Consideration: Introduction to a Guide for Maryland Schools

1. Consideration: Introduction to a Guide for Maryland Schools John Castellani, Ph.D. Penny Reed, Ph.D. and Joy Zabala MATN Conference, 2004

2. Framing the Session • Legal Review and Update – IDEA Reauthorization • Issues in AT Consideration • Introducing… • Considering the Need for Assistive Technology within the Individualized Education Program Process MATN Conference, 2004

3. Ground Rules • Contribute actively • Ask questions • Honor contributions of others • Speak one at a time • Be prompt • Take care of yourself • Enjoy yourself MATN Conference, 2004

4. Legal UpdateWhat is.. What is to come… MATN Conference, 2004

5. LANGUAGE MATN Conference, 2004

6. Senate IDEA Reauthorization BillS. 1248 • Academic Achievement • Functional Performance MATN Conference, 2004

7. NEW POLICY MATN Conference, 2004

8. Addition in Senate IDEA Reauthorization BillS. 1248 …call for an instructional materials accessibility standard and the development of a National Instructional Materials Access Center MATN Conference, 2004

9. DEFINITIONS MATN Conference, 2004

10. IDEA ’97 Definition of AT Devices (Sec. 300.5) … Assistive technology device means 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 a child with a disability. MATN Conference, 2004

11. Addition in Senate IDEA Reauthorization BillS. 1248 …The term does not include a medical device that is surgically implanted, or the post-surgical maintenance, programming, or replacement of such device, or an external device connected with the use of a surgically implanted medical device (other than the costs of performing routine maintenance and monitoring of such external device at the same time the child is receiving other services under this Act). MATN Conference, 2004

12. CONSIDERATION OF SPECIAL FACTORS MATN Conference, 2004

13. CONSIDERATION OF SPECIAL FACTORSBehavior: Change from ‘97 IDEA ’97 (i) In the case of a child whose behavior impedes his or her learning or that of others consider, when appropriate, strategies, including positive behavior interventions strategies and supports to address that behavior. S. 1248 (i) In the case of a child whose behavior impedes his or her learning or that of others consider, provide for positive behavior interventions and supports to address that behavior. MATN Conference, 2004

14. CONSIDERATION OF SPECIAL FACTORSBraille: Addition in S. 1248 • provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child; and (II) consider, when appropriate, instructional services related to functional performance skills, orientation and mobility, and skills in the use of assistive technology devices, including low vision devices; MATN Conference, 2004

15. CONSIDERATION OF SPECIAL FACTORSCommunication: Change from ‘97 IDEA ’97 (iv) 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; S. 1248 (iv) 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, and access to the general curriculum and instruction at the child’s academic level in the child’s language and communication mode; MATN Conference, 2004

16. CONSIDERATION OF SPECIAL FACTORSAssistive Technology IDEA ’97 and S. 1248 • Consider whether the child requires assistive technology devices and services HR 1350 (II) Consider whether the child needs assistive technology devices and services MATN Conference, 2004

17. Consideration?What DOES it mean? MATN Conference, 2004

18. “What If ?” MATN Conference, 2004

19. “What If ?” What would your IEP team do if, during consideration, they found that Jane, who has very poor handwriting, had been using a portable word processor to write and, using that tool, the quality and quantity of her written work had increased to a level that is commensurate with the written work of her peers? MATN Conference, 2004

20. “What If ?” What if Brenda, a fully included 10th grader, was unable to access the computers the high school writing lab that her class attended twice a week ? What would your IEP team do? MATN Conference, 2004

21. A Snapshot of What’s Happening in Your District MATN Conference, 2004

22. Action ItemConsideration? What’s working well with AT consideration? What’s your greatest concern about AT consideration? MATN Conference, 2004

23. What We Have Observed… MATN Conference, 2004

24. What Others Have Said... “We assessed or we didn’t do anything…” “We prioritize.. most visible needs first” “Johnny?... he’s too low” “We just checked yes or no on the form” “Sally?…she just needs to try harder” “Not before the fifth grade” “We don’t have enough money for that” “Jeff?.. He’s bright. Get the kid a laptop!” MATN Conference, 2004

25. Assistive Technology in IDEA ‘97 MATN Conference, 2004

26. Final Regulationsof IDEA ’97 Sec. 300.308 (a) Each public agency shall ensure that assistive technology devices and assistive technology services, or both, as those terms are defined in Secs. 300.5-300.6, are made available to a child with a disability if required as a part of the child's - (1) Special education under Sec. 300.26; (2) Related services under Sec. 300.24; or (3) Supplementary aids and services under Secs. 300.28 and 300.550(b)(2). MATN Conference, 2004

27. Final Regulationsof IDEA ’97Sec. 300.308 (b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child's home or in other settings is required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE. MATN Conference, 2004

28. “ Section 300.308 is sufficient to explain how a determination about a child's need for an assistive technology device or service is made.” IDEA ’97Comment in Regulations (page 12540) The Federal Register March 12, 1999 MATN Conference, 2004

29. Consideration • Integral Part of the Special Educational Process • Prereferral • Referral • Evaluation • IEP Development • Implementation • Annual Review MATN Conference, 2004

