Post on 13-Dec-2014
description
OverviewAT Bootcamp
ATIA 2013Behnke, Marotta & Wojcik
Learning Objectives1. Gain an overview of areas of assistive
technology applications and processes that surround good implementation practices.
2. Explore through hands-on activities and real-world scenarios, an array of assistive technology tools that could meet the needs of persons with disabilities.
3. Build personal learning networks through information resources and interpersonal connections.
Best learning practices include…Ways to provide interaction, engagement, &
expression…◦Wikispace – ATBootcamp.wikispaces.com ◦Back Channel – todaysmeet.com/atia◦Live Binder - http://bit.ly/atbootcamp
Building flexibility for your learningBYOD
Individual Activity #1
Try it out! Use a tool to comment, explore or post a resource.
Agenda for OverviewOverviewIntroductionsAT Cycle overviewQIATSETTUniversal DesignUniversal Design for Learning (UDL)ResourcesConference sessions
IntroductionsMikeKirkBrian
Participants◦ Introduce your session
partner◦ Name◦ Affiliation◦ Location◦ Expectations for the
next two-days◦ Dream vacation
AT Cycle
Monitoring
Implementation
Provision
Consideration
CONSIDERATION OF AT
AT Consideration Section 300.324(a)(2)(v) of the IDEA 2004 regulations states that
IEP teams must “consider whether the child needs AT devices and services” when developing a student’s IEP
The AT consideration is a purposeful process that involves ◦ collaborative decision making, ◦ reviewing existing information about a student, ◦ potentially collecting additional information about a student, ◦ deciding whether or not a student needs AT, and, ◦ ultimately, if a student does need AT, identifying the AT needed
for a student to receive a FAPE. The onus for AT consideration falls upon the entire IEP team and is
not relegated to an individual or an outside evaluator
SETT Framework (Zabala, J.) Student (Person) – Information specifically related to the
student
Environment – Information related to anything or anyone around the student in places where the technology is expected to be used
Task – Information about what exactly happens in the environment – educational tasks the student needs to complete
Tool – Information about what types of tools could be used to address the students’ needs, in the environment for a specific task
Reference: http://www.joyzabala.com/
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Promotes team building for consensusProvides for the collection of dataAs environments and tasks are explored, links
between assessment and intervention become strong and clear
Identify roles and responsibilities of team members
Implementation of technologyAn array of technology options (no, low & high)QIAT (Quality indicators in Assistive Technology)
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SETT Framework
13Reference: http://joyzabala.com
AT Consideration vs. AT Evaluation
AT Consideration AT EvaluationBrief discussion that
determines need for ATShould consider existing
data about the individual and determine if more data is needed
Process for collecting additional data about an individual
May involve:◦ Task Demand Analysis◦ Feature Match Analysis◦ Tool Demand Analysis◦ AT Trials and Data Collection
PROVISION OF AT
Who Funds AT?
Who Owns that AT?
AT IMPLEMENTATION
AT Implementation
AT Implement
ation
On What?
When?
How?Where
?
With Relation
To?
Care?
What Happens
if?
PERFORMANCE MONITORING OF AT USE
Why Performance Monitoring of AT Use?AT, like any other intervention, needs to be monitored to ensure that the intervention is working in the way that it is intended. The goal of monitoring an individuals's performance while using AT is to determine whether the AT continues to be needed and/or whether the AT continues to be meeting the needs of a student.
Time Series Concurrent Differential Approach (Smith, 2000)
Measurement QuestionsOn what tasks will the student be
using the AT?What is the behavior to measure?What is the unit of measurement?What is the frequency of
measurement?
Developing the Variable to Measure
Behavior (Observable, Measureable)
Some Common Denominator
Progress Monitoring AT Use
Is the AT still needed?Is the AT still working?Are there any anomalies or
concerns? Are the anomalies/concerns explainable or acceptable?
Consideration of AT NeedsAssessment of AT Needs
AT in the IEPAT Implementation
Evaluation of Effectiveness of ATAT in Transition
Administrative Support for ATAT Professional Development
Universal Design for Learning (UDL)UDL is…is a set of principles for curriculum
development that give all individuals equal opportunities to learn
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone
not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual educational needs
http://www.udlcenter.org/aboutudl/udlguidelines
Principles
Goals
Guidelines
Checkpoints
Recognition
StrategicAffective
UDL Curriculum: GoalsLearning expectationsKnowledge, concepts, and skills all
students should masterGenerally aligned to standardsDesigned to offer options—varied
pathways, tools, strategies, and scaffolds for reaching mastery
Do Not prescribe the methods and materials
(National Center on UDL at CAST, 2012)
Learning Goals: Differences Traditional UDL
Describes learning expectations
Do not generally consider learner variability
Do not generally differentiate from the means
Often limit options
Describes learning expectations
Written to acknowledge learner variability
Differentiates from the means
Offers more optionsFocus on developing
“expert learners”
UDL Curriculum: MaterialsMedia used to present learning contentWhat the learner uses to
demonstrate knowledge Materials are variable and
flexibleMultiple media and embedded,
just-in-time supports
(National Center on UDL at CAST, 2012)
UDL Curriculum: MethodsInstructional decisions,
approaches, procedures, or routines used to accelerate or enhance learning
Evidence-based methods and differentiated methods
Are adjusted based on continual monitoring of learner progress
(National Center on UDL at CAST, 2012)
UDL Curriculum: AssessmentsProcess of gathering
information about a learner’s performance
Uses a variety of methods and materials
Used to determine learners’ knowledge, skills, and motivation
Purpose is to make informed educational decisions
(National Center on UDL at CAST, 2012)
Assistive Technology vs. Educational Technology vs. Instructional Technology vs. Accommodations….
So why do we need this information? Why is it important to us as newbies in
the field of assistive technology?Where are we heading as a society with
the integration of technologies? Are you a digital immigrant or a digital
native?Que
stio
ns to
ask
ours
elve
s…
Group Activity #2
Make a visual display in your notes to help you align what is Universal Design and UDL and why it is so important to consider in the field of assistive technology? Explain this to a fellow learner.