Connecticut Assistive Technology Guidelines

2. STATE OF CONNECTICT STATE DEPARTMENT OF EDUCATION Connecticut Assistive Technology Guidelines Thomas Boudreau MA – Education Consultant CSDE Smita Worah Ph.D.– Consultant SERC

3. History of the Guidelines 3.5 Years in the making… • 36 - Professional of multiple disciplines • 6 - Writing Groups • Several Editors

4. History of the Guidelines • Update the AT Guidelines of Connecticut • Enrich them with current information and technology • Best determine how to foster the participation and utilization of AT services and devices • Deliver the greatest impact through a collaborative effort and across environments

5. History of the Guidelines AT Guidelines • Facilitate a review of the process • Give structure to differing stages of development • Clarify misconceptions • Offer examples of best practices and the AT continuum

6. History of the Guidelines • Give direction to ensure that accommodations that are needed to meet goals are attainable. • Help to define the process for considering, implementing, and evaluating technologies that equalize the learning experience for students of all abilities.

7. AT Guidelines • “…with current information and technology..” • In the 21st Century … • Technology moves quickly… • We recognize as we publish these guidelines – portions may need updating

8. AT Guidelines • Intended to be “interactive” • Both a web-based document for ease of review and a PDF (for printing) • Web-based information – immediate access to websites • Hyperlinked to sections and appendices • E-PUB available

9. AT Guidelines http://www.sde.ct.gov/sde/cwp/view.asp?a=2663&q=334974

10. General Overview Section 1 • Assist educators, parents, advocates and students to understand the legislation and rights of students with a disability regarding the use and availability of technology. • Provide a framework for the process of delivering AT services for students with disabilities primarily in the educational setting.

11. Section 1: Ages 3 – 21Chapters • 13 chapters • Examples: • Laws and Policies • Assessment/Evaluation • Funding • AT: Documentation, Implementation and Effectiveness • NIMAS/NIMAC and CT AIM • Acronym Page, FAQ, Resources, Case Studies, Glossary and Appendices (1-12)

12. General Overview Section 2 • Provide guidance to service providers to ensure that all infants and toddlers who require AT (as indicated under IDEA Part C), receive the appropriate devices. • Assists parents in understanding how assistive technology is incorporated into early intervention (EI) services in Connecticut.

13. Section 2: Infants & ToddlersChapters • 11 Chapters • Examples: • Consideration of Assistive Technology • Documentation of Assistive Technology and the Individualized Family Service Plan (IFSP) • Funding for Assistive Technology • Resources and Appendices (1-8)

14. Highlights of Section One & Two • Differences • IFSP verses the IEP • Addressing elements with the Educational System verses the Early Intervention , birth to three and service providers • Similarities • Documentation • Assessment and Evaluations • Common Features • AT Considerations • AT Implementation and Effectiveness • AT Continuum • Definitions

15. Common Themes • Assistive Technology (AT) is a broad and inclusive term that covers everything from specialized drinking cups to wheelchairs; from Velcro to computers. • Range on a continuum : low, mid and cutting-edge high-tech tools. • According to IDEA - “Each public agency must ensure that assistive technology devices or assistive technology services” be provided to students with disabilities.

16. Using AT • Identified infants and toddlers must have access to AT, so that they have school readiness skills. • Students with disabilities need supports to access the general curriculum, to participate and make progress Through the use of AT …. assist in ensuring that they are career and college ready.

17. AT Device • An assistive technology device 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 children with disabilities (IDEA 2004). • The type of AT device depends upon: • The abilities and needs of the individual • The environment (e.g., an electronic communication device for the classroom and a picture communication system for the cafeteria) • Demands of the task (e.g., a wheelchair for mobility and a text-to-speech device for reading).

18. AT Services • An assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an AT device (IDEA 2004). • It is important to recognize the equal importance that the law places on the actual AT device(s) that the student needs and proper AT Service provisions are rendered. Ensuring that both accesses and benefits from needed AT is delivered.

19. Section 1 - Its All About Access, Participation and Progress

20. AT in General Curriculum Anything that helps a child with a disability to perform a skill or participate in an activity could be AT. Most Importantly • AT enabling students to access, participate in, and progress in the general curriculum. AT Guidelines “GOING BEYOND – Page 8 ...”

21. BEYOND Page 8 Specialized Instruction General Education • IEP

22. Career and College-Ready • AT elements bridge the next phases that the student may encounter. • Completing transition assessments, for the tools that are needed upon graduation will not necessarily be the same. NOTE: Very important to inform families and students in cases that the student is using school-purchased devices. These will need to be returned upon graduation, unless arrangements are made to buy the device from the school.

23. Access, Participation and Progress • The term “special education” means specially designed instruction, at no cost to parents or guardians, to address the unique needs of a child with a disability and to ensure access of the child to the general curriculum, so that the child can meet the educational standards …

24. Access, Participation and Progress • Enable school districts to make informed decisions about the AT considerations, implementation, and evaluation for their students, factoring in administrative support and professional development. • Assist educators, parents, and advocates to understand the legislation and rights of students with a disability regarding the use and availability of technology.

