ASSISTIVE TECHNOLOGY IN THE SCHOOLS

1. ASSISTIVE TECHNOLOGY IN THE SCHOOLS TOOLS FOR SCHOOLS: Technology Solutions in the Classroom Annette Carey (acarey@access.k12.wv.us) Kathy Knighton (kknighto@access.k12.wv.us) West Virginia Department of Education Office of Special Programs

3. 21ST CENTURY LEARNING 21st Century Learners • Who are your students? • Do they all have equal access to the learning environment? • What can I do to support their learning?

4. Your Classroom: • 15.76% of all West Virginia students are students with disabilities • 63.94% of children with disabilities are in the general education classroom full time • Chances are your classroom has students with disabilities • Some Students need more supports than others

5. Assistive Technology: What do I need to remember? • For most people….. technology makes things easier. • For people with disabilities…assistive technology makes things possible.

6. How We Teach Child behavior OUTPUT INPUT PROCESS What if the child does not have easy access to the input (sensory) or access to the output (communication/motor)

7. INPUT • 10% of the population has a hearing loss • 37% of children with minimal hearing loss had failed a grade • Children with unilateral hearing loss are 10 times more likely to fail a grade by age 10

8. TYPES AND CAUSES OF HEARING LOSS

9. Conductive Loss Fire truck Fire truck • Issue is with loudness • Usually can be corrected with medication/surgery • Audiogram is relatively flat

10. Sensorineural Loss • The issue is NOT loudness but clarity. • Most children we serve have a mixed loss. • Hearing aid amplifies sounds we need and sounds we don’t need. • Loss shown all over audiogram (may be sloping, rising, or curved).

11. FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 LOW PITCH HIGH PITCH

12. SOFT 0 10 20 30 40 50 HEARING LEVEL (dB HL) 60 70 80 90 100 LOUD 110 120

13. z v f th p s h g ch sh l a j mdb o r n ng e i u AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 0 10 20 30 40 50 HEARING LEVEL (dB HL) 60 70 80 90 100 110 120

14. z v f th p s h g ch sh l a j mdb o r n ng e i u AUDIOGRAM OF SPEECH SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 0 10 20 30 40 50 HEARING LEVEL (dB HL) 60 70 80 90 100 110 120

15. z v f th p s h g ch sh l a j mdb o r n ng e i u AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 0 10 20 30 40 50 HEARING LEVEL (dB HL) 60 70 80 90 100 110 120

16. UNFAIR SPELLING TEST

17. Spelling Test “Number your paper from 1 to 10.” 6. 1. 7. 2. 3. 8. 9. 4. 5. 10.

18. 125 250 500 1000 2000 4000 8000 0 10 z v 20 30 l a j mdb o r 40 n HEARING LEVEL (dB HL) ng e i 50 u 60 70 80 90 100 110 120 AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) Spelling Words through Simulated Hearing Loss above 1000 Hz 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Click on Speaker to Present Spelling word.

19. 125 250 500 1000 2000 4000 8000 0 10 z v 20 p h g 30 ch sh l a j mdb o r 40 n ng HEARING LEVEL (dB HL) e i 50 u 60 70 80 90 100 110 120 AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) Spelling Words through Simulated Hearing Loss above 1000 Hz 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Click on Speaker to Present Spelling word.

20. p h g ch sh l a j mdb o r n ng e i AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 Shoe 1. 0 Tree 2. 10 z v f th Math 20 3. s 30 Desk 4. 40 Snack 5. 50 u HEARING LEVEL (dB HL) Miss 6. 60 70 Test 7. 80 Thumb 8. 90 9. Fish 100 110 Spill 10. 120 Click on Speaker to Present Spelling word.

21. Input 80% of learning is through your vision Vision and hearing are your distance senses 95% of all learning is through your distance senses 90% of learning is incidental Learning progresses from the known to the unknown

22. The disability is not the Sensory Impairment The disability is in INFORMATION GATHERING

24. AT In the Schools: Session Overview • Legal Aspects of Assistive Technology • Legislation • Implications for schools • Implementation in the Schools • Overview of assistive technology devices/services • Educational interventions • Resources

25. Role of Assistive Technology • Tremendous potential to promote equity for students with disabilities…… • independent • self-confident • productive • integrated into school and society. • Technology is for ALL children – for students with disabilities, it may need to be more personalized. • Increase your awareness!!

26. What is Assistive Technology? • “Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to maintain, or improve functional capabilities of individuals with disabilities” • Legal Definition: Individuals with Disabilities Education Act (IDEA).

27. Assistive Technology computers SOFTWARE MAGNIFYING GLASS communication devices adapted toys switches calculators ADAPTED KEYBOARDS

28. Assistive Technology Continuum • No-tech • Use of procedures, services and existing conditions in the environment that do not involve the use of devices or equipment. • Services: physical therapy, occupational therapy or services of other specialists. • Low-tech • Less sophisticated and can include devices such as adapted spoon handles, non-tipping drinking cups and Velcro fasteners • Medium-tech • Relatively complicated mechanical devices, such as wheelchairs • Hi-tech • Devices that incorporate sophisticated electronics or computers

29. Categories of Assistive Technology • Daily living • Use in activities such as eating, bathing, cooking, dressing, toileting, and home maintenance. • Computer technologies • Input and out- put devices that enable persons with disabilities to use a computer. • Augmentative Communication • Devices that provide a means for communication for persons with limited speech. • Environment Control Units • ECU’s (electronic systems) enable someone with limited mobility or fine motor skills to control devices in the home or other surroundings.

