Considering Assistive Technology in the IEP Process - PowerPoint PPT Presentation

Loading...

PPT – Considering Assistive Technology in the IEP Process PowerPoint presentation | free to view - id: 15b8d4-MmQ1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Considering Assistive Technology in the IEP Process

Description:

Identify indicators of appropriate assistive technology consideration ... Switch controlled toy, light, blender. High Tech Tools. Text readers. Voice recognition ... – PowerPoint PPT presentation

Number of Views:52
Avg rating:3.0/5.0
Slides: 25
Provided by: dspr2
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Considering Assistive Technology in the IEP Process


1
Considering Assistive Technology in the IEP
Process
Goals
Definition
Plan
Consideration
2
Objectives
  • Define assistive technology
  • Identify where assistive technology is addressed
    in the IEP
  • Understand how to identify assistive technology
    in the IEP
  • Identify indicators of appropriate assistive
    technology consideration
  • Know who to contact with questions regarding
    assistive technology

3
What is Assistive Technology?
  • The Individuals with Disabilities Education Act
    IDEA (Public Law 105-17) offers clear definitions
    of assistive technology devices and services.

4
Legal Definitions
  • Assistive Technology Devices
  • 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.
    (Section 300.5)

5
  • Assistive Technology Service
  • any service that directly assists a child with a
    disability in the selection, acquisition, and use
    of an assistive technology device.
  • The term includes-

6
Assistive Technology Service
  • (a) The evaluation of the needs of a child with a
    disability, including a functional evaluation of
    the child in the childs customary environment
  • (b) Purchasing, leasing, or otherwise providing
    for the acquisition of assistive technology
    devices by children with disabilities
  • (c) Selecting, designing, fitting, customizing,
    adapting, applying, retaining, repairing, or
    replacing assistive technology devices
  • (d) Coordinating and use of other therapies,
    interventions, or services with assistive
    technology devices, such as those associated with
    existing education and rehabilitation plans and
    programs
  • (e) Training or technical assistance for a child
    with a disability or, if appropriate, that
    childs family and
  • (f) Training or technical assistance for
    professionals (including individuals or
    rehabilitation services), employers, or other
    individuals who provide services to employ, or
    are otherwise substantially involved in the major
    life functions of children with disabilities.
    (Section 300.6)

7
What makes a standard instructional technology
tool assistive technology?
standard instructional technology tools used by
general education population
special education student
  • Requires an assistive technology tool to
    accomplish educationally relevant tasks
  • calculator

assistive technology
  • IEP team determines that the student requires it
    to accomplish IEP goals and objectives
  • portable word processor
  • talking spell checker
  • computer based word processing

8
When can assistive technology consideration,
assessment, and decision making take place?
  • Depending on specific student needs
  • Can take place as part of a comprehensive
    evaluation
  • Can take place during the IEP process (annual
    review)
  • Can be part of the ongoing process after the IEP
    during the equipment trial period
  • Can take place as part of a students regular
    programming
  • Can take place as a formal assistive technology
    assessment

9
What are the steps the IEP team takes when
considering assistive technology for a student?
  • Identify the students present levels of
    performance.
  • Areas to be considered

10
  • Identify present levels of educational
    performance (PLEP Statement)
  • Describe how the students disability affects
    involvement and progress in the general
    curriculum.

AREAS TO CONSIDER Handwriting Written
expression Mobility Reading
Communication Vision Spelling
Recreation Self care Math
Control of the environment Endurance
Computer access Hearing Daily
organization Positioning and seating
11
What are the steps the IEP team takes when
considering assistive technology for a student?
  • Identify the students present levels of
    performance.
  • Develop IEP goals and objectives.
  • Identify the tasks the student needs to
    participate in
  • Identify student needs

12
  • Identify present levels of educational
    performance (PLEP Statement)
  • Describe how the students disability affects
    involvement and progress in the general
    curriculum.

AREAS TO CONSIDER Handwriting Written
expression Mobility Reading
Communication Vision Spelling
Recreation Self care Math
Control of the environment Endurance
Computer access Hearing Daily
organization Positioning and seating
Reading
Spelling
Communication
Note taking
Identify the tasks the student needs to
participate in.
Organization
Math
Use correct spelling
Legible written work
Identify student needs/goals
Word recognition
Independent work skills
comprehension
Demonstrate learned skills
13
What are the steps the IEP team takes when
considering assistive technology for a student?
  • Identify the students present levels of
    performance.
  • Develop IEP goals and objectives.
  • Identify the tasks the student needs to
    participate in
  • Identify student needs
  • Determine if the student requires assistive
    technology to accomplish the goals and objectives
    and explore possible solutions.
  • This determination is based on data about the
    students present levels of performance, their
    environment, and tasks the student needs to
    complete.

14
  • Identify present levels of educational
    performance (PLEP Statement)
  • Describe how the students disability affects
    involvement and progress in the general
    curriculum.

