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Assistive Technology 1

Assistive Technology

ITEC 7445: Multimedia and Web Design for Educators

Emily Toms

Kennesaw State University


Ansley is a fun, spirited sixth grader at Faith Lutheran School in Marietta, Georgia. She

has attended Faith Lutheran for two years and enjoys the friends she has made. Ansley explained

that this is the first school she has attended where she has made “good” friends. “The other two

schools I went to, the kids thought I was weird. But after I was told I had ADHD and moved to a

new school, it got better.”

Ansley was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in

February of 2011 through a Neuropsychological Assessment performed by a local licensed

clinical psychologist. It was also at this time the psychologist suggested that she also has

Dysgraphia and weaknesses in Executive Functioning. The assessment was given to Ansley’s

previous school and later passed on to Faith. The assessment with recommendations is sufficient

for FLS to use and aid Ansley in her success. I used the assessment to work with Ansley, her

parents, Mrs. Burns (Resource Teacher), the middle school General Education Teachers, and Mr.

Hibbs (Principal), to create goals and a plan to use assistive technology to help Ansley achieve

the objectives set before her.

The process started with an initial meeting with Ansley. Before I read through her

neuropsychological assessment, I wanted to get to know her and understand her struggles. We

started by completing a questionnaire I created. The following are the questions and answers

(Ansley’s answers were digitally recorded. Her answers are represented below.):

1. Where do you work on homework at home? I work on homework in the den. I sit on the

floor. Sometimes the T.V. is on, but not all the time.

2. How long does it take you to complete your homework? It takes me about 40 minutes.

We have Study Hall some days at school. I take breaks a lot whenever I feel like it.

3. What is the hardest part about homework? It’s hard to focus.


4. What is your favorite subject in school? My favorite subject is whatever Mrs.

Stoeppelwerth teaches. She makes class fun by using funny words and she keeps us

awake. She teaches me Language, Reading, and Religion. I like Language because it’s

easy. I like Reading right now because we are reading The Phantom Toll Booth. It’s

really funny. And I like Religion because we are learning about God.

5. What is your least favorite subject in school? My least favorite subject is Social Studies

or Ms. Greinke’s class. I don’t like Social Studies because it’s boring and we learn about

the olden days. I don’t like Ms. Greinke’s class because we just read and take notes. We

do a lot of writing and that’s hard.

6. What do you like to do during free time at school? I like to make PowerPoints about dogs

and my friends.

7. What do you like to do during free time at home? I like to play soccer and play outside

with my neighbors. I’ve played soccer since I was three.

8. On a scale of 1-10 (one being not organized, 10 being very organized), how organized are

the following: desk, locker, backpack, binder, and planner? My desk a two. Locker a zero

[laughs]. My backpack a four. My binders (I have three) a three. And my planner a six.

(Ansley B., September 3, 2012).

I also had Ansley compete the “Organization Problems Inventory” and “Are You a Global or

Linear/Sequential Thinker” evaluations created by Onion Mountain Technology, Inc. These

evaluations were conducted for me to understand the intensity of Ansley’s Executive Function

weakness. The “Organization Problems Inventory” showed the most discrepancies in sequential,

temporal, and categorical (semantic) organization problems. Ansley scored a 4 on the “Are You

a Global or Linear/Sequential Thinker” evaluation. The scored showed Ansley leaning toward


global thinking, but still in the middle of the scale. According to Onion Mountain Technology,

Inc. (2006):

Global Thinkers tend to:Miss details and small things.Like to see (keep in sight) all the things they are currently thinking about/doing (especially in they are visual learners).Skip steps. Like to set up the categories so everything can be included (but the actual sorting is too boring/time consuming).

My final task before creating goals for Ansley, was talking to her mother, Mrs. B., and

her teachers. The three areas of concern from all parties were: organization, following directions,

and writing. All three concerns were consistent with the neuropsychological assessments and

evaluations.

Through my interview with Ansley, discussion with her mother and teachers, and review

of her neuropsychological assessment and the “Organization Problems Inventory” and “Are You

a Global or Linear/Sequential Thinker” evaluations, I created goals for success both at school

and at home:

1. Student will read and follow directions for completing assignments.2. Student will write clear, focused main ideas and supporting details on a topic. 3. Student will maintain a neat and orderly notebook for each subject.4. Student will maintain a neat and orderly locker.5. Student will write all assignments as given in an assignment book.6. Student will improve ability to complete work.

These goals were then reviewed and agreed upon during the Assistive Technology Review Plan

meeting.

The next step was to research and conclude which assistive technology devises and/or

services would help Ansley meet her goals. My research centered on Wisconsin Assistive

Technology Initiative’s (WATI) Assessing Students’ Needs for Assistive Technology manual.

