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Assistive Technology Tools

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Title: Assistive Technology Tools


1
Assistive Technology Tools softwareAssessment
  • Cindy Nankee
  • CESA 3 WATI Consultant
  • cnankee_at_cesa3.k12.wi.us
  • www.wati.org

2
Agenda
  • Intro
  • Course outline
  • ASNAT
  • Online Lending Library
  • NIMAS
  • AT in the IEP
  • STAGES
  • ATLAS
  • EvaluWare
  • TASP

3
Course Intro
  • 7 sessions
  • 1 or 2 credits from Viterbo
  • objecdtives
  • assignment

4
Session Objectives
  • Participants will develop
  • Knowledge of best practices in the area of AT
  • Competence in the use of AT assessment tools
  • Competence in the use of AT tools and software

5
Session Objectives
  • Participants will develop
  • Ability to instruct students in the use of AT
  • Ability to integrate AT into the classroom
  • Ability to mentor and in-service fellow peers

6
Final Assignment
  • Paper summary of pre post assessment, materials
    used, results of AT use, what you have learned.
  • Class presentation 10-15 min.
  • Video pre and post session
  • Show any materials you may have developed
  • Demonstrate curriculum infusion/ class inclusion
  • Plan AT in-service at your school

7
Session I Assignment
  • Select target student video release
  • Select AT focus (reading/writing/AAC)
  • Video tape 3-5 min. student activity you
    anticipate being your focus
  • Assess using one of the tools covered today
  • Select and check out materials from loan library
  • Schedule instructor visit

8
Assessment
  • Assessment a group of activities conducted to
    determine a childs Specific needs.
  • Evaluation a group of activities conducted to
    determine a childs eligibility for special
    education.

9
ASNAT
  • Assessing Students Needs for Assistive Technology
  • A Resource Manual for School District Teams
  • WATI (Wisconsin Assistive Technology Initiative)
  • www.wati.org

10
ASNAT
  • Assessment Process
  • AT for
  • Computer Access
  • Writing
  • Communication
  • Reading
  • Recreation, Leisure ADLs
  • Positioning Seating Mobility
  • Vision Hearing

11
ASNAT
  • Writing AT into the IEP
  • Funding AT
  • Appendix
  • References
  • Vendors
  • WATI product Catalog
  • Assessment Forms

12
The LawIDEA 2004
Laws and Policy The Individuals with Disabilities
Education Improvement Act of 2004 (IDEA) aligns
IDEA closely to the No Child Left Behind Act
(NCLB), helping to ensure equity, accountability
and excellence in education for children with
disabilities. While regulations implementing the
IDEA 2004 are being prepared, the regulations
implementing the 1997 law remain in effect, to
the extent that they are consistent with the IDEA
2004 statute. (http//www.ed.gov/policy/speced/gui
d/idea/idea2004.html)
13
Assistive Technology
  • Each public agency shall ensure that assistive
    technology devices or assistive technology
    services or both, as those terms are defined .
    Are made available to a child with a disability
    as required as a part of the childs
  • Special Education
  • Related Service
  • Supplementary aids and services
  • 602 (26) (A)(B) and (29) (A)(B)

14
AT Law affecting Schools
  • Assistive Technology Device
  • 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 children with disabilities. 602
    (1) (A)
  • EXCEPTION- The term does not include a medical
    device that is surgically implanted, or the
    replacement of such device. 602 (1) (B)

15
Assistive Technology Service
  • Any service that directly assists a child with a
    disability in the selection, acquisition, or use
    of an assistive technology device. Includes
  • Evaluation of needs including a functional
    evaluation, in the childs customary environment
  • Purchasing, leasing, or otherwise providing for
    the acquisition of the AT devices
  • Selecting, designing, fitting, customizing,
    adapting. Applying, maintaining, repairing or
    replacing of AT devices

16
  • Coordinating with other therapies, interventions,
    or services with AT devices
  • Training or technical assistance for a child with
    disabilities, or where appropriate that childs
    family and
  • Training and technical assistance for
    professionals, employers or others who provide
    services to employ, or are substantially involved
    in the major life functions of children with
    disabilities. 602 (2) (A-F)