AREAS TO CONSIDER Handwriting Written
expression Mobility Reading
Communication Vision Spelling
Recreation Self care Math
Control of the environment Endurance
Computer access Hearing Daily
organization Positioning and seating
Reading
Spelling
Communication
Note taking
Identify the tasks the student needs to
participate in.
Organization
Math
Use correct spelling
Legible written work
Identify student needs/goals
Word recognition
Independent work skills
comprehension
Demonstrate learned skills
What activities take place in the environment
What is the physical arrangement
Environment
What materials, equipment, supports, resources
are available
Where- classroom, home, community, therapy
Explore possible solutions
Low Tech Tools Pencil grips Color
coding Highlighters Slanted surfaces Reading and
writing guides Enlarged worksheets
Mid Tech Tools Books on tape Talking spell
checker, dictionary Word processor Tape
recorder Adaptive eating utensils Switch
controlled toy, light, blender
High Tech Tools Text readers Voice
recognition Environmental control
devices Augmentative communication
device Software for manipulation of
objects Electronic books
15
What are the steps the IEP team takes when
considering assistive technology for a student?
  • Identify the students present levels of
    performance.
  • Develop IEP goals and objectives.
  • Determine if the student requires assistive
    technology to accomplish the goals and objectives
    and explore possible solutions.
  • This determination is based on data about the
    students present levels of performance, their
    environment, and tasks the student needs to
    complete.
  • Document team decisions regarding assistive
    technology devices and services in the IEP.

16
  • Identify present levels of educational
    performance (PLEP Statement)
  • Describe how the students disability affects
    involvement and progress in the general
    curriculum.

AREAS TO CONSIDER Handwriting Written
expression Mobility Reading
Communication Vision Spelling
Recreation Self care Math
Control of the environment Endurance
Computer access Hearing Daily
organization Positioning and seating
Reading
Spelling
Communication
Note taking
Identify the tasks the student needs to
participate in.
Organization
Math
Utilize this ongoing process to review and revise
a students plan
Use correct spelling
Legible written work
Identify student needs/goals
Word recognition
Independent work skills
comprehension
Demonstrate learned skills
Document team decisions regarding assistive
technology devices and services in the IEP
What activities take place in the environment
What is the physical arrangement
Environment
What materials, equipment, supports, resources
are available
Where- classroom, home, community, therapy
Explore possible solutions
Low Tech Tools Pencil grips Color
coding Highlighters Slanted surfaces Reading and
writing guides Enlarged worksheets
Mid Tech Tools Books on tape Talking spell
checker, dictionary Word processor Tape
recorder Adaptive eating utensils Switch
controlled toy, light, blender
High Tech Tools Text readers Voice
recognition Environmental control
devices Augmentative communication
device Software for manipulation of
objects Electronic books
17
Where is assistive technology identified in the
IEP?
  • IDEA regulations do not identify how or where to
    address assistive technology in the IEP however
    they do specify that consideration is documented
    somewhere in the IEP.
  • AT should be identified in the part or parts of
    the IEP that best fit with the type of assistive
    technology provided.
  • Assistive technology considerations should
    correspond to the areas addressed by the IEP
    goals and objectives.

18
Where is assistive technology identified in the
IEP?
  • The following statement is a mandatory component
    to be checked and addressed on the IEP
  • The need for assistive technology devices
    or services was considered
  • Present levels of performance
  • Special education Programs/Ancillary and other
    related services
  • Supplementary aids and services
  • Program modifications or support for school
    personnel
  • Modification to assessments
  • Transition services

19
How do I write a assistive technology device into
the IEP?
  • Describe the type of assistive technology with
    enough detail including features, and device
    category without specifying the brand name. This
    allows flexibility to update equipment without
    reconvening the IEP.
  • Examples of features and general categories of
    devices
  • voice output device
  • text readers
  • word prediction
  • screen enlarging software
  • voice recognition software
  • talking spell checker
  • hand held scanners
  • portable word processor
  • large button calculator

20
Who provides assistive technology and how is it
funded?
  • When the IEP team determines that a device is
    educationally relevant and necessary for the
    student to achieve IEP goals and objectives, the
    school district must provide the recommended
    device without delay or further review or
    approval from other school officials.
  • If a device is specified in the IEP it must be
    available and functioning properly.
  • Assistive technology is specified in the IEP
    even if the device may be funded by another
    agency.
  • When AT is specified in the IEP a school can not
    delay implementation of that part of the IEP
    while they wait for external funding. Short term
    device loaner or rental should be considered.

21
Who owns the assistive technology device?
  • If the school purchases the device the school
    owns it.
  • If the student moves out of the district, the
    device does not automatically follow the student
    unless the district makes an agreement to
    transfer it to another school district.

22
How is assistive technology funded for students
attending a private school?
  • The public school district that the private
    school resides in has the responsibility for
    providing the assistive technology services and
    devices.

23
Can the student use the assistive technology
device at home?
  • An assistive technology device may be taken home
    at night, weekends, or over the summer if
  • the use in other settings is included in the IEP
    and
  • it is determined that the use of the device at
    home is needed in order to assist the student in
    meeting his/her IEP goals.

24
Where can I access other state and national
assistive technology resources?
  • www.matr.org - Michigan's Assistive Technology
    Resource (MATR) provides information services,
    support materials, technical assistance, and
    training to local and intermediate school
    districts in Michigan to increase their capacity
    to address the needs of students with
    disabilities for assistive technology.
  • www.closingthegap.com searchable database of AT
    including articles from their newsletter.
  • www.fctd.info Family Center on Technology and
    Disability
  • www.wati.org Wisconsin Assistive Technology
    Initiative, examples of assessment forms,
    updates, AT information best practice tips and
    more.
  • www.setp.net Special Education Technology
    Practice, journal containing
  • AT research and best practice.
  • www.jset.unlv.edu Journal of Special Education
    Technology, Free with a Technology and Media
    Division of the Council for Exceptional Children
    (TAM) membership
  • www.tamcec.org - Technology and Media (TAM)
    Division of the Council for Exceptional Children
    (CEC)
  • Created 2/03 Debbie Spring Lenawee Intermediate
    School District 517-266-6999 ex 1262
About PowerShow.com