent
34
29
21
10
10
9
6
NATRI, ATIA 2006
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Implementation of AT
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Consideration of AT QIAT says

• Assistive technology implementation proceeds
  according to a collaboratively developed plan.
• Intent Following IEP development, all those
  involved in implementation work together to
  develop a written action plan that provides
  detailed information about how the AT will be
  used in specific educational settings, what will
  be done, and who will do it.
• QIAT - Quality Indicators for Assistive
  Technology
• http//www.qiat.org

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AT Implementation Plans - Reality

• Percent of Teachers Using AT Implementation Plans

n116
52
Percent
27
10
8
3
NATRI, ATIA 2006
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Teacher Responses - Positive

• No we dont have a specific form, although
  that would be a good idea. Without a specific
  form to define all those questions, its
  nebulous. Massachusetts teacher
• Most definitely need a plan, because our AT
  specialist can only be available just a few hours
  each month at my school. Kentucky teacher
• I think it needs to be in the implementation
  plan even as specific as who is going to buy it.
  Once you have all that stuff in writing it will
  be easier to manage services, manage how much it
  is being used, and just makes people more
  responsible for what their role is in the
  implementation. Kentucky teacher
• Probably would be a good idea. Somebody would
  probably kill me for saying that (laugh). They
  will say then you write it! Kentucky teacher

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Teacher Responses - Negative

• If there is, I dont think people would adhere
  to an new AT form. I have never heard of one
  California Teacher
• No, we have enough forms already, so we dont
  need another one. Montana teacher
• I dont know of a specific plan that we have or
  it seems like its way more informal than that.
  California teacher
• Usually at the IEP meeting, we just talk about
  how were going to use it and then as soon as the
  IEP meeting is over, thats when we start using
  it however we said we would. California teacher
• Its pretty loose here and everyone just kind of
  does what is needed.
• Yeah and if somebody is not there then everybody
  is calling that person to see whats going on.
  California teacher

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AT Planner
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AT Planner Resources

• Tam Products
• http//www.tamcec.org
• NATRI
• http//natri.uky.edu/

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AT Planner

• The Assistive Technology Planner is designed to
  support teachers, families, and administrators as
  they work in collaboration with other IEP team
  members in planning and implementing assistive
  technology (AT) services.
• The planner consists of 3 separate booklets for
• teachers,
• families, and
• administrators.
• It is accompanied by a user's guide that contains
  a reproducible AT implementation plan form.

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Booklet for Families

• AT Implementation form (PDF)
• IDEA 2004(Office of Special Education and
  Rehabilitation Services website.)
• Human Function Model
• AT Continuum
• Parent Advocacy Coalition for Educatipnal Rights
  (PACER)
• Parent Training and Information Centers (PTIs)
• The Family Center on Technology and Disability
  (FCTD)
• The Alliance for Technology Access (ATA)

• Information for Spanish Speakers
• Planificador de la Tecnología Asistiva en
  español
• Imprentar el planeador familiar entero (PDF)
• http//natri.uky.edu/atPlanner/atPlannerFamily.htm
  l

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Booklet for Teachers

• Organizations that Support AT Use
• AT-Related Federal Legislation
• AT Research and Development
• AT Products and Vendors
• List of Products and Vendors
• AT Device Videos
• Searchable Database with AT resources
• State-based Programs that Support AT Use

• AT Implementation form (PDF 480 Kb)
• IDEA 2004(Note This link takes you to the
  Office of Special Education and Rehabilitation
  Services website.)
• Human Function Model
• AT Continuum
• Universal design for learning
• Publications on AT
• Online Reports
• Print Publications

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Booklet for Administrators

• AT Implementation form (PDF 480 Kb)
• IDEA 2004(Note This link takes you to the
  Office of Special Education and Rehabilitation
  Services website.)
• Human Function Model
• AT Continuum
• Universal design for learning
• Publications on AT
• Online Reports
• Print Publications

• Organizations that Support AT Use
• AT-Related Federal Legislation
• AT Research and Development
• AT Products and Vendors
• List of Products and Vendors
• AT Device Videos
• Searchable Database with AT resources
• State-based Programs that Support AT Use

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AT Planner Categories

• The AT Planner contains practical information
  about the following topics
• Understanding AT
• Considering AT in the IEP
• Getting Ready for AT
• Implementing AT

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AT can help students in all disability areas

• Complete and/or develop functional skills
• Address physical and sensory challenges
• Access curriculum
• Participate in lessons
• Become more efficient learners
• Bypass lack of skills

Understanding AT
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AT Enhancing All of Lifes Functions

• When considering AT
• Identify Environments
• Determine the Functional Areas
• Select AT

Understanding AT
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Types of AT

• AT is NOT only computers and sophisticated
  devices.
• Some AT solutions that do not involve any
  technology at all!
• Low-High Tech Continuum
• Low-tech Non-electronic devices such as adapted
  spoon handles, magnifiers, pencil grips, raised
  line paper, etc.
• Medium-tech Non complicated mechanical devices
  such as manual wheelchairs, switch-operated toys
  appliances, calculators, audio books, etc.
• High-tech Devices that incorporate
  sophisticated electronics or computers such as
  speech recognition programs and electronic
  communication devices
• AT continuum is used for decision making across
  functional areas.

