The Assistive Technology Process

1. The Assistive Technology Process Cindy M. Szulewski-Booth, M.S. CCC/SLP, Assistive Technology Specialist

2. OUTCOMES - Apply Key AT Regulations to case Studies using the SETT Framework Review the Laws and Regulations Train in the SETT Framework Review how to include AT in IEP/IAP.

4. What is Assistive Technology?  Assistive technology is any tool or device that a student with a disability uses to do a task that he or she could not otherwise do without it or any tool the student uses to do a task more easily, faster, or in a better way. It can be a commercial product or something someone makes. It can be a simple �low tech� device such as a pencil grip or an expensive �high tech� device such as a computer.

5. Legal Definition The legal definition of assistive technology is, �.. 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)) SECTION 504 OF THE REHABILITATION Act of 1973

6. What are some of the things assistive technology can do for students? Make things easier to turn on . Hold things steady or in place . Magnification. Help a student learn . Make playing or recreational activities possible . Text to speech . Help a student see or hear better . Help a student control things such as a television, radio, computer or lights

10. Assistive Technology Evaluation During this assessment, informal measures were utilized to evaluate the student�s ability to access print, produce written communication, access the computer and use various assistive technologies. Some of the information requested may be obtained from the Learning Media Assessment, the Clinical Low Vision Evaluation or the Functional Low Vision Evaluation.

11. Using Assistive Technology Why Would Anyone Use Technology?

12. The Goal of SETT Framework �to help collaborative teams create Student-centered, Environmentally-useful, and Tasks-focused Tool systems that foster the educational success of students with disabilities Why are we talking about the SETT? Because we need to look at the equipment based on the PLOP and goals.Why are we talking about the SETT? Because we need to look at the equipment based on the PLOP and goals.

13. Critical Elements of SETT Collaboration Communication Multiple Perspectives Pertinent Information Shared Knowledge Flexibility On-going Processes

14. Gathering and Organizing Data The Student (What do you know about the Student?) Areas of Functional Concern, Special Needs, Current Abilities Examples: Completion Time for work, proficiency on computer, proficiency with use of assistive devices Age, Grades, EOG scores Medications, medical diagnoses, physical health, stamina, endurance, fatigue factors, (how long can work at computer before needs break?), sleep issues, sensory issues, attention/focusing Routine at school/home, bedtime, morning Social skills, likes/dislikes, interests, future plans

15. Gathering and Organizing Data - continued Environments Where student works, plays, home/school) Arrangement, Support, Materials and Equipment, Access Issues, Attitudes and Expectations Examples: Type of classes, locations � what floor, elevator access, access to outside, narrow/wide hallways, stairs, physical layout of classroom (where does student sit? Room to move around?), electrical outlets, lighting, noise level of class, hallways, location of extra curricular activities, cafeteria, gym, bus Number of regular classroom staff, resource/special services staff involved Parental/guardian involvement Access to computer, typewriters, overheads, tape recorder/player, Work alone, with groups/individuals

16. Gathering and Organizing Data - continued Tasks (What does the student need to do in a school setting? Consider student�s goals which may include: communication, participation and productivity Examples: Note taking from lecture or from written material on overhead, responding to teacher questions, taking part in class discussion, asking questions in class Writing essays, lengthy writing assignments, class presentations, science lab work/projects, test taking Homework requirements choice making social conversation accessing the environment (turning on lights, TV, etc.)

17. The Vision��.. The school team becomes EMPOWERED to use this framework to make decisions and infuse assistive technology as a NATURAL part of the curriculum.

18. AT and the IEP AT on the IEP can be in 2 areas � As a goal As a modification/accommodation.

19. Goal This is used in the cases where students are being TRAINED on using the device properly. The actual functioning of the device. � Long Term Goal Example: Terry will use her CCTV independently. She will turn it on, establish settings & manipulate text for reading 95% of the time. Short Term Objective Example: Terry will turn on her CCTV and adjust settings independently at the beginning of each school day independently, 90% of the time.

20. Accommodation AT becomes a Accommodation if it supports the student sufficiently to maintain his or her placement. It also is supplementary if not using the device means the child will have to be in a more restrictive setting. For example, if a Vision Impaired child needs a CCTV to see the text book but is fully trained in its use.� Annual Goal Example: Terry will complete assigned reading from Textbooks 90% of the time.� Short-term Objective Example: Terry will read and join discussions of Textbook chapters 80% of the time.

21. Funding Funding for AT devices is available from many sources. The following is a statement from a policy letter from 9/91. Office of Special Education and Rehabilitation Services (OSERS) Policy Letter to Rose, 18 Individuals with Disabilities Educ. L. Rep. 531 (9/19/91)

22. Points The AT must be at no cost to parent or child The LEA may access Medicaid or private insurance Use must be voluntary; cannot deny services if parent refuses to authorize use. Use of other insurance must not result in any cost to parent, such as: 1. Co-payment 2. Deductible 3. Reduction of an upper limit on coverage