Chapter 9, “Assistive Technology for Organization” helped me understand Ansley’s needs and


how assistive technology can help her become successful. The first devise I decided upon was a

hand held digital recorder. Reed and Lahm (2004) explain that, “Digital or audio recorders may

be used to capture thoughts and ideas verbally” (p. 15). Ansley would use the recorder to pre-

write essay-form responses and papers. Ansley also struggles with time management. According

to Reed and Lahm (2004), time management should be seen as:

a way to sequence events, bring visual or kinesthetic expression to the chunking of

routines throughout the day, demonstrate how a routine can be measured into systematic

and expected unites, understand that those units are known as ‘time’ and build the

duration a student may need to sustain attention, work, or stay in their seat for a period or

‘unit’ of time. (p. 19).

To assist in these tasks, checklists, a planner, and a timer will be used. Finally, Ansley has

difficulty with material management. Reed and Lahm (2004) suggest the principle of S. P. A. C.

E. to help assign assistive technology to aide in material management, “The S stands for Sort…

The P stands for Purge…A stands for Assign a home…The C stands for Containers…And finally

E stands for Equalize” (p. 23-24). Checklists, a container for paper filing, and locker shelves

were used for material management.

After training and implementing each assistive technology devise for school and at home,

I had a chance to sit down with Ansley again to discuss how she felt about using the tools.

Again, I created a question sheet for her to respond (Ansley’s answers were digitally recorded.

Her answers are represented below.):

1. Which assistive technology devise(s) do you find the easiest to use? I really like the

checklists and planner. I am used to using my planner so that was easy. I sometimes

forget to use the checklists.


2. Which assistive technology devise(s) do you find the hardest to use? The recorder. Mrs.

Stoeppelwerth helps me use it in her class a lot, but I have to go out to the hallway

because it’s distracting. But it’s easier to write when I’m thinking about it first.

3. Explain how you were taught to use your planner. Is it working? I have been using it the

way you taught me. I write exactly what is on the board. Mrs. Stoeppelwerth checks it

before I go home and my mom checks it when I am done with my work. I look at it before

I start my homework.

4. How long does it take you to complete your homework? Does the timer help? It takes me

longer to do my work. I think about one hour. But I am more focused because I get a lot

of breaks. I think my grades are getting better.

5. On a scale of 1-10 (one being not organized, 10 being very organized), how organized are

the following: desk, locker, backpack, binder, and planner? My desk a four. Locker a

seven. Backpack an eight. Binder a five. And planner a nine.

6. Do you feel the assistive technology is helpful? Why? Yes, because I am more organized

and I am a little better at getting my work done. (Ansley B., September 28, 2012).

Overall, Ansley feels that the assistive technology devises used are helpful. Her answers show a

general consensus that the tools are appropriate for Ansley’s age level and her goals.

I also collected data from Ansley’s Language Arts and Reading teacher, Mrs.

Stoeplewerth, to address whether the digital recorder helped her to better convey and write down

her thoughts. The following graph shows Ansley’s Reading Journal grades from the first quarter.


1 2 3 4 5 6 70

1

2

3

4

5

Ansley's Journal Response Grades

1st Quarter (weeks)

Gra

de

(poi

nts

)

Weeks five, six, and seven reflect the use of the digital recorder. The trend of the data is

gradually increasing. While Ansley’s grades are still not optimal, the digital recorder seems to be

aiding in Ansley’s responses. More time and training for Ansley and her teachers may help

increase comfort levels and performance.

The data collected from Ansley and her teachers show that the assistive technology has

helped Ansley perform the tasks assigned by her goals. Ansley seems more confident in her time

management and organizational skills. Although it is still not great, the filing system, planner,

checklists, locker shelf, and timer have helped Ansley organize her space and homework time.

The digital recorder has also helped Ansley in her goal of creating paragraphs with strong topics

and supporting details. The most important part of assistive technology for Ansley is to help her

gain self-confidence and aid in her success in school. Through continued training and use, the

devises suggested can continue to support Ansley in her learning experience.

References


The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview.

Retrieved September 1, 2012, from http://iris.peabody.vanderbilt.edu/at/chalcycle.htm

Reed, P., & Lahm, E. A. (2004, January). Assistive Technology: A Resource Manual for School

District Teams. Wisconsin Department of Public Instruction home page. Retrieved

September 5, 2012, from http://dpi.wi.gov/sped/pdf/at-wati-asnat.pdf

Sweeney, J. (2006). Organization Problems Inventory. Onion Mountain Technology. Retrieved

September 2, 2012, from http://www.onionmountaintech.com/assistive.php

Sweeney, J. (2006). Are You a Global or Linear/Sequential Thinker? Onion Mountain

Technology. Retrieved September 2, 2012, from

http://www.onionmountaintech.com/assistive.php

WATI Assistive Technology Consideration Guide


1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing, reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks that are not relevant to the student’s IEP.

