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Welcome FDLRS Region 1 LATS and Tech's Meeting December 3, 2008

Welcome FDLRS Region 1 LATS and Tech's Meeting December 3, 2008. Objectives. Beginner LATS Training Update with Suzanne Dalton from FIMCVI on NIMAS Assistive Technology Competencies website skills inventory and March Training Dates. FDLRS Region 1 Beginner LATS Training. AGENDA.

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Welcome FDLRS Region 1 LATS and Tech's Meeting December 3, 2008

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  1. Welcome FDLRS Region 1 LATS and Tech's Meeting December 3, 2008

  2. Objectives • Beginner LATS Training • Update with Suzanne Dalton from FIMCVI on NIMAS • Assistive Technology Competencies website skills inventory and March Training Dates

  3. FDLRS Region 1 Beginner LATS Training

  4. AGENDA • Introductions • I Can Video • FDLRS Network and Special Centers • (FIMC & RMTC) • http://www.fdlrs.com • Laws • TAP Papers and Competencies • Roles and Responsibilities • Categories of AT • How Many Hats Do You Wear? • (What do LATS really do?)

  5. I Can Video

  6. What are the FDLRS Network and Specialized Centers? Florida Diagnostic and Learning Resources Provides diagnostic and instructional support services to ESE programs, students and families • FDLRS TECH System www.fdlrs.com • FIMCVI • Florida Instructional Materials Center for the Visually Impaired • RMTC • Resource Materials and Technology Center for the Deaf/ Hard of Hearing

  7. FDLRS STATEWIDE LOAN LIBRARYSanford • Maintain the statewide Loan Library - Contact Melanie Johnson 1-800-558-6580 • Maintain Assistive Technology Demonstration Lab • Maintain the State Loan Library website • Update device information and comparison fact sheets

  8. FDLRS REGIONAL TECHNOLOGY CENTERS

  9. FDLRS Region 1 Technology Center:Bay, Calhoun, Escambia, Franklin, Gadsden, Gulf, Holmes, Jackson, Jefferson, Leon, Liberty, Okaloosa, Santa Rosa, Taylor, Wakulla, Walton, Washington REGION 1: RENA CARNEY, RTSS 800-257-5044 REGION 2: FRANK CROSBY, RTSS 800-227-6036 REGION 3: MARCIA STERNER, RTSS REGION 4: LENORE REMLEY, RTSS 800-282-9193 REGION 5: BETH SAUNDERS, RTSS 888-898-7306

  10. AT Legislation • Tech Act (PL 100-407)- Technology Related Assistance for Individuals with Disabilities Act • ADA (PL 101-336)- Americans with Disabilities Act • IDEA -Individuals with Disabilities Education Act • 2004 IDEA Reauthorization

  11. WHY??? • The Law states that you must address assistive technology needs on the IEP • To best serve the needs of the student • Assistive technology is not just for the most severely disabled student, students with mild disabilities can also benefit from assistive devices

  12. Tech Act • Technology Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act) (P.L. 100-407) • The "Tech Act" provided federal funds to states to develop training and delivery systems for assistive technology devices and services. It required states and territories to develop statewide, consumer-responsive programs of technology-related services for individuals with disabilities of all ages. This act first defined Assistive Technology Devices and Services and promoted the availability and quality of AT devices and services to all individuals, including children.

  13. Americans with Disabilities Act • Employment Title I of the Americans with Disabilities Act of 1990, effective 1992, prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions and privileges of employment… Reasonable accommodation may include, but is not limited to: · Making existing facilities used by employees readily accessible to and usable by persons with disabilities. · Job restructuring, modifying work schedules, reassignment to a vacant position; · Acquiring or modifying equipment or devices, adjusting modifying examinations, training materials, or policies, and providing qualified readers or interpreters.

  14. Individuals with Disabilities Education Act (IDEA) The IDEA defines an assistive technology device 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 functional capabilities of individuals with disabilities. [20 U.S.C. Chapter 33, Section 1401 (25)].

  15. Individuals with Disabilities Education Act (IDEA) • The legal definition of assistive technology service as it appears in the Individuals with Disabilities Education Act (IDEA, P.L. 105-17) is: . . . any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device • [20 U.S.C. Chapter 33, Section 1401 (25)].

  16. Local Assistive Technology Specialist(LATS) Just what are you supposed to be doing?

  17. Conduct evaluations as the “expert” (team) and/or provide consultation to the school-based team Technical assistance, information & training regarding assistive technology to local school districts Develop & expand assistive technology programs & services along with District written procedures for AT Increase levels of expertise Provide assistance to students who use Assistive Technology & their parents Overall Functions

  18. Specific Responsibilities • Provide Districts with Knowledge of Assistive Technology: • Awareness • Implementation • Assessment • Case management • Funding • AAC • Adaptation of curriculum & materials • Technology: Current trends, devices, training, software,etc. • Knowledge of FDLRS RTSS provider services: resources, trainings • Coordinate activities at the county level • Entering records into LATS (District) Database

  19. AAC Environmental controls Assistive Listening Aids for Daily Living Assistive Technology Categories Visual Aids Recreation Leisure Play Computer access Computer based Instruction Mobility Seating & Positioning

  20. Seating and Positioning/ Mobility

  21. Computer Access

  22. Augmentative and AlternativeCommunication

  23. Environmental Controls

  24. Sensory Aids

  25. Aids for Daily Living

  26. Aids for Leisure and Recreation

  27. Switches • Simple on/off mechanism • Operates another device • Wide variety of switch styles to meet student needs for access.

