ASNAT Assessing Student’s Needs for Assistive Technology

1. ASNAT Assessing Student’s Needs for Assistive Technology OrganizationSelf Regulation, Information Management, Time Management, Material ManagementWisconsin Assistive Technology Initiativewww.wati.orgThis PowerPoint was made possible by funding from IDEA grant number 9906-23. Its content may be reprinted in whole or in part, with credit given to the Wisconsin Assistive Technology Initiative (WATI) and the Wisconsin Department of Public Instruction (DPI) acknowledged. Reproduction of this PowerPoint in whole or in part for resale is not permitted.

2. Objectives • Participants will understand the SETT process as it relates to identifying appropriate AT for students with difficulty in communicating with others. • Participants will have basic knowledge of the AT continuum for Communication as identified in the draft ASNAT Communication Chapter. • Participants will be able to access resources and tools for trial with students who need AT communication supports.

3. Introduction • 2009 ASNAT revision(Assessing Students’ Need for Assistive Technology) • Uses the SETT framework for AT assessments Student Environment Tasks Tools • Framework developed by Joy Zabala 2002 • http://sweb.uky.edu/~jszaba0/SETTUPDATE.PDF • Implementation Plan & Follow-up added by WATI • Revised version has added Sensory Considerations

4. Using the SETT framework • Traditional” SETT • The Student • Identify the functional area(s) of concern? • Special needs (related to area of concern) • Current abilities (related to area of concern) • What does the student need to communicate that is difficult or impossible to do independently at this time?

5. Using the SETT framework • The Environment(s) • Arrangement (instructional, physical) • Support (available to both the student and the staff) • Materials and Equipment (commonly used by others in the environments) • Access Issues (technological, physical, instructional) • Attitudes and Expectations (staff, family, others)

6. Using the SETT framework • The Tasks • What SPECIFIC tasks occur in the student’s natural environments that enable progress toward mastery of IEP goals and objectives? • What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control)

7. Using the SETT framework • The Tools • Tools include devices, services and strategies… everything that is needed to help the student succeed. • Describe what a useful system of assistive technology devices and services for the student would be like. • Brainstorm Tools that could be included in a system that addresses student needs. • Select the most promising Tools for trials in the natural environments. • Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.) • Collect data on effectiveness. (Zabala 2002)

8. Using the SETT process Decision Making Guide WATI’s version of the SETT Framework For organization Guide will be Different for every area of AT assessment

9. Using the Student Information Guide in the SETT Process • The Guide is intended to help the team discuss key issues when assessing the need for AT for a specific student. • It helps teams consider whole child & environment & not “jump” to a device! • It is a group (sped, reg. ed, support staff, admin., parent, student) process in which everyone contributes. • Important to write on a large format so that everyone can see, edit, remember (shared group memory), stay focused, and be informed! • Team members take roles of: Facilitator, Recorder, Time Keeper

10. Assistive Technology for The Student

11. Student List the functional areas of concern What are the student’s special needs related to the area of concern. What are the student’s abilities…. What motivates the student? Other questions you might ask?

12. Assistive Technology for The Environment

13. Environmental Considerations What specific environmental considerations need to be addressed? Obstacles? Supports? Attitudes of others? What are other the environments that need to be taken into account?

14. Sensory Considerations (new) New section as a subset of Student & Environment • Does this student have sensory deficits or sensitivities that will impact his/her ability to organize ? • Do the learning environment(s) impact the sensory issues of the student?

15. Sensory Considerations STUDENT ENVIRONMENT Background noise Lighting (full spectrum vs. flourescent) Physical space • Visual (glare, color vs. black & white, white space between symbols, etc.) • Auditory (voice, volume, button click) • Tactile (velcro, weight) • Personal space • Student specific

16. Assistive Technology: past and present • Part of the Student’s past & current environment • List current and past AT items that have been tried and that are currently being used. List low tech and high tech tools.

17. Assistive Technology for The Task

18. Tasks to Consider • What does the student need to do to achieve educational goals from their IEP and be an active participant in their environment? • What are other students doing in the same environments?

19. As a team, identify by circling or other means those few tasks the student needs to do that will have the most impact. Narrowing the Focus

20. Solution Generation: Tools/Strategies As a team, brainstorm and write on chart paper any assistive technologies &/or strategies you think will assist the student in successfully completing those tasks you identified. • Brainstorm possible AT • Don’t evaluate (yet)! • Remember to include AT that the student already uses • Use all resources including people

21. Assistive Technology for The Tools

22. Organization for: • self regulation • information management; • time management; • materials management.

23. AT ContinuumSelf-Regulation • Sensory regulation tools • Movement and deep pressure tools • Fidgets • Auditory • Visuals

24. Information management • Tabs • Sticky notes, index cards • Highlighters • Handheld recorders • Key words • Study guide • Task analysis • Digital highlighters and sticky-notes • Handheld scanners/electronic extraction • Electronic organizing • Study grid generators/grading rubric • Online search tools • Online web trackers • Online sorting file tools • Digital graphic organizers • Online manipulatives, interactive, tutorials, animations

25. Time management • Checklists • Paper planners/Calendars • Schedules (visual) • Portable, adapted time keepers • Electronic reminders • Digital planners (PDA) cell phones • Web based planning tools

26. Material Management • Low-tech organizers • Checklists • Container system • Coding system • Electronic filing and storage • Portable electronic storage • Computer-based tools

27. Solution Selection: Tools & Strategies • Review the list of potential tools • Now is the time to evaluate for a match with: • Student (abilities, difficulties, likes/dislikes) • Environment (supports, obstacles) • Tasks (what 1-2 things do you want the student to do?) • Prioritize selections

28. Implementation Plan • Very Important! This is often where it breaks down! • Write down on the group chart (for top priorities) • Who is going to do… (get specific) • What (ditto) • When (do I need to say it again?) • For how long? • Write down your expectations (objectives) so you know if the AT is working or not! • Give everyone a job

29. Follow-up Plan • Before the meeting is over, plan the follow-up • For accountability • We are all busy, so plan it now! • Bring list from original meeting so group can review who, what, when, & expectations

30. Sample IEP objective • Student will circle the assignment to be completed using a modified planner 4 out of 5 days.

31. Tools Resources http://gpat.org http://www.onionmountaintech.com Mel Levine tapes; All Kinds of Minds http://www.allkindsofminds.com

32. Conclusion • It’s not about the technology/device- it’s about matching the Student, the Environment and the Task with the best Tool