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Including assistive technology in the IEP

Including assistive technology in the IEP. Lori Bartleson, PT, DPT and Carol Thomas, OTR/L. Mission and Vision. Mission : Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance.

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Including assistive technology in the IEP

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  1. Including assistive technology in the IEP Lori Bartleson, PT, DPT and Carol Thomas, OTR/L

  2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

  3. AT in the IEP: Objectives • Review of the definition of Assistive Technology • Understand the Assistive Technology referral process • Gain a working knowledge of how to consider Assistive Technology with students • Learn how to include Assistive Technology in the IEP • Develop increased comfort level in guiding/assisting school teams in considering Assistive Technology for students

  4. At in the Iep: What is AT? • Any item, piece of equipment, or product , whether acquired commercially, off the shelf, modified or customized, that is used to increase, maintain, or improve functional capacities of individuals with disabilities.

  5. At in the iep: What is AT? • AT has the powerful potential of impacting significantly upon individuals with disabilities by contributing to his/her learning, independence, self-esteem, and quality of life.

  6. At in the iep: examples….

  7. At in the iep: referral process • The first step is to discuss the student’s AT needs with all members of the IEP team. AT referrals should come from an IEP team, NOT an individual team member. • The IEP team may complete an AT Referral Form to request consultation services, equipment for trials, an evaluation, or training.

  8. At in the iep: referral process • Copies of the AT Referral Form, WATI AT Checklist, and AT Consideration Resource Guide can be obtained from the Special Services website in the Referral Paperwork file or contact Candace Stewart.

  9. At in the iep: referral process • Upon receipt of the referral, the AT team will contact the referring IEP team within 2 weeks. • The AT team will review the referral and contact the referring team to discuss the assistance requested. An observation of the student may be needed. The member(s) of the AT team will provide recommendations and guidance.

  10. At in the iep: referral process • If an evaluation is recommended, a reevaluation planning meeting will need to be scheduled and held. • An evaluation for AT is often not necessary. AT needs can often be determined through trials in the classroom and in therapy for purposes of accessing the curriculum.

  11. At in the iep: AT process… May consider the following areas: • Physical • Sensory • Communication • Cognitive

  12. At in the iep: at process… May consider the following areas (continued): • Academic Performance • Environmental control • Social competence • Vocational Performance • Recreation/Leisure

  13. At in the iep: at process… Questions to Consider: • Is the student currently using AT? Is the AT adequate to address the new goals and objectives? • Does the student need AT to access the curriculum? • Does the student need AT to access instructional materials?

  14. At in the iep: at process… More questions to consider: • Does the student need AT to access the technology used by other students? • Could AT help the student work more independently?

  15. AT In the iep: seating • adapted chair with sides, back, & foot rests • pillow for postural support • notebook as angled surface • dycemto hold task in place

  16. At in the iep: positioning

  17. At in the iep: Mobility

  18. At in the iep: follow up • Following the review of the AT evaluation results, the IEP and AT teams will determine if scheduled follow-ups are required and the frequency if needed.

  19. At in the iep: follow up • The school IEP team is responsible for contacting the AT team for additional support.

  20. At in the iep • What next?

  21. AT in the IEP: Where? • PLOP • Accommodations to general ed • Supplementary Services • Special Education Services • Related Services • Consideration of Special Factors • Minutes • Part of transition statement

  22. AT in the IEP: who? • Does not have to be someone from the AT team • Needs to be someone with the knowledge, skills, and abilities required for the particular services recommended • Be sure to document the “who”

  23. At in the IEP: “So What?” test • Relate the use of the technology to a functional outcome to avoid focusing on the equipment. • The technology should be a means to an end.

  24. AT in the Iep: Documentation • Do not name the equipment by brand, but describe the features. BigMack=single message voice output AlpharsmartNeo=portable word processor CoWriter=word prediction software Rifton Activity Chair=adapted chair with arms and back support

  25. AT in the iep: Documentation • The use of technology should be data driven for initiation and continued use “John was able to write 44 correct word sequences using a word processor and only 19 correct word sequences when hand written.”

  26. At in the iep: Implementation • Collaborative Plan based on data • Shared responsibilities • Should occur throughout the school day • Anticipate changes • Ongoing process!

  27. At in the iep: • “Technology is a tool that serves a set of education goals, and if we don’t think about what we want the technology for first, we end of with technology-driven solutions that have very little impact in the lives of children and in our educational system.” Linda Roberts Past Directory of Educational Technology Us Department of Education

  28. Contact Information • Lori Bartleson, PT, DPT (843) 875-4161 ext. 1219 • Carol Thomas, OTR/L (843) 875-4161 ext. 1212

  29. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.

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