Understanding AT
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Matching AT to the Child

• Consideration of AT begins with What does your
  child need to do?
• Take into account
• Environments
• Demands placed on your child
• Influences that affect AT use
• Maximizing AT Use
• Not all AT is right for every child. AT may
  create problems when it is mismatched to a child.

Considering AT in the IEP
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Identifying Skills Needed

• Determine AT Skills
• Look at prerequisite skills needed
• If possible, teach prerequisite skills
• Use Task Analysis to help identify skills needed
• Identify the steps needed to use the device
• Note what is done at each step
• Review the list to determine if the child has all
  the skills
• Decide if accommodations may help the child
  bypass skill deficits

Considering AT in the IEP
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Trying Out AT

• Conduct a trial when considering
  the appropriateness
  of AT for a student
• Steps when planning a trial
• Identify the purpose and desired outcomes of the
  trial, including the criteria
• Determine a trial period
• Design the trial - decide how and where the trial
  will take place
• Track results
• Review trial results their impact on
  implementation

Considering AT in the IEP
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Trying Out AT

• Administrator Teachers
• If the student is to use AT on large-scale
  assessments, make sure that the
• Student uses the AT device regularly in the
  classroom
• AT is well suited to the assessment (does the
  student require more time b/c of the AT, etc

• Families
• If the student is to use AT on district-wide
  testing, make sure that your child
• Has had sufficient time to become proficient
  using it prior to the test
• Uses the AT regularly in the classroom
• Uses the AT to complete homework assignments

Considering AT in the IEP
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Organizing for Success

• PRE strategy
• Arrange the physical space
• Establish routines for use
• Handle equipment problems
• Consider use in multiple settings
• Teach student how to use AT
• Provide realistic context for learning

Getting Ready for AT
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AT Functional Skills
Functional Skill
Getting Ready for AT
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Planning Implementing AT Roles

• Familys Role
• Familiarizing yourself with types of AT
• Organizing home for AT implementation
• Ensuring that AT is used consistently
• Monitoring student progress
• Communicating results

• Administrators Role
• Providing ongoing support
• Developing policies procedures
• Monitoring evaluating implementation
• Acknowledging teacher efforts and student
  successes
• Ensuring student results are communicated to the
  family

• Teachers Role
• Familiarizing yourself with types of AT
• Organizing for AT implementation
• Ensuring that AT is used consistently
• Monitoring student progress
• Communicating results
• Learning more about AT

Getting Ready for AT
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Ensuring The Effective Use of AT

• Once AT has been selected, use the planning form
  to address key implementation issues by
• Identifying the point of contact
• Assigning responsibility for the AT
• Specify training
• Connecting AT to IEP goals
• Monitoring evaluating use

EQUIPMENT
TRAINING
HOME IMPLEMENTATION
EQUIPMENT TASKS
CLASSROOM IMPLEMENTATION
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AT Planner - Form
Getting Ready for AT
http//natri.uky.edu
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Administrators Role ImplementationUsing the
PEP Strategy

• Policies
• Written policies and procedures
• AT service delivery is evaluated
• Staff families help to develop policies
• Equipment
• The school-wide includes budget process includes
  AT
• Appropriate equipment is provided and maintained
• Personnel
• Personnel are hired who have AT competencies
• Resources are provided
• Ongoing training technical support are provided

Implementing AT
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Administrators Role ImplementationEvaluating
Communicating Results

• Your role is to support the collection and
  analysis of observable, measurable data over
  time.
• Evaluation Steps
• Define the behavior/task to be measured
• Select a recording system
• Design a data collection sheet schedule
• Summarize the data in a chart or graph
• Monitor student progress make adjustments

Implementing AT
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Teachers Role - Implementation

• Integrating AT into Classroom Activities
• Evaluating Student Results
• Monitoring Use Observable Measurable Data
  Time
• Communicating with the Students Family
• Collaborating with Colleagues
• Using Technology to Enhance Learning for All

Implementing AT
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Family Role - Implementation

• Monitoring Use
• Check the AT on a regular basis
• Talk to Your Child about AT
• Celebrating Success

Implementing AT
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Purchasing the AT Planner

• Available from TAM Products http//www.tamcec.org
  
• Cost 35.00 for a complete planner
• Cost 6.00 per booklet for orders or 25 or more
• Shipping includes, no PO accepted.