17
National Instructional MaterialsAccessibility
Standard
  • Provide instructional materials to persons with
    print disabilities in a timely manner.
  • 2 years after enactment or July1, 2007
  • State educational agency (SEA) is required to
  • Contract with publishers to provide the National
    Instructional Materials Access Center with
    electronic files of print materials
  • OR
  • Purchase materials from publishers in specialized
    formats.
  • 613 (a)(6)(A) and (B) and 612 (a)(23)

18
AT Roles and Responsibilities
  • Range of situations
  • No one responsible for AT
  • One person responsible for AT - little or no
    reduction in responsibilities
  • One person with some reduction in
    responsibilities
  • Small team with some reduction in
    responsibilities
  • Building level teams
  • Well trained AT teams in each building with
    back-up from district AT team!

19
Consideration
  • IDEA 97 added the requirement that each IEP Team
    consider the need for assistive technology as
    part of the consideration of special factors.
  • The IEP Team shall
  • consider whether the child requires assistive
    technology devices and services.

20
Consider American Heritage Dictionary
  • To think carefully about, to form an opinion
    about, or to look at thoughtfully!

21
Consideration vs. Assessment
  • Consideration short discussion
  • Assessment detailed look at abilities and
    difficulties, demands of environment and tasks

22
Consideration Guide
  • Brief process
  • More than someone saying does not apply to my
    students
  • 1 Person on an IEP team must have some knowledge
    about assistive technology
  • Most of the IEP should be completed after the
    consideration occurs

23
Consideration Conclusions
  1. Current interventions are working and nothing new
    is needed
  2. AT is already being used and is functioning. AT
    is written into IEP.
  3. New AT should be tried. Describe type of
    assistive technology to be used on a trial
    basis-- including features.
  4. IEP team does not know enough to make a decision.
    Need to gather more info.

24
WATI Consideration Guide
25
Tools for the Team
  • AT Checklist
  • AT Consideration Wheel
  • How Do You Know It? How do You Show It?
  • Closing the Gap Resource Directory 15.
    www.closingthegap.com
  • DESK
  • www.abledata.com

26
AT Checklist
  • Computer Access
  • Writing
  • Motor Aspects of Writing
  • Composing Written Material
  • Communication
  • Reading
  • Studying
  • Math
  • Recreation Leisure
  • Activities of Daily Living
  • Mobility
  • Positioning and Seating
  • Vision
  • Hearing

27
AT Consideration Wheel
  • Federal definitions/ resources/AT continuum
  • Developed by Technology and Media )Division (TAM)
    of the Council for Exceptional Children (CEC)
    Wisconsin Assistive Technology Initiative (WATI)
  • http//www.cec.sped.org/bk/catalog2/best_sellers.h
    tml

28
www.abledata.com
29
Skip ahead to AT categoriescome back to
assessment
30
Computer Access
  • Keyboard using accessibility options
  • Word prediction, abbreviation expansion
  • Keyguard
  • Arm supports
  • Trackball/trackpad
  • Alternative keyboard
  • Mouth stick
  • Switch with morse code
  • Switch with scanning
  • Voice recognition software

31
Computer Access
32
Writing
  • Motor Aspects of Writing
  • Composing Written Material

33
Motor Aspects of Writing
  • Regular pencil/pen with adaptive grip
  • Adapted paper
  • Slant board
  • Prewritten words and phrases
  • Templates
  • Portable word processors
  • Computer with word processing software
  • Voice recognition software to word process

34
Adapted pen/pencil/paper
  • Use Wikki Stix
  • Writing guides
  • Rubber stamps
  • Raised line paper with glue

35
Slantboard
  • Can use 4 inch 3 ring binders
  • easel

36
Preprinted words/phrases
  • Magnetic poetry
  • Magnetic alphabet letters on cookie sheet
  • Software
  • Writing with Symbols
  • PixWriter
  • Intellitalk III

37
Portable Word Processors
  • Comparison chart
  • AlphaSmart 3000
  • DreamWriter
  • Laser PC6
  • Brother models
  • Dana
  • Neo

38
Voice Recognition Software
  • Available on Mac and PCs
  • Discrete vs. Continuous
  • Digital Portable recorders
  • ViaVoice by IBM for Mac
  • Dragon Naturally Speaking 8.0 - PC

