Assistive Technology in the Classroom

Presented by Gerry AltieriTechnology Coordinator

Special EducationNashville Public Schools

E-mail: gerry.altieri@mnps.org

Outline Definition of assistive technology The law and assistive technology Universal access Review a few programs and products How to incorporate universal technology into

the classroom How to access assistive technology services

Definition of Assistive Technology Service

“As used in this part, assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or

use of an assistive technology device”

Legal Mandate

PL94-142 2004 IDEA Reauthorization

– Assistive technology required to be discussed at all IEP meetings

– Continued from 1997 reauthorization Title II of the Americans With Disabilities Act

– Auxiliary aids and services

Individuals with Disabilities Education Improvement Act of 2004

Effective July 1, 2005 Purpose of IDEA ‘04

– “Findings” restated– Progress made since Education for All Handicapped

Children Act of 1975 to IDEA ’97 to IDEA ‘04

ASSISTIVE TECHNOLOGY DEVICE

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.

EXCEPTION- The term does not include a medical device that is surgically implanted, or the replacement of such device.

Changes in AT

Movement away from just looking at communication needs and hardware access needs

Movement toward instructional strategies and relationship of technology to the individual and class (access to instruction and curriculum)

Assistive Technology

FAPE (Free appropriate public education) Appropriate when educationally necessary Many times benefits all students Overlaps with educational technology,

curriculum, and instructional strategies Is an integral part of the educational process

What Is the Role of Assistive Technology?

• Assisting the learner and the teacher in the classroom

• Provide the learner with the proper technology

• Provide training for the learner and the staff

Considerations and Myths of Technology

Does not replace the teacher Sometimes, low tech is best Technology does not always mean better Some technologies require a skilled user Computers or any technology in the classroom do not

always equal learning Technology, like instruction, needs to be individualized

for the learner Software programs must match the curriculum

Current Brain Research

and the relationship to assistive technology

Importance of Brain Research

Knowledge about the brain and learning has expanded since about 1990

The Pet Scan has opened the window to the mind

Implications for teaching and learningRelationship to universal design

How Learning Occurs

Meaning and emotionThe brain is pattern seekingThe brain sorts input and decides what is

importantLearning occurs when you have the

students attention and you engage themNeed a “Hook” for engagement

Universal Design

Started in architecture For education that means three things Means removing barriers

3 Principals of Universal Design for Learning

1. Provide multiple representations of content

2. Provide multiple options for expression and control

3. Provide multiple options for engagement and motivation

Adapted from the Center for Applied Special Technology web site (www.cast.org)

Universal Design

Benefits all students, not just special needs students

Shows the need for instruction to be individualized and flexible

Forces us to examine our theories of instruction and assessment

Barriers

Limited technology– Low tech to high tech

Inadequate methods of instructionLimited access to media rich materialPoorly designed curriculumLimited understanding of universal

access

Types of ATLow Tech to High Tech

Pencil grip Calculator Portable spell checker Switch Track ball Voice recognition

software Scan pen Voice Output Software

Mini keyboard Organizer Picture schedule Software Portable word

processor Communication device Books on tape Touch Window

Portable word processor

Intellitools

Voice Recognition Software

Spell checker

Ipad

Inspiration

Software (Just a Few)

Write OutLoud Co-Writer Read Write and Type Gold Inspiration Let’s Go Read! An Island Adventure Wiggle Works Screen Reader (Shareware)

Software

Clicker Edmark Reading Level One and Two Attainment Software Cause and Effect Software

Examples of Using Assistive Technology in the Classroom

For dyslexia, using a portable word processor, with a talking spell checker

For students with processing disorders or ADHD, using a listening device

For low vision students, using Books-on-Tape or digital material

Obtaining AT Information

The special education teacher, occupational therapist, physical therapist, speech language

pathologist, school technology teacher or anyone knowledgeable about assistive

technology

The Assistive Technology Process

Always discuss assistive technology in the IEP meeting

As a team brainstorm when confronted with assistive technology issues

As a team think low tech to high tech As a team you may decide assistive

technology is not needed As a team you may decide you need a referral

to assistive technology

Discussing Assistive Technology at the IEP Meeting

Examine– Present levels of performance– Goals and objectives– Related services– Modifications– Transition– FAPE– Parent, teacher input

AT Questions

Will the assistive technology enable the student to meet his/her goals and objectives?

Is assistive technology needed for FAPE? Can the IEP team implement the assistive

technology plan? Will a referral need to be made to assistive

technology for further assistance?

The Future of Technology

Speech recognition will become common place The web will continue to grow as more resources are

moved to digital form Smart devices will become more common (Ex: Ipad) Cost of emerging technology will be a problem for schools E-text or digital text is becoming common Cloud computing

Digital divide will occur between those connected and those not connected

Handhelds or small dedicated devices will become common place

Question and Answer Time

Web sites

www.ascd.org/ www.cast.org/ www.cec.sped.org/ www.closingthegap.com www.ldonline.org/ www.nashville-schools.davidson.k12.tn.us/ www.tashint.com www.//trace.wise.edu