Before the webinar begins…..

1. Before the webinar begins….. • In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: • First and last name (if you did not specify this when you logged into the webinar) • Parish you are representing • Your complete email address • Your certificate will be emailed to you within 1 week; if you do not receive it, please email Wendy Allen wallen@lsu.edu

2. New Special Education Teacher Webinar Series • Series of 3 webinars • November 19, 2014: Overview of Assistive Technology • December 9, 2014: Assistive Technology Tools for ELA • January 14, 2015: Assistive Technology Tools for Math • 1 hour of CLU credit for each webinar attended

3. A Brief Look intoAssistive Technology AT Tools for Reading, Writing and Math Hosted by Created by South River AT Center Facilitators Sharon Edwards & Kristie Stapler

4. Considerations • This webinar is being recorded and will be available for viewing at www.laspdg.org under Inclusive Practices Webinars 2014-2015 • If you need to ask a question, please use the Chat Pod on your screen (NOTE: everyone can see your question) • You can download all of today’s materials in the FILES 2 Pod on your screen at any time during the presentation • Click on the selected file • Choose “SAVE TO MY COMPUTER” • Select the destination where you would like to save the file

5. People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

6. Louisiana Assistive Technology Initiative (LATI) Louisiana Assistive Technology Initiative Regional Centers provide the following FREE services. • Professional Development - LATI provides in-depth training on specific areas of AT are designed for newcomers as well as experienced professionals looking to expand their perspective of AT.  • AT Assessment Assistance - LATI assists the school systems’ staff in conducting AT assessments through job-embedded coaching and training. • Consultations - LATI provides consultative services to address AT issues on individual students or address general classroom AT needs. • Technical Assistance - LATI provides technical assistance to school systems to address difficulties with AT devices, hardware, and software.  • Short-Term Equipment Loans - LATI provides a FREE short-term loan program to assist school systems in conducting AT assessments and/or recommending assistive technology for students.

7. Assistive Technology Device • An assistive technology device is any item, piece of equipment, or product system, acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve functional capabilities of individuals with disabilities. • Assistive Technology encompasses a broad range of devices from very simple (low tech) to very sophisticated (high tech). (IDEA, 20 U.S.C. Chapter 33, Sect. 1401)

8. Consideration The IEP team shall……. • Consider whether the child requires assistive technology devices and services….. IDEA ’97 300.346 (a)(2)(v) • Consideration should be given for every student with a disability who is eligible for an IEP….. Bulletin 1508

9. AT Fosters Inclusion • AT helps students who have disabilities learn the material in a way that they can understand it • AT helps eliminate barriers students may face that prevent them from being at the same level as their classmates • AT must be used everyday so the student can become a proficient user

10. AT Needs May Change • As a student’s schoolwork gets more advanced, their technology needs may change or increase • New technology may become available that will better meet the needs of the student • As a student’s disability may change so must the technology to meet their needs

11. Why Do We Use AT?

12. Compensatory vs Remedial Approaches • A compensatory approach might be when a student listens to a digital version of the book for English class to answer questions about it, with the goal of bypassing a reading problem, not of learning how to read. • A remedial approach would be if the student listens to the book or has a computer reading a scanned or digital version of the book while following along with the text and trying to learn unfamiliar words designed to improve areas of deficiency.

13. Compensatory vs Remedial Approaches • Using only the remedial approach can lead to burnout. • Discouraged students benefit more from immediate solutions to particular problems. • For example, it may be best to give up the goal of learning to spell, in favor of using a “spell check,” so that a student can focus on getting thoughts on paper and not mechanical details that can become overwhelming barriers to self-expression.

14. What to do BEFOREchoosing a Tool?

15. SETT Framework • The SETT Framework is an organizational tool to help teams create systems that foster the educational success of students with disabilities. • In order to develop an appropriate system of assistive technology devices and services, teams must first gather information about the STUDENT, the customary ENVIRONMENT, and TASKS that are required for the students to be successful active participants.