2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for each checked task.

3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If none are known, review WATI’s AT Checklist.) If any assistive technology tools are currently being used (or were tried in the past), describe in Column B.

4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance? If yes, complete Column C.

Task A. If currently completes task with special strategies and / or accommodations, describe.

B. If currently completes task with assistive technology tools, describe.

C. Describe new or additional assistive technology to be tried.

Motor Aspects of Writing

Computer Access

Composing Written Material

-Increased time to complete assignments

None -Recorder-Checklists

Communication

Reading (Reading, understanding, and following directions)

None None -Checklists-Recorder

X Organization -Write daily assignments in planner-Binders for each subject

-Planner-Binder system

-Planner (teacher/parents sign)-Paper filing system-Locker shelves

Assessing Students’ Needs for Assistive Technology (2009)

Task A. If currently completes task with special strategies and

B. If currently completes task with assistive

C. Describe new or additional assistive


/ or accommodations, describe.

technology tools, describe.

technology to be tried.

Math

Recreation and Leisure

Activities of Daily Living (ADLs)

Mobility

Positioning and Seating

Vision

Hearing

5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what will be provided, the initiation and duration.

Ansley will need the following assistive technology services to meet her goals in Writing, Comprehension (directions), and Organization:-Training with Ansley pertaining to using assistive technology devises.-Training with Ansley’s parents pertaining to using assistive technology devises and support.-Training with Mrs. Burns and teachers pertaining to using assistive technology devises, support, and data collection.

Assessing Students’ Needs for Assistive Technology (2009)


STUDENT INFORMATIONStudent Name Grade Date of BirthAnsley B. 6th 09/01/2000

School Date AT Plan Review DateFaith Lutheran School 09/05/12 09/07/12

POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated)

Mrs. Burns, Resource Teacher

EQUIPMENTEQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc…)

Timer Will purchase

Daily Planner Already purchased

Paper filing system Will purchase

Recorder Will borrow

Locker shelves Will purchase

Checklists Mrs. Toms will create using a checklist software and will laminate

EQUIPMENT TASKSTASK (e.g., order/procure AT, load software, adapt/customize devices/software, set upat home/school, maintain/repair, etc.)

PERSON RESPONSIBLE DATE DUE

Purchase timer, locker shelves, filing crate, dividers Mrs. B. 9/10/12

Set up planner at school/home Mrs. Toms and Mrs. B. 9/12/12

Research checklist sites and create lists Mrs. Toms 9/10/12

Procure recorder Mrs. Burns 9/10/12

IMPLEMENTATION TEAMNAME (List all individuals who will implement the AT with the student.) ROLE (e.g., administrator, teacher, family member, service provider, etc…)

Mrs. Stoeppelwerth, Mrs. Doty, Ms. Greinke Middle School Teachers

Assistive Technology Implementation Plan


Mr. Hibbs Principal, 6th Grade Math Teacher

Mrs. Burns Resource Teacher

Mrs. Toms 4th Grade Teacher/Tutor

Mr. and Mrs. B. Parents

TRAININGTRAINING NEED TRAINEES TRAINER DATES & TIMES FOLLOW UP / ALONG PLAN

Using timer Ansley and Parents Mrs. Toms 9/10/123:45-4:15 p.m.

9/17/12 and ongoing as required

Organizing locker and filing system Ansley and Parents Mrs. Toms 9/10/12, 9/12/123:45-4:15 p.m.


Setting up planner and checklists Ansley Mrs. Toms 9/10/12, 9/12/123:45-4:15 p.m.


Using recorder Ansley and Gen. Ed. Teachers

Mrs. Toms 9/12/12, 10/1/123:45-4:15 p.m.


Ongoing support Ansley Mrs. Toms, Mrs. Burns, and Teachers

Daily as needed In the context of reading and writing assignments.

CLASSROOM IMPLEMENTATIONIEP GOAL CURRICULUM/DOMAIN (e.g.,

math, science, PE, art, etc…)PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Student will read and follow directions for completing assignments.

All subjects Mrs. Burns and General Ed. Teachers

Recorder and checklists

Student will write clear, focused main ideas and supporting details on a topic.

Reading, Language Arts, Science, Social Studies

Mrs. Burns and General Ed. Teachers

Checklists and recorder

Student will maintain a neat and orderly notebook for each subject.

Organization Skills Mrs. Toms and Mrs. Burns Checklists and paper filing

Student will maintain a neat and orderly locker. Organization Skills Mrs. Toms and Mrs. Burns Checklists and locker shelves

Student will write all assignments as given in an assignment book.