  28. Low Tech: Switch Access Toys and Devices • Switch Activated • Store bought or modified • Purpose: training and classroom inclusion

  29. Low Tech Software Switch Interface Software designed to work with switches

  30. What Makes it Happen at the School Level? The IEP

  31. Determining if A.T. is Educationally Necessary • Is the provision of an assistive technology device or service essential for the student to receive FAPE? • Is an A.T. device or service necessary for the child to be educated w/in the least restrictive environment? • Are the A.T. devices or services a necessary related service? • Given A.T. service and/or devices, will the person have access to school programs and activities?

  32. Quality Indicators for Consideration of A.T. • Assistive technology devices and services are considered for all students with disabilities regardless of severity of disability • The IEP team has the knowledge and skills to make informed assistive technology decisions. QIAT Consortium

  33. Quality Indicators • The IEP team uses a collaborative decision making process based on data about the student environment and tasks to determine assistive technology needs. • A continuum of assistive technology devices and services is explored

  34. The Process • Identify the problem • Analyze the problem • Explore Intervention Strategies • Select an Intervention Plan • Implement intervention plan • Monitor effectiveness

  35. Quality Indicators • Decisions regarding the need for assistive technology devices and services are made based on access to the curriculum and the student’s IEP goals and objectives • Decisions regarding the need for assistive technology and services and supporting data are documented

  36. Conclusions When Considering Need for Assistive Technology • Current interventions are working and nothing new is needed, including AT. • AT is already being used. Specific AT is written into the IEP to insure AT continues to be available. • New AT should be tried. Description of AT is included in the IEP (i.e. “having the computer speak the text as the student writes”). • The IEP Team cannot make a decision. More information needs to be gathered or an evaluation needs to be scheduled for assistive technology.

  37. Team Decision Making for Assistive Technology

  38. Suggested ATTeam Members • Family Members • Student (when appropriate) • Administrator • Teacher (curriculum) • Speech-Language Pathologist (language development) • Occupational Therapist (motor development) • Physical Therapist (motor development) • Teacher of the Visually Impaired • Teacher of the Hearing Impaired

  39. AT Team Collaboration • Identify assistive technology tools to achieve IEP goals/objectives • Identify environments, strategies, and timelines • Identify person (s) responsible for training, implementation, and data collection • Use collaborative approach to review collected data in determining AT effectiveness. • Identify areas that require further assessment or re-evaluation

  40. Assistive Technology Assessments • Wisconsin Assistive Technology Initiative http://www.wati.org/ • Georgia Project for Assistive Technology http://www.gpat.org/GPAT%20downloads.html • SETT Framework http://www.joyzabala.com • QIAT Quality Indicators for Assistive Technology http://sweb.uky.edu/~jszabala0/QIAT.html • Lifespace Access Profile (1998) • Functional Evaluation for Assistive Technology (FEAT) • Every Move Counts / Jane Korsten

  41. The Real Story What is it really like to be a LATS?

  42. Are you sure this is in my job description? And on and on……

  43. Where do I start? Examples: • Referral Process • Forms

  44. What “tools” do I need? • First and foremost: the knowledge to look at each child individually, and sometimes consider options that you did not think were possible • Toys-fun and interactive • MCB’s (Manual Communication Board) • Devices for eval. that represent a range of abilities • Allen wrenches, duct tape, velcro, dycem, foam, scissors, etc. • Different types of computer access options • Access to positioning equipment if needed

  45. No right or wrong Team approach Ongoing assessment Consumer driven process System trials Feature match Document your work Do what works in your setting Implement Just do it! Top 10 things to remember...

  46. FDLRS Technology State Loan Library (FDLRS-FTSLL) www.aten.scps.k12.fl.us Florida Diagnostic and Learning Resource Systems (FDLRS) www.fdlrs.com Center for Independent Living(CIL) http://www.virtualcil.net/cils/docs/fl.html Center for Independence in Technology Education(CITE) Florida Alliance for Assistive Services & Technology, Inc.(FAAST) http://faast.org Vocational Rehabilitation Florida Instructional Materials Center for the Visually Impaired(FIMC) www.fimcvi.org/ Florida Telecommunications Relay, Inc.(FTRI) www.ftri.org Resource Materials and Technology Center: Deaf and Hard of Hearing(RMTC:DHH) http://www.fsdb.k12.fl.us/rmc/ Family Network on Disabilities(FND) http://www.fndfl.org Resource Agencies

  47. IDEA 2004 News, Information and Resources SPECIAL EDUCATION & REHABILITATIVE SERVICES http://www.ed.gov/policy/speced/guid/idea/idea2004.html#regulations

  48. HELPFUL WEBSITES • FLORIDA DIAGNOSTIC LEARNING AND RESOURCES SYSTEM http://www.paec.org/fdlrsweb/ • FLORIDA’S ASSISTIVE TECHNOLOGY ASSESSMENT COMPETENCIES WEBSITE http://www.florida-ese.org/atcomp/

  49. MORE HELPFUL WEBSITES • WISCONSIN ASSISTIVE TECHNOLOGY INITIATIVE http://www.wati.org/ • QUALITY INDICATORS FOR ASSISTIVE TECHNOOGY http://natri.uky.edu/assoc_projects/qiat/ • SETT http://sweb.uky.edu/~jszaba0/JoySETT.html • GEORGIA PROJECT FOR ASSISTIVE TECHNOLOGY http://www.gpat.org/ • TEXAS ASSISTIVE TECHNOLOGY NETWORK http://www.texasat.net/

  50. Follow-up • Review Established Policies & Procedures • Update your written Policies and Procedures for your district • Complete the Skill Assessment on the Competencies Website • Explore websites • Formulate questions for future trainings

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