Terrific Tools for Reading and Writing

Terrific Tools for Reading and Writing Local Assistive Technology Team (LAT)

Assistive Technology Definition (AT) • 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 the function capabilities of a child with a disability. • IDEA Section 602

What this means • Any tool or device that a student with a disability uses to do a task that he/she could not do otherwise without it. It can make the task easier, faster or done in a better way. • The device can be “lite” tech such as a pencil grip or as expensive as a computer.

Assistive Technology is a tool. It will never replace good teaching. It serves to give struggling students and those with a disability a way to be successful with the curriculum.

Who benefits from Assistive Tech • Any student with a disability from mild to severe. • Any student with reading, writing, math, communications, vision, hearing, or motor problems • ESOL students • Students with 504 plans • Struggling students who do not qualify for ESE services

Assistive technology when matched correctly to a student’s need will make your job easier

The FCAT Benefit • AT integrated with good strategies will have the greatest impact on students who score low on the FCAT • These students will have the greatest effect on your school scores

Did you know the State of Florida allows a variety of assistive technology tools that may be used on the FCAT by students with disabilities? *These tools must be listed on the students IEP and used daily as part of instructional strategies.

Legal Responsibilities for ESE • The school district is mandated by state and federal law (Individual with Disability Education Act) to determine if a student with disability needs assistive technology • This determination is made by the IEP Team

AT Legislation • Tech Act (PL 100 407) Technology Related Assistance for Individuals with Disabilities Act • ADA (PL 101-336) Americans with Disabilities Act • IDEA-Individual with Disabilities Education Act

AT Evaluation for ESE Students • A student may be identified by a teacher, therapist, or parent • The school support team ie… teacher, SLP, OT or PT determines FIRST if the need can be met at the school level. • A referral is submitted to the Local Assistive Technology Team (LATS) • The LATS will review the case and either request further information from the school or set up an appointment to evaluate the student.

AT Purchase for ESE Students • The school district is required to provide the assistive technology if it is necessary to meet IEP goals • The device may go home if the IEP team determines that it is necessary to receive FAPE • Some students may receive funds from private insurance or Medicaid • These devices are then the property of the family

AT Acquisition for Non ESE Student • School technology funds • Other school funds • Grants • Community groups • Fund Raiser

The Local Assistive Technology Team (LATS) • Joanne Stidham- Speech Language Pathologist (LEAD) • Lourdes Day- Technology Specialist-FDLRS • Lorrie Prince –Speech Language Diagnostician • Judy Sanders- Occupational Therapist –ESE

Contacting the LAT team • The LAT team will consult and train school staff • Contact them at ESE 534-0934 • OR • FDLRS 647-4258

Accommodation vs Modification • Accommodation is changing HOW the student learns • EX-Setting, time, length of assignment, AT • General diploma • Modification is changing WHAT the student learns • EX-4th grade math in an Algebra class • Special diploma

Assistive Technology Consideration • Ask the right questions? • What specifically does the student need to do? • What is he/she currently using? • What specific IEP goal must the child meet?

Evaluation, Practice, Opportunities, and Review • AT should be evaluated in the child’s natural setting • Success of AT comes with daily opportunities • AT integral part of the curriculum • Continuous review of technology effectiveness

Assistive Technology Groups • Two Major Groups • Assistive Technology (Curriculum and Instructional Tools) • Augmentative Tools and Devices(Communication)

Assistive Technology Range • Range • Lite tech (LoTTIE Kit) • Easily accessible • Low cost • Used by Peers • High Tech • Very task specific • Higher cost • Sometimes makes student feel “different” from peers

Types of Assistive Technology • Reading • Writing(Motor) • Writing (Composing) • Math • Organizing/Studying • Computer Access • Communication • Self Help

Reading • High lighter tape • Reading guides • Color filters • Picture /symbol text match • Scan and read software • Changes in text size, fonts, spacing, color and background

Highlighter Tape • Highlighter tape can be used to highlight directions, important formulas, or to separate questions from a series of answers. • Unique accommodations • Cost $2.00 a roll

Reading Guides • Reading guides can help the student track words while reading material in the FCAT booklet. • Cost $ 9.00 set of 5

Color Filters • Colored filters may help a student with perceptually based reading problems overcome print or background distortion. • Cost $25 for See It Right Demo Kit

Reading • Adapted Ruler • Digital Recorder • Magnifiers • Reading Stand • Page Tabs

Digital Recorder • Assists a students when providing oral responses to FCAT questions. • Helps the proctor accurately record each response. • Cost $20.95

Magnifier • A magnifier will enlarge images of maps, drawing, patterns and letters used in the test booklet. • Cost $1.95

Reading Stand • Reading Stands or Page Ups helps the student position the test booklet for better viewing • Cost $6.95

Writing- Motor Aspects • Pencil grips • Evo or lighted pen • Magic Rub • Writing guides • Slant boards • Raised line paper • Portable word processor • Voice recognition

Pencil Grip • Pencil grips encourage proper hand-pencil positioning during writing. It also provides greater comfort, legibility, speed, and reduces hand fatigue. • Cost $9.95 (set) or $.50 each

Writing Guides • A writing guide will help the student keep their writing on the lines and produce a legible response when responding in the FCAT answer book. • Cost $4.50(page guide) • Cost $1.50 (signature)

Raised Line Paper • Raised Line Paper provides a student with visual or tactile guidelines. • Cost $16.50

Portable Word Processors • An alternative keyboard will help a student, who cannot respond orally or who cannot produce a handwritten response, type answers to FCAT assessment items. • Cost $199.00

Writing –Composing • Stickies • Writing templates • Webbing and outline software • Hand held spell checkers • Word processor with auditory feedback • Word prediction software

Math • Grid paper • Talking Calculators • Abacus / Number lines • Grip ruler • Math practice software

Math Grids • Math grids provide more space for computations and help the student organize and align computational steps. • Cost $10.00

Talking Calculator • A talking calculator reads back entries and answers to aid a student who needs auditory help in calculation. • Cost $20.95

Adapted Grip Ruler • An adapted ruler will help a student with poor hand or finger dexterity grasp and manipulate a ruler for those FCAT assessment items where measurement is required. • Cost $1.00

Organizing/Studying • High lighters • Color coding system • Page Tabs • Print or picture schedule • Hand held scanners

Page Tab • Tabs give the student an easier way to grip the page and helps the student quickly locate important material. • Unique accommodation • Cost $3.50

Computer Access • Extended or mini keyboard • Track balls or joystick mouse • Switch Interface • Voice recognition • Word predication or expansion • On screen scanning

Communication • Picture symbols • Voice output devices • Eye gaze frame • Device with speech synthesis

Daily Living • Non slip materials • Adaptive devices for feeding and hygiene • Environmental Control Unit (ECU)

ReflectionHow can you integrate lite tech into your instruction?

Terrific Tools for Reading and Writing