16. SETT Framework • Student • What is the functional area(s) of concern? What does the student need to be able to do that is difficult or impossible to do independently at this time? • Special needs • Current abilities • Environment • Arrangement, Support, Materials and Equipment, Access Issues, Attitudes and Expectations. • Tasks • What SPECIFIC tasks occur in the student’s natural environments that enables 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)

17. Types of Reading Difficulties • Struggling readers often have difficulty in one or more of the following areas: • Phonemic awareness - ability to focus on and manipulate phonemes in spoken words. • Phonics - ability to associate sounds with letters and use these sounds to form words. • Vocabulary - identifying the meanings of words and using those words appropriately within context. • Comprehension - complex cognitive process involving the intentional interaction between reader and text to convey meaning. • Fluency - Fluency is the effortless, automatic ability to read words in connected text.

18. Types of Writing Difficulties Struggling writers often have difficulty in one or more of the following areas: • Handwriting • Writing process • Conventions of writing To provide appropriate supports, we must determine the types of difficulties the student is experiencing

19. Successin Math Students need to be able to: • Read • Write • Draw • Compute • Compare • Measure • Problem solve • Understand time

20. Types of Math Difficulties • Persons experiencing difficulty with math may have problems in one or more of the following areas: • Calculation • Visual-spatial skills • Organization • Problem Solving • To provide appropriate supports, we must determine the types of difficulties the student is experiencing.

21. Now We Can Look at the Tools Tools include devices, services, and strategies… • Analyze the information gathered on the Student, Environment, and the Tasks: • Is it expected that the student will not be able to make reasonable progress towards educational goals with out AT devices and services? • If yes, describe what a useful system of AT 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.

22. AT Tools for Reading • Page Up • Page Fluffers • Reading Filters • Word Identification Aids • Bookshare - www.bookshare.org • Word Talk - www.wordtalk.org.uk • PowerTalk - www.oatsoft.org • SymWriter - www.widgit.com • Kurzweil

23. AT Tools for Writing • Slant Board with Dry Erase • Letter Tiles • Specialized Pens / Pencils • Special Paper • Voice Recorder • Live Scribe • Co:Writer • Speech Recognition

24. AT Tools for Math • Manipulatives • Reference/Study Guides • Step Pad • Calculators • Adapted Rulers • Math Processing Software • National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/

25. Determining The Optimal Tool(s) • Student abilities and needs • Required tasks / job • Available supports

26. Benefits of AT • Productivity • Independence • Achievement

27. Things to Remember • Technology is no substitute for good instruction • Technology should be used in conjunction with other available supports • Technology used should be monitored and changes made as needed

28. 611 North Burnside Avenue Gonzales, LA 70737 (225) 391-7278 or 7279 www.lati3.com Hours of Operation: 7:30 – 3:00 M-F South River AT Center Sharon Edwards sharon.edwards@apsb.org Kristie Stapler kristie.stapler@apsb.org

29. Building Capacity • When you leave today, what will you do with this information? • How will you share it with others in your district? • When will you share it? (Timeline)

30. To learn more about the Louisiana State Personnel Development Grant, visit www.laspdg.org Access to free resources, webinars, and other valuable information

31. REMINDER: CLU Credit • If you have not already done so….. • In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: • First and last name (if you did not specify this when you logged into the webinar) • Parish you are representing • Your complete email address • Your certificate will be emailed to you within 1 week; if you do not receive it, please email Wendy Allen wallen@lsu.edu

32. Join us for the rest of the series! • December 9, 2014: Assistive Technology Tools for ELA • January 14, 2015: Assistive Technology Tools for Math • 1 hour of CLU credit for each webinar attended

33. Questions & Answers

34. We Want Your Feedback! • We are going to open the survey on your screen for you to offer feedback regarding this webinar • If you have pop up blockers enabled, it may not show on your screen, so you can go to the link directly at https://www.surveymonkey.com/s/NewSPEDPt1ATOverview www.laspdg.org The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.