39
Composing Written Language
  • Word Cards/books
  • Pocket dictionary
  • Writing templates
  • Electronic talking dictionary/spell checker
  • Word processor with spell checking, grammar
    checking
  • Talking Word Processors
  • Abbreviation Expansion
  • Word Proc with word prediction
  • Multimedia software
  • Voice recognition software

40
Word Cards/Word Books/Word Wall
  • Commonly used within elementary schools
  • Personal word books
  • WordMaker Don Johnston software

41
Writing Templates
  • Setup with subjects --- verbs --- objects and
    modifiers
  • May include Story Starters
  • Writing with Symbols
  • PixWriter
  • Clicker 5

42
Electronic talking dictionary
  • Franklin Products
  • www.franklin.com
  • Speaking and nonspeaking models
  • Tool for ESL students

43
Talking Word Processing
  • Write OutLoud
  • Intellitalk III
  • Provide auditory feedback to the student as they
    write letters, words, paragraphs.
  • 100

44
Word Processing with word prediction
  • CoWriter 4000
  • Text Help! Read and Write

45
Abbreviation/Expansion
  • TypeIt4Me Macintosh shareware
  • Shorthand 4.0 PC
  • Feature often offered within regular word
    processing program

46
Word Processing with Writing Support
  • CoWriter 4000 - The Total Vocabulary System -
    TVS - lets teachers provide concise vocabulary
    that lets students write on any topic. It
    consists of TVS Main Dictionaries, Personal
    Dictionaries, Topic Dictionaries and the Topic
    Dictionary Toolkit.
  • DraftBuilder Framework for organizing thoughts
    and information to develop first drafts.
    Includes outliner, notetaker and draft tool.

47
DraftBuilder
  • Includes outliner, notetaker and draft tool
  • Bibliographer tool
  • 149

48
Activities of Daily Living (ADLS)
  • Non slip materials to hold things in place
  • Universal cuff/strap to hold items in hand
  • Color coded items for easier locating and
    identifying
  • Adaptive eating utensils (foam handles, deep
    sides)
  • Adaptive drinking devices (cup with cut-out rim)
  • Adaptive dressing equipment (button hook, elastic
    shoe laces, Velcro instead of buttons, etc.)
  • Adaptive devices for hygiene (toothbrush, raised
    toilet seat, etc.)
  • Adaptive bathing devices
  • Adaptive equipment for cooking

49
Communication
  • Communication board/book
  • Eye gaze display
  • Simple voice output
  • Voice output with levels
  • Voice output with icon sequencing
  • Voice output with dynamic display
  • Device with speech synthesis for typing

50
Communication
51
Reading
  • Standard text
  • Predictable books
  • Changes in text size, spacing, color, background
    color
  • Books adapted for page turning
  • Use of pictures/symbols with text
  • Talking electronic devices/software
  • Single word scanners
  • Scanner with OCR and talking word processor
  • Electronic books

52
Low tech - Reading
  • Highlight important words
  • Key vocabulary
  • Words beginning with
  • Key facts
  • Highlight Tape
  • Reading strips
  • Transparent Post It notes

53
Text, Spacing, Color
  • Color Overlays
  • Background Color for word processing
  • Increase space between words, lines of text
  • Supplement Text with Pictures
  • Picture IT by Slater Software
  • Boardmaker

54
Speaking Spell Checkers
  • Franklin Products
  • Dictionary
  • Thesaurus
  • Spell checker

55
Electronic Books
  • Start-to Finish Books by Don Johnston
  • Gold Grade 2-3 readability
  • Blue Grade 4-5 readability
  • Each Book includes the Book, Book on CD, and
    cassette tape of book
  • Teacher materials included

56
Create your own e-books
  • Kid Pix 2
  • Hyperstudio
  • Buildability
  • Intellipics Studio
  • My Own Bookshelf
  • Clicker 5
  • Power Point
  • www.starfall.com

57
Use Computer to Speak Text
  • Talking Word Processing
  • WriteOutLoud
  • Intellitalk III
  • Read Write Gold
  • Read Please
  • WYNN

58
Learning Studying
  • Pagers/electronic reminders
  • Single Word Scanners
  • Hand-held scanners
  • Hand-held computers
  • Software for manipulation of objects
  • Software for organization of ideas
  • Print/picture schedule
  • Low tech aids to find materials
  • Highlighted text
  • Recorded material
  • Voice output reminders
  • Electronic organizers

