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SCHOOLS K - 12

SCHOOLS K - 12. Dr. Susan W. Floyd Education Associate Speech-Language Disabilities, Assistive Technology Office of Exceptional Children South Carolina Department of Education. Individual with Disabilities Education Act (IDEA 2004).

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SCHOOLS K - 12

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  1. SCHOOLS K - 12 Dr. Susan W. Floyd Education Associate Speech-Language Disabilities, Assistive Technology Office of Exceptional Children South Carolina Department of Education

  2. Individual with Disabilities Education Act (IDEA 2004) Federal legislation requires consideration of assistive technology for children with disabilities

  3. Development of IEP The IEP Team must consider – (i) The strengths of the child; (ii) The concerns of the parents for enhancing the education of their child; (iii) The results of the initial or most recent evaluation of the child; and (iv) The academic, developmental, and functional needs of the child.

  4. IEP Team can determine accommodations, modifications or adaptations made to the environment, curriculum, instruction, or assessment practices to provide access to education and to facilitate a student’s involvement and progress in the general curriculum.

  5. Examples • A student with poor vision might use enlarged text. • A student with motor difficulties might use an enlarged, simplified computer keyboard. • A non-verbal student can “talk” by using a talking switch. • A student who has difficulty reading might read a textbook with the help of a computer that scans and reads text.

  6. IEP Team… must ensure that assistive technology devices or services, or both, are made available to a child with a disability if required as a part of the child’s Special Education, Related Services, or Supplementary Aids and Services.

  7. Related Services Services that may be required to help a child benefit from special education • Could include assistive technology services

  8. Supplementary Aids & Services Provided in general education classes or settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate • Services: assistive technology evaluation, sign language interpreting, note-taking, training for general educators • Aids: large print textbooks, auditory trainers, augmentative communication or assistive technology devices

  9. Consideration of special factors .The IEP Team must— • In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines…that instruction in Braille or the use of Braille is not appropriate for the child;

  10. Consideration of special factors • Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode; • Consider whether the child needs assistive technology devices and services.

  11. Assistive Technology Service Assistive Technology Device What is assistive technology and how is it used in schools?

  12. Assistive Technology Device • any item, piece of equipment, or system that is used to increase, maintain, or help a child with a disability succeed in school – does not include a medical device that is surgically implanted or replacement of that device

  13. Assistive Technology Service any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes— (a) The evaluation of the needs of a child with a disability, (b) Purchasing, leasing, or providing for the acquisition of assistive technology devices by children with disabilities; (c) Selecting, designing, fitting,customizing, adapting, applying,maintaining, repairing, or replacing assistive technology devices;

  14. Assistive Technology Service (d) coordinating and using other therapies, interventions, or services with assistive technology devices; (e) training or technical assistance for a child with a disability or, if appropriate, that child’s family; and (f) training or technical assistance for professionals, employers, or other individuals who provide services to that child.

  15. Is there a difference between assistive and educational technology? • AT – personal to the individual student’s needs • ET – classroom-based • Interrelated – • Example: computer software for literacy in classroom “Universal Design for Learning” – the use of technology to allow students to access educational materials through their strongest learning mode • Provides equal access to learning, not just to information

  16. Assistive Technology benefits all students! • AT or ET access features help students with many different learning styles or needs. • S. C. State Technology Plan 2003-08 • SDE Office Technology

  17. Examples • Preschool Children use a simplified keyboard or switch. • Students with limited reading skills benefit from computer programs that read and highlight text on the screen. • Classroom Amplification Systems enhance listening for all students, not just those with hearing impairment. • Teachers benefit – more options to address different learning styles (visual, auditory, tactile)

  18. Examples • Students with physical disabilities who are positioned correctly are better able to pay attention, focus for longer periods of time, and access learning materials. • Provide frames, walkers, chair inserts, standing aids, beanbag chairs • Students with motor disabilities may not be able to hold a pencil to write or a compass to do math. • provide device to help them hold these tools!

  19. Examples • Some students need devices that provide access to computers or environmental controls. • Access technology: special switches, modified keyboards, head pointers, keyguards • Some students need assistive devices for hearing or rely on their vision as a primary mode of learning. • Hearing aids or personal FM units can help a student with a hearing loss “tune in” to the teacher’s voice. • Screen readers, screen enlargers, magnifiers, audio books, Braillers, light boxes, and scanners are devices that can help.

  20. Examples • Students with learning disabilities may not be able to decode words in printed text. • Computer-based instruction can support learning: talking software, word prediction, positive feedback

  21. If your child has assistive technology needs… • Contact your child’s special education teacher • Participate on IEP team to determine what is the most appropriate service or device/equipment to meet your child’s needs in the educational setting

  22. Regional Assistive Technology Specialists • SDE initiative • Create regional assistive technology specialists to work with school districts in training assistive technology teams

  23. Realizing the Dream Curriculum Access Through Assistive Technology Developed by The SC State Department of Education And The SC Assistive Technology Program SCATP)

  24. For Additional Assistance, contact…. Dr. Susan W. Floyd Office of Exceptional Children S. C. Department of Education Swfloyd@sde.state.sc.us

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