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Assistive Technology:What is my Role?
Brian W. Wojcik, Ed.D., ATPUniversity of Nebraska at Kearney
FOUNDATIONS OF AT
Assistive Technology
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.… (Authority: 20 U.S.C. 1401(1))
Assistive Technology
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.… (Authority: 20 U.S.C. 1401(1))
Assistive Technology
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.… (Authority: 20 U.S.C. 1401(1))
Assistive Technology
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.… (Authority: 20 U.S.C. 1401(1))
Assistive Technology
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.… (Authority: 20 U.S.C. 1401(1))
So…
AT is a tool or system of tools that allows a student to increase his or her performance on
a task to an expected level that he or she would not be able to do without the AT.
When does technology become AT?• With regard to students receiving services under IDEA, there is a two prong test:
When the technology is used as a compensatory intervention.
When an IEP Team decides that the technology is needed by the student.
AT Services• Assistive technology service means any service that directly assists a child with a disability in
the selection, acquisition, and use of an assistive technology device. The term includes— • (a) The evaluation of the needs of a child with a disability, including a functional evaluation of
the child in the child’s 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 using 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 child’s
family; and • (f) Training or technical assistance for professionals (including individuals providing education or
rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child. (Authority: 20 U.S.C. 1401(2))
AT and IDEA
• § 300.105 Assistive Technology • (a)Each public agency must ensure that assistive technology
devices or assistive technology services or both, as those terms are defined in §§ 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child’s— • (1) Special education under § 300.36;• (2) Related services under § 300.34; or • (3) Supplementary aids and services under §§ 300.38 and 300.114(a)(2)
(ii).
UNDERSTANDING THE AT PROCESS
AT Process
AT CONSIDERATION
AT Consideration• Section 300.324(a)(2)(v) of the IDEA 2004 regulations states that IEP teams must
“consider whether the child needs AT devices and services” when developing a student’s IEP
• The AT consideration is a purposeful process that involves • collaborative decision making, • reviewing existing information about a student, • potentially collecting additional information about a student, • deciding whether or not a student needs AT, and, • ultimately, if a student does need AT, identifying the AT needed for a student to receive a
FAPE. • The onus for AT consideration falls upon the entire IEP team and is not relegated to
an individual or an outside evaluator
AT Consideration vs. AT Evaluation
AT Consideration
• Brief discussion at the IEP team that determines need for AT• Should consider existing data
about student and determine if more data is needed
AT Evaluation
• Process for collecting additional data about a student• May involve:• Task Demand Analysis• Feature Match Analysis• Tool Demand Analysis• AT Trials and Data Collection
Documenting AT in a Student’s IEPPresent Levels of Academic and Functional PerformanceIEP Goals and ObjectiveConsideration of Special FactorsRelated ServicesAccommodations and ModificationsAdditional InformationSupport for School Personnel
What’s my Role?
Contribute to Decision
Process
Help Implement Trials and Take Data
Know How AT is to be
Used in Student’s
IEP
AT IMPLEMENTATION
AT Implementation
AT Implementat
ion
On What?
When?
How?Where?
With Relation To?
Care?
What Happens if?
What’s my Role?
Know When, Where, and How AT is to be Used by
Student
Ensure AT is Ready for Student
Know How to Troubleshoot
AT Issues
Know What to Do When
AT Breaks Down
Monitor and Give
Feedback of AT Use to
Team
PERFORMANCE MONITORING OF AT USE
Why Performance Monitoring of AT Use?
AT, like any other intervention, needs to be monitored to ensure that the intervention is working in the way that it is intended. The goal of monitoring a student's performance while using AT is to determine whether the AT continues to be needed and/or whether the AT continues to be meeting the needs of a student.
Time Series Concurrent Differential Approach (Smith, 2000)
Measurement Questions
•On what tasks will the student be using the AT?•What is the behavior to measure?•What is the unit of measurement?•What is the frequency of measurement?
Developing the Variable to Measure
Behavior (Observable, Measureable)
Some Common Denominator
Progress Monitoring AT Use
• Is the AT still needed?• Is the AT still working?•Are there any anomalies or concerns? Are the
anomalies/concerns explainable or acceptable?
What’s my Role?
Know What is Being
Measured
Know How it is
Being Measured
Take Data and
Report to Team
Your Questions