ASSISTIVE TECHNOLOGY

1. ASSISTIVE TECHNOLOGY The Final Frontier Instructor: Gregg Fox (APHS Special Education, LATS) foxg@averillpark.k12.ny.us

2. SCHEDULE • Day 1: What is Assistive Technology? • Day 2: No Tech and Low Tech Devices. • Day 3: Medium Tech and Microsoft Word. • Day 4: Read and Write Gold V.8 • Day 5: High Tech Devices • Day 6: Open Forum • Class Days: 12/9, 12/16, 12/22, 1/6, 1/13, 1/20.

3. HW Assignments Assignments should be emailed to the instructor by the last day of the in-service. • #1: Read the PowerPoint sent to you about the Edge and Davis Article. Answer 1 of the 2 questions: • What is the most significant issue that parents in your setting encounter when their children receive a variety of special services and what will you do to reduce the impact of this problem? • Do you agree that educators should act as consultants to the parents of a child with a disability? Why or why not?

4. #2: Develop and write a philosophy or mission statement that summarizes your personal view on the role of professionals who work with families in the field of Assistive Technology. You can write on the use or need of technology for students with disabilities. • #3: Choose 2 of the AT devices, from separate levels, and try them out in your classroom. Please provide a brief summary of your results. • For a list of devices in district, please consult the Assistive Technology Resources website located on the APNET page of the district Webpage.

5. What is Assistive Technology? • “Assistive technology is any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. • IDEA, 2004 P.L.108-446, Section 602(1)(a)(b) • Exception: The term does not include a medical device that is surgically implanted, or the replacement of such device.

6. The Old Man and the Starfish • One fine, warm day, a tourist was walking down a sandy, tropical beach. He noticed as he was walking that the tide had brought in a lot of starfish. Continuing his walk, he started looking at the starfish and their pretty colors .  Since he was a conscientious man, he also was paying attention to where he was going. He noticed a shape off in the distance. He couldn't tell what it was at first, but as his walk progressed and he came nearer to this shape, it transformed itself into an old native of the island. This old man, he could tell, was walking towards him, but at a very slow pace.  • The reason for the pace of the old man became apparent  as the two came nearer to each other. The old man was also looking at the starfish, but he was also doing more. He was picking up those he found and throwing them back out to sea. Eventually, because they were walking towards each other, the two men met.  • "Why are you throwing the starfish back into the sea?" asked the tourist of the old man.  • "Starfish die if they're out of the seawater for too long." replied the old native. "I do this every day on my walk."  • Ever the practical man, the tourist said, "It's a good thing to do, but do you know how many starfish there must be washed up on this beach every day? You can't possibly make a dent in that. What possible difference can you make in an effort to save starfish?"  • The old man bent down, picked up another starfish, and threw it out into the sea. He then turned towards the tourist, and said, "It made a difference to that one.”

7. What is an Assistive Technology Device? • An assistive device is defined as, “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 functional capabilities of children with disabilities.” (34 CFR 300.5)

8. Why Do We Have AT? • AT promotes equality of opportunity, “leveling the playing field.” • A report by The House Committee on Education and Labor states that, “advances in the development and use of assistive technology have provided new opportunities for children with disabilities to participate in education programs.”

9. Discussion • What are some examples of this that you may have seen?

10. The School District’s Responsibility • School districts must make AT devices and services available as described in the IEP. • A school district is not responsible to provide AT devices for students who will be using them for only non-school settings or activities. (34 CFR 300.308)

11. Who Can Provide AT Services? • Currently anyone can provide these services. • But… • Since they are part of the related services and/or supplementary aides section, they must be provided by qualified individuals who hold the appropriate certification or license.

12. Considering AT Services • At services should be determined through an individual evaluation on a case-by-case basis. • The parents and guardians, teachers, and CSE/CPSE should all share information on how assistive technology could benefit the student’s education. • The student should assessed in all areas of their suspected or identified disability. • Recommendations should be provided to the parents and CSE/CPSE and entered into the child’s IEP.

13. Areas of Consideration • There are 5 main areas for consideration: • Environmental Considerations • Use of Support Materials • Use of Tool Software • Assessment of What is Available • Recommendations on Integration

14. Environmental Considerations • Adapting the educational environment. • Lighting, desk, chair, keyboard, specific device, or method to assist performing daily tasks. • Accommodating the educational environment. • Changing a routine or method of teaching/approach.

15. Use of Support Materials • These are recommendations for special types of materials: • Braille books, talking books, speech software, communication boards, text enlargers, tape recorders, etc..

16. Use of Tool Software • These are word processors, calendar organizers, and other computer based instruction tools.

17. Assessment of What is Available • Take a look at what is available in district. • Also look at what nondisabled students of the same age use. • Determine how they could be made accessible to all.

18. Recommendation For Integration • Think about how the assistive technology can be included in the students overall education program. • You don’t want the services being delivered in isolation.

19. Assistive Listening Help with auditory processing. May include hearing aids, personal radios, text phones, closed caption tv, … Augmentative Communication May include symbol systems, nonelectric alphabet, communication boards, speech synthesizers, and enhancement software. Sign Language is also considered another form. Computer Access Eye blinks, mouth movements, head or neck movements are some methods to access a computer or device. There are also input devices such as, switched, buttons, expanded keyboards, trackballs, touch windows, and speech recognition. Computer-Based Instruction Software that is needed for independent participation. Software can mirror the framework of the regular curriculum, but offers an alternate way of responding (i.e. Read and Write Gold, Kurzweill) Can be used for writing, spelling, calculation, reading, reasoning, and higher level thinking skills. Environmental Control Include use of remote control switches and modified on/off switches. Mobility Include braces, self-propelled walkers, and wheelchairs of both types. Examples of Assistive Technology Adapted from Hawaii's Draft AT Guidelines 1995

20. Visual Aids Used to assist with visual needs. Include increasing contrast, enlarging images, using tactile, and auditory materials. They can be optical or electronic, or mounted or handheld. Magnifiers, telescopes, closed circuit tvs, read/write systems, tape recorders, large print books, Brailled materials, synthesized books, screen readers, OCR devices, scanners, etc.. PE, Recreation, Leisure, and Play Assistive devices may include beeping balls or goal posts, adapted wheelchairs, rules in Braille or on audio cassette, balancing or positioning aids, drawing software, games or simulations, interactive laser discs, or adapted puzzles. Self Care Include help with feeding, dressing, and toileting. Include adapted utensils, cups, specially designed toilet seats and tubs, and aides for tooth brushing. Adapted from Hawaii's Draft AT Guidelines 1995