30. What are the three most important issues in the consideration of AT in the IEP? MATN Conference, 2004

31. Educational Process Problem solving Resources Promising Practices Process, Process, Process Considering the Need for Assistive Technology within the IEP Process MATN Conference, 2004

32. Defining a process for Maryland schools… MATN Conference, 2004

33. Considering the Need for Assistive Technology within the Individualized Education Program Process The Center for Technology in Education with a grant from the Maryland State Department of Education and the Technology and Media Division of the Council for Exceptional Children MATN Conference, 2004

34. THREE SPECIFIC GOALS • To increase awareness of a) the range of AT devices currently available, b) the importance of AT services, and c) effective applications and practices related to AT use in educational settings. • To demystify the AT consideration process by providing a clear, systematic approach for IEP teams to follow when developing plans for students with disabilities, in any grade or setting regardless of disability type or severity. MATN Conference, 2004

35. THREE SPECIFIC GOALS • To increase access to AT through the consideration process so that students with disabilities are able to successfully participate in the educational activities and achieve curricular goals. MATN Conference, 2004

36. FIVE MEANS TO ACCOMPLISH GOALS • Exploring the legal requirements related to assistive technology that are mandated by IDEA ’97, including provision of AT devices and services, definitions of AT devices and services, and consideration of a student's possible need for AT during the development of the IEP; • Describing a student-centered, systematic process for considering AT during the IEP development process; MATN Conference, 2004

37. FIVE MEANS TO ACCOMPLISH GOALS • Discussing the importance of documentation and describe effective methods for documenting AT; consideration; • Discussing frequently asked questions about assistive technology devices, services and consideration; and, • Providing a selection of resources that have been helpful to others. MATN Conference, 2004

38. ContentsIDEA 1997: THE LEGAL MANDATE FOR ASSISTIVE TECHNOLOGY • IDEA Sec. 300.5 - Definition of Assistive Technology: Improving Functional Capability • IDEA Sec. 300.6 - Definition of AT Services: Supporting Implementation of AT Devices • Thinking about AT Services: What’s Needed to Support Proper and Effective Use of AT? • Consideration of Special Factors: Attending to Very Specific Needs MATN Conference, 2004

39. ContentsCONSIDERING THE NEED FOR AT DEVICES AND SERVICES: MAKING INFORMED DECISIONS ▪ The AT Consideration Process: A Five Step Approach ▪ Making a Decision About AT: Four Options for the IEP Team ▪ Weighing AT Options: Balancing Short-Term Need and Long-Term Benefit MATN Conference, 2004

40. Contents DOCUMENTING AT CONSIDERATION: • What to Include on the IEP IMPROVING THE AT CONSIDERATION PROCESS:Working with Teams and Stakeholders • Common Problems and How to Avoid Them: Stay Focused on Student Needs • Improving the AT Consideration Process District-Wide: Useful Tools MATN Conference, 2004

41. Contents RESOURCES TO HELP WITH AT CONSIDERATION • Web-based • Print • Other APPENDICES MATN Conference, 2004

42. The Five Step Approach The AT consideration process outlined in IDEA ’97 mirrors the IEP development process, follows the same steps, and takes place at the same time. When facilitated by a knowledgeable IEP team member, AT consideration is likely to be a relatively brief and reasonably easy process completed in 5 logical steps. MATN Conference, 2004

43. The Five Step Approach • Review present level of performance and other pertinent information • Develop annual goals, including benchmarks • Identify tasks necessary to accomplish goals • Determine the difficulty of the student’s tasks • Identify appropriate supports and services, including AT MATN Conference, 2004

44. Outcomes of Assistive Technology Consideration MATN Conference, 2004

45. Results of AT Consideration: Options for the IEP Team There are four major outcomes that result from the consideration process • AT is not required, • AT is required and specific tools are known • AT is required, but trials are required to determine exactly which tool • more information is needed MATN Conference, 2004

46. 1 Results of AT Consideration: AT is not required AT is not required or is no longer needed because it is anticipated that the student will be able to access the curriculum and make reasonable progress in his/her educational program withoutAT devices and services. This is a reasonable decision if the IEP team has completed the five-step process and can provide supporting evidence or data MATN Conference, 2004

47. 2 Results of AT Consideration: AT is required and specific tools are known AT is required for the student to access the curriculum and make reasonable progress in his/her educational program. In this case, the team should also make recommendations for specific devices and/or services. MATN Conference, 2004

48. 3 Results of AT Consideration: AT is required, but trials are required to determine exactly which tool(s) If the IEP team determines that AT is required but they are not able to identify the specific tool(s) that would most effectively enable the student to access the curriculum and make reasonable progress in his educational program, the IEP would document the need for AT… MATN Conference, 2004

49. More about trials… 3 (Continued) During implementation, comparative trials would be conducted to determine the device and services that will be most effective. For example, the team may decide that a child needs an alternative keyboard for computer access but they are not clear on which alternative keyboard would best meet the student’s needs. MATN Conference, 2004

50. 4 Results of AT Consideration: More information is needed More information is needed before the team can make a decision about AT and the team needs additional help. The team documents the nature of the assistance that is needed and a timeline for getting it. If an AT assessment is needed a referral is made and it is documented in the IEP as an AT service to be provided. MATN Conference, 2004