MATN Conference, 20041 Consideration: Introduction to a Guide for Maryland Schools John Castellani, Ph.D. Penny Reed, Ph.D. and Joy Zabala

MATN Conference, 2004 1

Consideration: Introduction to a Guide for Maryland Schools

John Castellani, Ph.D.Penny Reed, Ph.D.

and

Joy Zabala


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


Ground Rules

• Contribute actively• Ask questions • Honor contributions

of others• Speak one at a time• Be prompt• Take care of yourself• Enjoy yourself


Legal Update

What is.. What is to come…


LANGUAGE


• Academic Achievement• Functional Performance

Senate IDEA Reauthorization Bill

S. 1248


NEW POLICY


…call for an instructional materials accessibility standard and the development of a National Instructional Materials Access Center

Addition in Senate IDEA Reauthorization Bill

S. 1248


DEFINITIONS


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.


Addition in Senate IDEA Reauthorization Bill

S. 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).


CONSIDERATION OF SPECIAL FACTORS


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.


Behavior: Change from ‘97



Braille: Addition in S. 1248

(I) 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;



Communication: 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;


CONSIDERATION OF SPECIAL FACTORSAssistive Technology

IDEA ’97 and S. 1248

(v) Consider whether the child requires assistive technology devices and services

HR 1350(II) Consider whether the child needs

assistive technology devices and services


Consideration?What DOES it mean?


“What If ?”


“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?


“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?


A Snapshot of What’s Happening in Your District


Action ItemConsideration?

What’s working well with AT consideration?

What’s your greatest concern about AT consideration?


What We Have Observed…


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!”


Assistive Technology in IDEA ‘97


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).


Final Regulationsof IDEA ’97 Sec. 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.


IDEA ’97 Comment in Regulations (page 12540)

“ Section 300.308 is sufficient to explain how a determination about a child's need for an assistive technology device or service is made.”

The Federal Register

March 12,

1999


Consideration

• Integral Part of the Special Educational Process– Prereferral– Referral– Evaluation– IEP Development– Implementation

– Annual Review


What are the three most important issues in the consideration of AT in the IEP?


Process, Process, Process

Problem solving Promising Practices Resources

EducationalProcess

Considering the Need for Assistive Technology within the

IEP Process


Defining a process for Maryland schools…


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


THREE SPECIFIC GOALS

1. 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.

2. 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.


THREE SPECIFIC GOALS

3. 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.


FIVE MEANS TO ACCOMPLISH GOALS

1. 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;

2. Describing a student-centered, systematic process for considering AT during the IEP development process;


FIVE MEANS TO ACCOMPLISH GOALS

3. Discussing the importance of documentation and describe effective methods for documenting AT; consideration;

4. Discussing frequently asked questions about assistive technology devices, services and consideration; and,

5. Providing a selection of resources that have been helpful to others.


Contents

IDEA 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


Contents

CONSIDERING 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


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


Contents

RESOURCES TO HELP WITH AT CONSIDERATION• Web-based• Print• Other

APPENDICES


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.


The Five Step Approach

1. Review present level of performance and other pertinent information

2. Develop annual goals, including benchmarks

3. Identify tasks necessary to accomplish goals

4. Determine the difficulty of the student’s tasks

5. Identify appropriate supports and services, including AT


Outcomes of Assistive Technology Consideration


Results of AT Consideration: Options for the IEP Team

There are four major outcomes that result from the consideration process

1. AT is not required, 2. AT is required and specific tools are known 3. AT is required, but trials are required to determine

exactly which tool4. more information is needed


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 without AT 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

1



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.

2



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…

3


More about trials…

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.

3(Continued)



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.

4


Where is it written?It depends…

• In the objective• As a method or material• In related services

objectives • In accommodations or

modifications• In the minutes• As support for staff


Improving Consideration in Your District

Quality Indicators for Assistive Technology

Services

http://www.qiat.org


1. Assistive technology devices and services are considered for all students with disabilities regardless of type or severity of disability.

2. The IEP team has the knowledge and skills to make informed assistive technology decisions.

Quality Indicators for Consideration of Assistive Technology Needs


3. The IEP team uses a collaborative decision making process based on data about the student environment and tasks to determine assistive technology needs.

4. A continuum of assistive technology devices and services is explored.



5. 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.

6. Decisions regarding the need for assistive technology devices and services and supporting data are documented.



A Quick Review …


A Quick Review…

Why must IEP teams consider assistive technology?

IEP teams consider assistive technology because they are required by state and federal statutes to do so

during the development of the IEP


What decisions do IEP teams make as a result of AT consideration?

1. AT is not required,

2. AT is required and specific tools are known

3. AT is required, but trials are required to determine exactly which tool

4. more information is needed


Next Steps - Action Items

• What is one thing you will do back in your district based on our conversation today?


Contact Information

• [email protected]



Documents

MATN Conference, 20041 Consideration: Introduction to a Guide for Maryland Schools John Castellani, Ph.D. Penny Reed, Ph.D. and Joy Zabala