25. Access, Participation and Progress • A framework for making decisions about the AT needs of students with disabilities. • Outlining procedures for making initial consideration decisions, evaluation, documentation, implementation, and evaluation of effectiveness.

26. AT Services • Schools may have to make special accommodations - to allow students with disabilities to have access to the full range of programs and activities available to nondisabled students. • Assistive Technology supports/provides: * ACCESS to programs * PARTICIPATION in activities * PROGRESS in school and throughout life.

27. AT Guidelines “ACCESS”

28. AT Continuum • Low Tech • Mid Tech • High Tech

29. AssistiveTechnology *Simple *Some Maintenance *Complex Electronics *Little Maintenance *Some training *More training *Limited/No Electronics *More Electronics *More Maintenance Continuum from No/Low Tech to High Tech(adapted from TATN) No/Low Tech Mid Tech High Tech Tech SERC 2011

30. AT Devices in theAT Continuum Assistive Technology High Tech Mid Tech Low Tech

31. Common Features: Quality Indicators for Assistive Technologies (QIAT) • Quality Indicators for Assistive Technology • Set ofindicators to guide AT service providers as they evaluate and improve services • Were developed, revised, and validated by professionals representing various perspectives and roles within the field of Assistive Technology • Embedded and used through out the guidelines .

32. QIAT • The QIAT addresses eight areas of service delivery: • Consideration of the need for assistive technology during the IEP meeting. • Evaluation of the need for assistive technology. • Including assistive technology in the IEP. • Implementing the use of assistive technology. • Evaluating the effectiveness of assistive technology use. • Transitioning with assistive technology. • Administrative support for assistive technology services. • Professional development and training in assistive technology

33. Essence of QIAT • Improve the educational achievement of students with disabilities by enabling districts to evaluate and develop their AT services • A multidisciplinary team that includes administration, professionals from both the general and special fields and family members collaborate to provide AT services

34. Essence of QIAT • Eight areas that are important to the development and delivery AT services include: • Consideration of AT Needs, • Assessment of AT Needs, • AT in the IEP, • AT Implementation, • Evaluation of Effectiveness of AT, • AT in Transition, • Administrative Support for AT, • AT Professional Development

35. Consideration of AT • Consideration of AT prior to Evaluation • Process begins with the PPT/IEP team reviewing information about the student • Issues that a student may have in accessing the curriculum, and participation in and progress toward completing educational goals • Who can complete the Consideration Checklist

36. Consideration of AT (Appendix 7 of AT Guidelines)

37. Consideration of AT • Match the AT device with the strengths and needs of the student • Elements of consideration • Consideration Outcomes • Document the Considerations of AT in the IEP

38. Consideration of AT • Match the AT device with the strengths and needs of the student • Elements of consideration • Post secondary outcome goals • Consideration Outcomes • Document the Considerations of AT in the IEP

39. Consideration of AT

40. AT Guidelines “Right tool for the Job”

41. Assessment of AT Needs • Background Information • Collaborative Team Process • Student Observations and Trials • Recommendations to PPT/IEP Team

42. Implementation • Use AT in all environments • Academic and non-academic • Home • Community • Vocational

43. AT & Transition • Continuity of AT uses • From class to class • From Elementary to Middle to High School • Post Secondary Goals • Preparation for after school • Post Secondary Education • Employment • Independent Living

44. BEYOND Page 8 and Page 11 • Elements of AT should be delineated throughout the IEP • Correlated between page 8 and page 11 – with a “YES” marked for Assistive Technology • Should be identified in each section of the document as much as possible • “Special Factors” page 10 • Outlined in “Present Level of Academic Achievement and Functional Performance” • Written in as part/to accomplish goal • The Transition Section on Page 6

45. AT Documentation

46. Evaluation of Effectiveness • Does the AT have an impact on access, participation and progress? • Ensure making progress • Effectiveness is determined by the impact it has upon the quality of life of the user. • The degree the AT is fostering the participation, independence, and self-confidence of the user. • Team can continue to examine the device in terms of its efficiency, usefulness, and availability for the student in order to make progress.

47. Universal Design for Learning(UDL) • Based on the premise that learning should be designed to provide access to the curriculum to the greatest number of students possible to the greatest extent possible. • UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that works for everyone— www.cast.org

48. UDL • Multiple Means of: Representation: present information and content in different ways to help reach the greatest number of students possible. Action and Expression: give students the opportunity to express what they know in a variety of ways. Engagement: stimulate interest and motivation for learning by tapping into student’s interests, likes and dislikes and then uses this information to inform and shape instruction.

49. AT Team • Providing sustainable AT services requires • A multidisciplinary AT Team including family • Commitment from administration • On going professional development

50. Professional Development and AT • Continuous Professional Development • Enable individuals to meet present needs • Increase their knowledge of AT for use in the future • Occur frequently enough to address new and emerging technologies and practices • Be available on a repetitive and continuous schedule.