Organization Skills Mrs. Toms, Mrs. Burns, Mrs. Stoeppelwerth

Planner

HOME IMPLEMENTATIONIEP GOAL CURRICULUM/DOMAIN (e.g.,

math, science, PE, art, etc…)PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Student will improve ability to complete work. Organization Skills Mrs. Toms, Mrs. B., and Ansley Timer, planner, and checklists


All subjects Mrs. Toms, Mrs. B., and Ansley Checklists and recorder


Reading, Language Arts, Science, Social Studies

Mrs. B. and Ansley Checklists and recorder


Organization Skills Mrs. B and Ansley Paper filing and checklists

MONITORING/EVALUATIONGOAL INSTRUCTIONAL STRATEGY

(How will you teach student to use equipment and/or how to achieve goals.)

RECORDING SYSTEM & FREQUENCY (e.g., task analysis recording system; score + or - on data recording sheet)

PERSONS RESPONSIBLE FOR IMPLEMENTATION / DATA COLLECTION


Direct observation—teacher input—parent/student input

Daily task analysis General Ed. Teacher and Mrs. Burns



Model—lead—test Daily task analysis General Ed. Teacher and Mrs. Burns



Weekly progress monitoring Mrs. Toms, Mrs. Burns, and Parents

Student will maintain a neat and orderly locker. Direct observation—teacher input—parent/student input

Weekly progress monitoring Mrs. Toms, Mrs. Burns, and Parents

Student will write all assignments as given in an assignment book.


Daily task analysis Mrs. Stopleworth and Parents

Student will improve ability to complete work. Direct observation—teacher input—parent/student input

Daily task analysis and weekly progress monitoring

General Ed. Teachers, Mrs. Burns, and Parents

UNSTRUCTURED Field Experience Log & ReflectionInstructional Technology Department

Candidate: Emily Toms

Mentor/Title: Jack Hibbs/Principal

School/District: Faith Lutheran School

Course:ITEC 7445: Multimedia and Web Design for Educators

Professor/Semester:Julie Moore/Fall 2012

Part I: Log

Date(s) 1st Field Experience Activity/Time PSC/ISTE Standard(s)

Reflection(Minimum of 3-4 sentences per

question)

9/03/12 Completed evaluation and discussion with student. [AT Model/1 hour]

PSC 1.2ISTE 1b

1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience?

The field experience pertained to the Assistive Technology Module for ITEC 7445. The purpose of the experience was to help me understand how to help students with disabilities through assistive technology.

I learned that through assistive technology devises and services, students with disabilities can succeed in the classroom. The devises and services must be used properly and training for the student, parents, and teachers is required to fully understand how to incorporate the technology in learning. I also learned that assistive technology can be a tool that is technology based (computer) or as simple

9/07/12 Assistive Technology Plan review. [AT Model/1 hour]

PSC 2.2, 2.3, 2.5, 2.6, 3.4, 3.6

ISTE 2b, 2c, 2e, 2f, 3d, 3f

9/10/12 Assistive technology training for student and parents. [AT Model/ ½ hour]

PSC 2.5, 3.4, 3.7ISTE 2e, 3d, 3g

9/12/10 Assistive technology training for student and teachers. [AT Model/ ½ hour]

PSC 2.5, 3.4, 3.7ISTE 2e, 3d, 3g

9/17/12 Assistive technology follow up for student and parents. [AT Model/1 hour]

PSC 2.5, 2.7, 2.8, 3.4

ISTE 2e, 2g, 2h, 3d9/28/12 Assistive technology follow up for student and

teachers. [AT Model/1 hour]PSC 2.5, 2.7, 2.8,

3.4ISTE 2e, 2g, 2h, 3d

DIVERSITY(Place an X in the box representing the race/ethnicity and subgroups involved in this

field experience.)Ethnicity P-12 Faculty/Staff P-12 Students

P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12Race/Ethnicity:

AsianBlackHispanicNative American/Alaskan

NativeWhite x xMultiracial

Subgroups:


Students with Disabilities

x x

Limited English Proficiency

Eligible for Free/Reduced Meals

additive to help with learning (pencil grip).

2. How did this learning relate to the knowledge (what must you know), skills (what must you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator or technology leader? (Refer to the standards you selected in Part I. Use the language of the PSC standards in your answer and reflect on all 3—knowledge, skills, and dispositions.)

Through the assistive technology field experience, I was able to demonstrate how to create authentic, research-based learner centered activities that support the needs of the student (PSC/ISTE 2). I used research and interviews to help me conclude which assistive technology devices would benefit the student. I then instructed and modeled the use of the devices to the student, parents, and teachers (PSC/ISTE 3).

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?

My school is starting to create and facilitate a resource room for students that need a little extra help. Through my research and learning experienced, I showed the faculty and staff at FLS what tools, resources, and services that could (and should) be provided to students. I also coached teachers in how to use goals and assistive technology devises and services to help their students succeed.





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