59
Low Tech Aids
  • Hefty tabs
  • Highlight tape
  • Erasable highlighter

60
QuickLink
  • Lightweight 3 ounces
  • Captures up to 1000 pages
  • Recognizes 6-22 point size text, bold, italic,
    underlined.
  • Uses either infrared (IrDA) or the Serial Port (9
    pin) to transfer data easily. (USB Optional)

61
Math
  • Abacus/Math Line
  • Enlarged math worksheets
  • Low tech answering keys
  • Math Smart Chart
  • Money calculator
  • Tactile/voice output
  • Talking watch/calculator
  • On-screen calculator
  • Alternative keyboard

62
Recreation and Leisure
  • Toys adapted with Velcro, magnets, handles, etc.
  • Toys adapted with single switch operation
  • Adapted sporting equipment (lighted or beeping
    ball)
  • Universal cuff/strap to hold crayons, markers,
    etc.
  • Modified utensils (rubber stamps, brushes, etc.)
  • Ergo Rest or other arm support for
    drawing/painting
  • Electronic aids to control/operate TV, VCR, DVD,
    CD player, etc.
  • Software
  • Completion of art activities
  • Games on computer
  • Other computer software

63
Activities of Daily Living (ADLS)
  • Non slip materials to hold things in place
  • Universal cuff/strap to hold items in hand
  • Color coded items for easier locating and
    identifying
  • Adaptive eating utensils (foam handles, deep
    sides)
  • Adaptive drinking devices (cup with cut-out rim)
  • Adaptive dressing equipment (button hook, elastic
    shoe laces, Velcro instead of buttons, etc.)
  • Adaptive devices for hygiene (toothbrush, raised
    toilet seat, etc.)
  • Adaptive bathing devices
  • Adaptive equipment for cooking

64
Activities of Daily Living, Recreation and Leisure
65
ADL Resources
  • Abledata, a database of over 19,000 devices
    www.abledata.com
  • Atstar offers AT Strategies, tools,
    accommodations and resources www.atstar.org/at_dai
    ly_living.htm
  • Sammons Preston Rolyan is a catalog for rehab
    specialists www.sammonspreston.com
  • Tech Connections website that connects people
    with AT www.techconnections.org/resources/pubsLev3
    cfm?category3subcat1405

66
Positioning and Seating
  • Non-slip surface on chair to prevent slipping
    (Dycem)
  • Bolster, rolled towel, blocks for feet
  • Adapted/alternate chair, sidelyer, stander
  • Custom fitted wheelchair or insert

67
Mobility
  • Walker
  • Grab bars and rails
  • Manual wheelchair including sports chair
  • Powered mobility (Cooper Car, GoBot)
  • Powered scooter or cart
  • Powered wheelchair w/ joystick or other control
  • Adapted vehicle for driving

68
Positioning, Seating Mobility
69
Vision
  • Eye glasses
  • Optical aids
  • Large print materials
  • Auditory materials
  • Dictation software (voice output)
  • CCTV (closed circuit television)
  • Screen magnifier (mounted over screen)
  • Screen magnification software
  • Screen color contrast
  • Screen reader, text reader
  • Braille notetaker
  • Braille translation software
  • Braille embosser
  • Enlarged or Braille/tactile labels for keyboard
  • Alternate keyboard

70
Hearing
  • Pen and paper
  • Computer/portable word processor
  • TDD for phone access with or without relay
  • Signaling device (flashing light or vibrating
    pager)
  • Closed captioning
  • Real Time captioning
  • Computer aided note taking
  • Screen flash for alert signals on computer
  • Phone amplifier
  • Personal amplification system/hearing aid
  • FM or loop system
  • Infrared system

71
Vision and Hearing
72
Online Lending Library
  • www.wati.org
  • release form
  • www.cesa3.k12.wi.us
  • handout

73
WATI Assessment Process
  • Not a standardized tool
  • PROCESS
  • Involves team of professionals
  • Designed as a tool to provide a process for
    teachers/therapists to assess a students need for
    assistive technology

74
Who completes the assessment?
  • 5 components of team
  • Student/parents
  • Curriculum
  • Language
  • Motor
  • Administrator