30. Categories of AT……… • Seating and positioning • Accommodations to a wheelchair or seating system to provide greater body stability, support , and the reduction pressure on the skin surface • Mobility Aids • wheelchairs, walkers, scooters and other utility vehicles used for personal mobility • Prosthetics and orthotics • Replacements, substitutions or augmentation of missing or malfunctioning body parts with artificial limbs or other orthotic aids • Home, school and worksite modifications • Adaptations, fabrications in the home, worksite or other areas (ramps, lifts, bathroom changes) that remove or reduce physical barriers for an individual with a disability. • Sensory aids • Assistive technologies enable an individual with hearing, sight, or other sensory impairments.

31. Legal Aspects • Individuals with Disabilities Education Act (IDEA) • Access to the general curriculum • WV Policy 2419: Regulations for the Education of Exceptional Students • No Child Left Behind (NCLB) • Improve achievement for ALL students • Accountability for students with disabilities

32. Legal Aspects…… • School districts are mandated to make assistive technology available to all students with disabilities if appropriate to receive a free, appropriate public education. • IEP Team Decision • Home Use • Funded by district • Provide devices/services • Consideration of special factors. • Assistive technology must be considered for ALL students in the special education process.

33. Challenges of Delivering Assistive Technology • Lack of Information • Current/accurate information • Lack of Expertise • Skills/Knowledge • High Rate of Abandonment • 1/3 abandoned after first year • Lack of Funding • Significant barrier • Inclusion and Lack of Assistive Technology

34. Implications for Schools • PLANNING • Long range technology/special education plans, procedures, services, and budget include assistive technology • TRAINING • All staff are able to appropriately “consider” students for assistive technology services and/or devices. • Staff trained to integrate technology in teaching to help students with disabilities gain skills and achieve higher standards (NCLB) • INCLUSION • Assistive technology used to support the inclusion of students with disabilities in regular education placements and access to the general curriculum.

35. Educator Responsibilities • Increasing knowledge of AT • How different tools support student needs • Organizing AT implementation • Ensuring that AT is used consistently • Across environments • Monitoring student progress • Communicating results to colleagues and parents • Learning more about how AT can enhance instruction and student learning

37. SETT Framework Decision Making Process • Student • Environment • Tasks • Tools

38. Student • What does the individual need to be able to do? • What are the individual’s special needs as related to the task? • What are the individual’s current abilities? • What are the functional areas of concern?

39. Environment • What are the structural and physical arrangements of the environment? • What supports are available to both student and staff? • What materials and equipment are currently available? • What are the physical, instructional, and technological access issues? • What are the attitudes and expectations of the staff and family?

40. Tasks • What specific tasks occur in the individual’s environment that enables progress toward mastery of IEP goals? • What specific tasks are required for active involvement in the identified environments – such as communication and participation?

41. Tools • Is it expected that the student will not be able to make reasonable progress toward educational goals without assistive technology devices and services? • If yes, describe what a useful system of supports, devices, and services for the student would be like if there were such a system of TOOLS. • Brainstorm specific Tools that could be included in a system that addresses student needs • Select the most promising Tools for trials in natural environments • Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.)

42. Assistive Technology • Communication • Picture Board, Voice Output Device • Hearing/Vision • FM system, magnifier, Braille printer • Position, Access, and Mobility • Walker, wheelchair, grab rails • Activities of Daily Living • Adaptive eating devices, drinking devices • Environmental Controls • Light switch extension, remote controlled appliances

43. TECHNOLOGY SOLUTIONS • Educational choices in Assistive Technology • Instructional Use of Video & Captioning • Multimedia • Organizing Tools • Providing Access to Portable Tools • Word Prediction • Technology in Early Childhood Education • Low-tech/High-tech Solutions • Commercially Available • Adapted Items • Creative Solutions

44. Assistive Technology and ReadingHow Assistive Technology is used to support students in developing literacy. • Highlighting Important Words • Text Readers • Changes in Text, Spacing, Color • Physical Access • Speaking Spell Checkers • Electronic Books • Single Word Scanners

45. Assistive Technology and Math • Abacus/Math Line • Calculator/Talking Calculator • Tactile/Voice Output Measuring Devices • Math Smart Charts • Low Tech Adaptations for Answering • Enlarged Math Worksheets • On screen Calculator • Alternative Keyboards • Software/Voice Recognition

46. Assistive Technology and Writing • Adapted Paper/Pencils • Pencil Grips • Rubber Stamps • Word Processor • Writing Guides • Computer • Alternate keyboards • Arm Support • Mouth Stick/head pointer • Scanner

47. Assistive Technology Tools Learning and Studying • Print or Picture Schedule • Highlighting Text • Recording Material • Voice Output Reminders • NCR Paper • Low Tech Aids to Identify Materials • Electronic Organizers • Palm Computers • Software

48. Highlights • We’ve come a long way…..biggest issue is not obtaining the AT • Closet shelf • Too complicated for student and staff • Definition of AT includes training!

49. TECHNOLOGY TIPS • Consider low-tech solutions first. • Build a network of individuals knowledgeable about equipment and low-tech strategies. • Access local, regional and national resources. • Consider adaptable equipment when purchasing new technology and other educational products. • Systems should be portable. • BE CREATIVE!

50. TECHNOLOGY TIPS • See Equipment Tips Handout • Provide print or tactile copy of screens • Verbal descriptions • Be cognizant of background noise • Lighting enough to see…watch for glare • Choose font, size, color for strong contrast • Paler highlighters • Uncluttered screens • Described and Caption Media Program: http://www.dcmp.org/