Assitive techpowerpoint

GOOD SPIRIT SCHOOL DIVISIONMARCH 5 T H , 2012

Fostering Independence through Assistive Technology

Overview of Presentation

Assistive Technology Project – Overview Divisions Involved to

DateDefinition of Assistive

Technology (AT)Brief Overview of

Quality Indicators for Assistive Technology (QIAT)

Division Planning for AT

Category Exploration Today: 2 Educational

TechnologiesClassification of

Technologies Low/Mid/High

Technology Universal/Targeted/

IndividualPlanning & Goal

Development

Changing Paradigms

Reactive Proactive

Waiting for students to fail…. Preparing for students to succeed…

Delivery of a different curriculum Providing access to regular curriculum

From an authoritative, expert stance often predetermined by students’ diagnoses.

To a collaborative, interdisciplinary team response which addresses students’ learning needs

What is Assistive Technology (AT)?

Assistive Technology (AT) describes a range of strategies, services, and/or low to high technology tools to enable, improve, increase, and/or maintain a students’ ability to meet the learning outcomes of the curriculum and/or of a personal program plan.

Developmental Continuum

Not Evident Individual AT not explored; knowledge of types, uses, advantages of AT not known; no evidence of school division plan to enhance AT access.

Emerging/ Developing

Limited individual AT considered; school division plan to enhance access to variety/applicable AT in development, but limited to pilot implementation; limited or no training relative to AT provided to staff.

Evident Assessments conducted by qualified personnel to determine appropriate AT to support student’s needs; school personnel implement AT recommendations provided by supporting professionals; school division has developed comprehensive plan to enhance access to variety of AT requests for technology supports are individually submitted and congruent with school division plan; training relative to AT provided by school personnel.

Student Support Services Rubric 2011/2012

Exemplary •Professional accept assistive technology as a tool for learning and as a means to promote inclusive values;

•Individual AT, as well as universal assistive technology is used to provide curricular access and individualized instruction;

•AT is routinely considered to support students’ functional capabilities, to help them interact with the curriculum and the environment and to support their achievement of educational outcomes;

•Assessments are conducted to determine the most effective student-technology match;

•School division has a comprehensive plan to facilitate and enhance access to a range of low and high AT used in a range of applications, including a pre-referral process;

•Technical support is available to students and/or school personnel; professionals are trained on the implementation of assistive technology.

Division Planning for Assistive Technology

As a division, one may wish to develop a tiered approach to infusing technology (educational & assistive) into the classroom. Collaborate to develop universal

technologies that will be available to all students.

Then as a division explore the targeted technologies that will be available to support students. Explore creating high technology and low technology toolkits of approaches, hardware and software to assist students and educators.

Create a plan for addressing students that benefit from intensive individualized interventions.

Inclusive Learning Technology Toolkits

To meet student needs, the Calgary Board of Education has created Inclusive Learning Technology Toolkits.

These toolkits are comprised of AT tools that have the potential to increase student access to information and the curriculum.

For more information, please refer to:

http://www.innovativelearning.ca/assistivetech/toolkit.asp

Area toolkits include: Hardware Devices Software Devices Low Tech

Kindergarten Specialized Toolkits: Hardware Devices Software Devices

Additional Language AT Toolkits.




Categories of Assistive Technology

Activities of Daily Living

Augmentative & Alternative Communication

Educational Technology Math Reading Writing

Mechanics Process

Behavior Organization

Computer AccessAids for VisionAids for HearingRecreation & LeisureSeating & PositioningAids for MobilityAdaptations to the

Learning Environment

Environmental Control Units



No/Low Technology

Simple; little maintenance;

limited/no Electronics

Mid Technology

Some maintenance; some training;

more electronics

High Technology

Complex electronics; more

training; more maintenance


For each of these categories, there are: Low Technology Options: These tools typically require

little maintenance, have no electronics, and do not require a battery source. For educational technologies this would include:

Reading: picture symbols, adapted books, line guide, predictable books, change text size, changes to spacing and/or colour.

Writing and spelling: pocket dictionary/thesaurus, variety of pencils, adaptive grips, adapted paper etc.

Organization: highlighters, highlighter tape, book holder, pocket folders, calendar/planner, binder.

Math: graph paper, abacus/mathline, enlarged math worksheets, alternatives for answering.


For each of these categories, there are: Mid Technology Options: These tools typically require

some training and maintenance; they may have electronics and a power source. For educational technologies this would include:

Reading: Digital recorder, books adapted for page turning, picture/symbols with text, scanning pen.

Writing & Spelling: Portable word processor, talking spell checker, recording device.

Organization: Online calendar, use of cell phone or other portable device, digital voice recorder.

Math: Talking calculator, large calculator, software.


For each of these categories, there are: High Technology Options: These items are typically

more complex; they require maintenance and training. For educational technologies this would include:

Reading: Talking word processor, electronic books, multimedia software, scanner with OCR.

Writing & Spelling: Word processor software, adapted keyboard or mouse, word prediction software, voice recognition software.

Organization: Electronic organizer, software to organize ideas, word-prediction software, voice recognition software.

Math: Calculator with special features, software for manipulation, math software.

Planning for Assistive Technology

Low Technology

Mid Technology

High Technology


Universal: What technology will be offered to all students?

Targeted: What technology will be offered as part of a strategic toolkit?

Individual: What technology will be provided on a individual basis following team assessment & trial?


Universal Strategies: What training & support do we need to provide to ensure successful use with:

Universal technology?

Targeted toolkit technology?

Targeted AT

Elementary:KurzweilEarobicsWordQ/SpeakQKindle/KoboSymwriter = Writing With SymbolsiPads

Targeted AT

Highschool:KurzweilDragon Naturally SpeakingKindle/E-Reader/KoboIntel ReaderLive ScribeiPads iPods/Use of Phones

Targeted AT

Highschool:KurzweilDragon Naturally

SpeakingKindle/E-Reader/KoboIntel ReaderLive ScribeiPads iPods/Use of Phones

Grade Alike Days – have a Tech Tidbit – Universal

Carousel – illustrate each of the tools/technologies

Webinars – within toolkit and online

Coaches/PSPs need to be fluent with technology

How will software be reviewed?

Who will review?How often will

software be reviewed?

Who makes hardware decisions?

Next Steps…..

Assitive techpowerpoint

Education

Transcript of Assitive techpowerpoint