75
WATI Forms
  • WATI AT Assessment Directions/Procedure Guide
  • WATI Student Information Guide
  • WATI Environmental Observation Guide
  • WATI Assistive Technology Decision Making Guide
  • WATI Assistive Technology Checklist
  • WATI Trial Use Guide and Summary

76
www.wati.org
77
WATI Assessment Procedure
  • Information Gathering
  • Student Information Guide
  • Environmental Guide
  • Decision Making
  • AT Decision Making Guide
  • Trial Use
  • Extended Assessment Plan

78
WATI Assessment Directions/Procedure Guide
  1. Gather information
  2. Formal testing
  3. Student Information Guide
  4. Observations Environmental Observation Guide
  5. Schedule Meeting
  6. Decision Making
  7. Complete Problem Identification Portion of AT
    Decision Making Guide
  • Prioritize List of Tasks for Solution Generation
  • Solution Generation
  • AT Checklist
  • ASNAT Manual
  • Closing the Gap Resource Guide
  • Solution Selection
  • Implementation plan
  • Implement Planned Trial
  • Follow-up on Planned Date

79
Information Gathering
  • Student Information Guide
  • Not atest
  • Review what is all ready known
  • What AT is currently being used/past use?
  • Identify what we do not know
  • Administer test
  • Interview
  • Observe child

80
Complete the Referral/Question Identification
Guide
81
Student Information Guide
  • For this course please choose one of the
    following categories
  • Writing
  • Reading
  • Communication
  • Also complete section 13 General for all
    students

82
Information Gathering
  • Environmental Observation Guide
  • Attempt to observe the child in several different
    environments
  • Consider all customary environments
  • Lunchroom
  • Playground
  • Classrooms
  • Assemblies
  • Home

83
Information Gathering
  • Environmental Observation Guide
  • What are the tasks being conducted?
  • Is the student an active participant?
  • What adaptations or modifications are being used?
  • What AT does the student currently use?

84
Environmental Considerations
  • Who are the primary people interacting with
    student? Where are they positioned?
  • How is instruction currently being delivered?
  • What modifications are typically made?
  • Where is the student positioned in the room and
    why?
  • What are the typical auditory and visual
    stimulation levels in the room?
  • Other sensory considerations (touch, movement,
    proprioception, smell, tastes, textures, small
    spaces vs. large spaces, etc.)

85
AT Decision Making Guide
  • Problem Identification
  • Solution Generation
  • Solution Selection
  • Implementation
  • Follow up

86
WATI Assessment Materials Incorporate SETT
Framework (Zabala, 1994) Problem Identification
  • Student Describe abilities and difficulties
  • Environment where student learns, works, lives,
    and plays
  • Tasks curricular tasks
  • Tools - to help child succeed

87
Throughout the Process
  • Present information in written format where
    everyone can see it
  • White board, flip chart, overhead projector
  • Create a shared group memory
  • Share roles and responsibilities
  • Facilitator
  • Recorder
  • Timekeeper

88
Solution Generation
  • Discuss brainstorming rules to create a climate
    of trust
  • All suggestions are written on chart paper
  • AT Checklist
  • AT wheel

89
Solution Selection
  • Encourage combining, sequencing, and prioritizing
  • Obtain consensus from all participants
  • Avoid
  • Majority rule
  • Minority rule
  • Authority rule

90
Complete Assistive Technology Decision Making
Guide Process
  • Student 5 10 minutes
  • Environment 5-10 minutes
  • Tasks 5-10 minutes
  • Solution Generation 5 minutes
  • Solution Selection 20 minutes
  • Follow-Up Plan 2 minutes

91
Class Act
  • Yellow Handout
  • Flip chart
  • Facilitator
  • Recorder
  • Time keeper

92
Trial Use Guide page 60 - 62
  • Acquisition
  • Training
  • Management/
  • Support
  • Student Use
  • Trial Use Summary

93
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94
Writing AT into the IEP
  • Many right ways to include AT in the IEP -Brent
    Odell DPI
  • Most important points
  • -clearly communicate what services the district
    will provide and,
  • -the intended outcomes for the student

95
Writing AT into the IEP
  • ASNAT www.wati.org
  • Writing Measurable IEP Goals Objectives by
    Barbara D. Bateman Cynthia M. Herr
  • 25.00
  • Using AT to meet Literacy Standards by Sherry L.
    Purcell, Ph.D. and Debbie Grant, M.A
  • For grades K-3
  • For grades 4-6
  • 49.00
  • Attainment Company www.AttainmentCompany.com
    1-608-845-7880

96
Consideration of Special Factors
  • IDEA 97 added the requirement that each IEP Team
    consider the need for assistive technology as
    part of the consideration of special factors.
  • The IEP Team shall
  • consider whether the child requires assistive
    technology devices and services.

97
Consideration vs. Assessment
  • Consideration short discussion
  • Assessment detailed look at abilities and
    difficulties, demands of environment and tasks

98
Individual Education Program (I-10)Special
Factors Worksheets
  • One of the places assistive technology needs to
    be addressed is on the SPECIAL FACTORS WORKSHEET
  • (1-10).

99
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100
(No Transcript)
101
WATI Consideration Guide
  • Brief process
  • More than someone saying does not apply to my
    students
  • 1 Person on an IEP team must have some knowledge
    about assistive technology
  • Teams find it more logical to complete goals and
    objectives then come back to consideration

102
Consideration Conclusions
  1. Current interventions are working and nothing new
    is needed
  2. AT is already being used and is functioning. AT
    is written into IEP.
  3. New AT should be tried. Describe type of
    assistive technology to be used on a trial
    basis-- including features.
  4. IEP team does not know enough to make a decision.
    Need to gather more info.

103
AT Checklist
  • Computer Access
  • Writing
  • Motor Aspects of Writing
  • Composing Written Material
  • Communication
  • Reading
  • Studying
  • Math
  • Recreation Leisure
  • Activities of Daily Living
  • Mobility
  • Positioning and Seating
  • Vision
  • Hearing

104
AT Consideration Wheel
  • Federal definitions/ resources/AT continuum
  • Developed by Technology and Media )Division (TAM)
    of the Council for Exceptional Children (CEC)
    Wisconsin Assistive Technology Initiative (WATI)
  • http//www.cec.sped.org/bk/catalog2/best_sellers.h
    tml

105
I-11,I-12, Present Level of Educational
PerformanceAnnual goal or in short term
objectives
  • Write this in terms of functional use of AT.

106
PLEP
  • Eric participates in regular education programs
    for his academic subjects. His hand strength is
    limited and he fatigues quickly when doing
    handwriting task. Civics and English homework
    are a particular problem because of lengthy
    assignments and reports that need to be completed.

107
Annual Goal
  • Given a computer or portable word processor Eric
    will complete assignments in 10th grade English
    and Civics classes.

108
Objectives
  • STO 1 Eric will review and practice keyboarding
    skills to input information into a computer or
    portable word processor at a functional rate of
    at least 15 words per minute when tested on a
    standard keyboarding assignment.
  • STO 2 Eric will use a portable word processor
    at home or school to complete 100 of English and
    Civics homework assignments each day as reported
    by respective teachers.
  • STO 3 Eric will learn to transfer documents
    from portable word processor to computer, use
    spell checker, use other computer features to
    reformat appropriately (e.g. cut, past, bold,
    tab, etc.) and operated printer 100 of time as
    reported by respective teachers

109
I-13 Transition Planning
  • This page is currently in transition. There has
    been a second page added to the
  • I-13 that specifically asks for measurable
    postsecondary goals based upon age appropriate
    transition assessments related to the following
    areas Training, Education, Employment,
    Independent Living Skills.
  • Consider whether AT is needed to attain these
    postsecondary goals in the areas of
    Communication, Writing, Reading, Independent
    Living Skills should be considered

110
I-13 Transition
  • It specifically asks for transition services as
    well as course(s) of study needed to assist the
    student in reaching the above goals.
  • It would be appropriate to write assistive
    technology into services required to attain goals
    in any or all of the categories.
  • However, if it is already written elsewhere in
    the IEP it may be crossed referenced.

111
Related Services (I-14)
  • If the IEP team feels that AT is best included
    for this child under Related Services, it will be
    written on I-14. AT is best listed here when it
    is not an integral part of the student's
    educational program, but is necessary in order to
    access or benefit from the educational program,
    e.g. a walker or wheelchair. Remember frequency
    and amount of AT services must be identified.

112
Supplementary Aid or Service
  • If the AT is more appropriately viewed as a
    Supplementary Aid or Service, it will appear in
    question III on I-14 (page 2). It makes most
    sense to list it here when the AT tools and
    services enhance the placement of a student in
    the LRE. It helps to remember that it should be
    listed here when it requires little instruction
    for the child to use and/or allows the student to
    be more independent, e.g. talking spell checker,
    portable word processor for a student who already
    knows how to use it.

113
Supports for School PersonnelQuestion IV on I-14
  • (Page 2), is another place that may need to be
    completed if school personnel need specific
    training or technical assistance in use or
    operation of the assistive technology device or
    software.
  • Any needed staff training should be listed here.

114
Participation in Statewide Assessments (I-9-A)
  • Assistive technology may be listed as an
    accommodation under PARTICIPATION IN STATEWIDE
    ASSESSMENTS or PARTICIPATION IN DISTRICTWIDE
    ASSESSMENTS or both.
  • A child should not use assistive technology as an
    accommodation in testing unless they are familiar
    with it and using it in other aspects of their
    Individualized Education Program.

115
What if you are doing trials?Where does it go in
the IEP?
  • It depends, on what the team decided

116
  • If they decided, Oh, we don't know for sure, 
    lets try some AT to seeif he needs itthen that
    is an assessment and the "trials" would belisted
    under related services most likely as an
    evaluation.

117
  • If the team decided, "yes", he definitely needs
    AT, but we are not surewhat exact brand or
    model, then it might be listed anywhere any
    otherservice is listed, as part of a goal, as a
    supplementary aid andservice, as a related
    services.  It doesn't matter, the point is
    tomake it the most understandable place you can.

118
  • Its the decision that needs to be communicated
    and where it is writtenisn't very important.  It
    is equally as strong any place.

119
Funding AT
  • Schools (IDEA) (borrow/rent/seek 3rd party
    payment)
  • Vocational (Rehab Act of 1993)
  • Medical Assistance (Medicaid)
  • Private Insurance
  • Service Clubs
  • Grants
  • SSI (Supplemental Security Income)
  • Resources pg. 258

120
Nothing is Impossible!
121
Team Work!
122
LoTTIE Kit
  • Low Tech Tools for Inclusive Education
  • by
  • Onion Mountain Technology Inc.

123
LOTTIE Kit
  • Low Tech Tools for Inclusive Education
  • Basic
  • Literacy
  • Math
  • Special Papers
  • Colors
  • Little Kids
  • Personalize My LoTTIE Kit

124
LoTTIE Kit
  • Designed as an informal tool for assessment or
    for student trials
  • Includes a handbook with a variety of curriculum
    and evaluation ideas
  • Each kit includes 20 to 30 or more items

125
LoTTIE Kits
  • Onion Mountain Technology Inc.
  • www.onionmountaintech.com
  • 1-8600693-2683
  • Judi Sweeney
  • Prices vary from 400.-425 plus SH

126
Assistive Technology Tools Strategies
Assessment Kit for Children with Autism
  • Set of materials to assess the impact of
    assistive technology for students with Autism
    Spectrum Disorder
  • Communication boards/talking picture frame/visual
    timer/picture cards/visual schedule maker/folding
    easel etc.
  • Guide
  • Assessment tool focuses on sensory,
    communication, academic, behavior, social and
    transition
  • WATI assessment forms

127
ATLAS
  • Assistive Technology Language Assessment
    Software
  • By Laureate

128
ATLAS
  • Low and High tech assessment to determine
    appropriate software from Laureate collections
  • Laureate has 50 programs, ATLAS includes 12 of
    these programs
  • www.laureatelearning.com theory and practice
    correlated to state standards
  • PDF standards (not Wisconsins)
  • ESL use this to assess where their at with
    English

129
3 Easy Steps to ATLAS Assessment
  • Low tech Fill out Assessment Questionnaire
  • High Tech Go to corresponding Stage in notebook,
    Use Assessment Programs listed to begin
    evaluation
  • Runs off the CD, no installation
  • Low Tech Fill out Assessment Summary form with
    observations and recommended Core Training
    Programs

130
Linguistic Hierarchy (7 Stages)
  • Interpreted communication
  • Intentional Communication
  • Single Words
  • Word Combinations
  • Early syntax
  • Syntax Mastery
  • Complete Generative Grammar

131
Each Category includes
  • Language Characteristics
  • Training goals
  • Primary Assessment Program
  • Core Training Programs
  • Software Descriptions

132
ATLAS Demo/Hands On
  • Insert CD
  • New Educator/new Student
  • Program Settings
  • Activity/intro/background/direct select or
    scanning/mouse or touch window/response
    time/cursor/verbal prompts/duration time
  • Back to menu
  • Go
  • Demo version will allow a limited number
  • Demo will compile/file/print reports
  • www.laureatelearning.com theory and practice

133
ATLAS Purchase info
  • www.laureatelearning.com
  • 1-507-248-3294
  • www.laureatefamily.com 50 savings
  • Hybrid (Win/Mac)
  • 495 ATLAS software full day training

134
STAGES
  • Alternate assessment framework to help identify
    learning needs, assess skills, report progress
    over time and select appropriate educational
    software for learners with special needs
  • By
  • Assistive Technology, Inc

135
STAGES
  • Stages Book
  • Stages Assessment Software
  • Data Collection
  • Report Wizard
  • Software Feature Comparison Charts
  • Curriculum software

136
STAGES
  • Stage One Cause and Effect
  • Stage Two Language Readiness
  • Stage Three Emerging language
  • Stage Four Early Concepts
  • Stage Five Advanced Concepts
  • Stage Six Functional Learning
  • Stage Seven Written Expression

137
Assistive Technology, Inc. Software Demo
  • Assessment software/STAGES demo
  • State Standards
  • Software Search http//64.65.232.102591/chartsonl
    ine.htm
  • File/Explore A Stage
  • Activity Samples
  • About this Stage
  • About Learner
  • Assessment Activities

138
STAGES Assessment Activity
  • Choose Activity
  • Change Settings
  • Input (mouse/touchscreen)
  • Animation speed
  • Prompt type/frequency
  • View Report
  • Report summary
  • Print
  • Save
  • Done

139
STAGES Purchase Info
  • Assistive Technology, Inc.
  • www.assistivetech.com
  • 1-800-793-9227
  • Madalaine Pugliese
  • Hybrid (Win/Mac)
  • 795.

140
EvaluWare
  • EvaluWare is a software program that helps
    identify the best computer access methods and
    ideal AAC setups for users with special needs.
  • EvaluWare combines several types of assessments
    into one package to identify the best settings
    and preferences for the user based on
    motor/access, looking, listening and other
    related skills.

141
EvaluWare
  • EvaluWare Features Benefits
  • Motor/Access Skills are assessed through
    identifying the learner's
  • appropriate input method - touchscreen, mouse,
    switch, keyboard or alternative pointer
  • ideal settings for that access method

142
EvaluWare
  • EvaluWare Features Benefits
  • Looking Skills are assessed through identifying
    the learner's
  • ideal visual target - select size of square
    target, thickness of border and text size
  • optimum number of targets - select up to 24
    targets displayed per screen
  • type of image used as target - select
    photographs, color symbols, drawings or text

143
EvaluWare
  • EvaluWare Features Benefits
  • Listening Skills are assessed through identifying
    the learner's
  • preferred type of feedback - up to 6 sounds
    available when a target is selected
  • preferred voice - choose from 3 male, 3 female,
    boy, girl or 3 fun voices

144
EvaluWare
  • EvaluWare Features Benefits
  • Other Related Skills are assessed through
    identifying the learner's
  • ability to use an on-screen keyboard
  • readiness to use word prediction software

145
EvaluWare
  • EvaluWare Features Benefits
  • Build A Screen
  • Build a custom screen based preferences you
    select
  • Recording Results
  • Onscreen report form
  • Print report form
  • Does not gather data

146
Assistive Technology, Inc. Software Demo
147
EvaluWare Purchase Info
  • Assistive Technology, Inc.
  • www.assistivetech.com
  • 1-800-793-9227
  • Hybrid (Win/Mac)
  • 125.

148
Assignment
  • Select target student
  • Assess using one of the tools covered today
  • Select and check out materials from loan library
  • Collect data using the Trial Use Guide

149
Thank You
  • Contact me with any questions
  • Cindy Nankee
  • cnankee_at_cesa3.k12.wi.us
  • 1-608-822-3276
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