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Effective Assistive Technology Goal Setting in Instruction

Learn how to create well-written AT goals that align with academic tasks, empower teams, and justify funding, for improved student outcomes.

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Effective Assistive Technology Goal Setting in Instruction

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  1. Session 608: iPads as Multi-Device AT – Handout #CTEBVI16 Yue-Ting (Ting) Siu, TVI, Ph.D www.tplus.education

  2. The IEP drives instruction A well-written AT goal: • Provides data • Aligns with a functional or academic goal • Empowers the team to support your student • Embeds device use for learning • Justifies funding! Goal = Identify the task that AT will support Objectives = Address the device-learning

  3. Components of a Goal • Setting/lesson/activity for which the technology will be used. During sensorimotor time, during circle time, in classes where there are paper handouts, in classes where there are Powerpoint lectures • Identify technology by its necessary functions, NOT by brand name. Touch screen device with cause and effect apps such as ___, Touch screen device with screen reading capability, touch screen device with magnification features, a refreshable braille display with Bluetooth connection, tablet device with built-in camera

  4. Components of a Goal (cont’d) • Objective for which technology will be used. To improve visual tracking, to motivate a visually guided reach, to complete written work, to access and read digital talking books/textbooks, to view digital versions of classroom handouts • Level of independence + type/# of prompts Hand under hand, verbal, independently • How use of technology to complete instructional activity will be measured For two out of three worksheets, for 4 out of 5 communication exchanges

  5. Leverage objectives! • Use as a task analysis • Target device learning

  6. Example: Functional goal During sensorimotor activities, Michael will use a touch screen device with cause and effect apps such as Duplo Jams to motivate a visually guided reach. The device will be placed on a slant board within the central field of vision within a clutter free environment, and he will touch at least 3 items on the screen with one hand, with less than 3 hand under hand physical prompts within a 15 minute period, for 4 out of 5 trials by June 15, 2016.

  7. Example: Academic goal In classes with paper worksheets, Michael will independently access digital versions of the same worksheet as classroom peers, using a touch screen device with screen magnification accessibility features such as an iPad. He will use this device independently with less than 2 verbal prompts per class to view and complete work at the same time as peers for 2 out of 3 handouts for 3 out of 4 weeks by June 15, 2016.

  8. Example: Objectives • By October 2015, Michael will send invitations to share folders using a cloud computing program such as Google Drive with at least two teachers who utilize handouts in the classroom. He will do so with decreasing verbal assistance from the TVI. • By January 2016, Michael will independently use the zoom accessibility feature on his touch screen device to view digital documents in his preferred viewing size. He will do so for 2 out of 3 documents that require magnification with less than 2 verbal prompts per document. • By April 2016, Michael will independently use annotation functions in a document editing app such as Adobe Fill & Sign to complete a digital worksheet he has received electronically on his touch screen device for 2 out of 3 documents with less than 2 verbal prompts per document.

  9. Take Home Messages • Focus on classroom instructional goals • Mainstream tech = Inclusive, lower cost, tech support • Native apps = Accessible! • Non-native apps = Evaluate before use • Be informed about updates • Always have a back up system, toolkit

  10. Take Home Messages (cont’d) • Connect with a community for resources & support! • Tech use must be meaningful and functional for the student – iPads do not replace real objects or tactile symbols for students who are using pre-symbolic or early-symbolic communication

  11. Online Resources • Paths to Technology: http://www.perkinselearning.org/technology • Apple Accessibility: http://applevis.com • Info about switches: RJCooper.com • Facebook Groups: Ex.) iPhone and iPad Apps for the Blind and Visually Impaired • YouTube, Twitter Everything is Googleable!

  12. iOS Guides • Quick Reference Guide for VO on iOS, Ed Summers & Diane Brauner (free) • Zoom In, Luis Perez (iBook, $4.99) • Handsfree: Mastering Switch Control on iOS, Luis Perez & Christopher Hills (iBook, free) • iOS Access for All, Shelly Brisbin (ePub, $20) • iOS In the Classroom, Larry Lewis (AFB Press, $18-30)

  13. Other Trainers, Colleagues • iPad proficiency for college-bound students: • Diane Brauner, dianebrauner@me.com • Ed Summers, ed.summers@sas.com • Tara Mason, http://www.newtechfored.com • iPad Checklist & Flowchart • QIAT Implementation • Example Plan • Jessica McDowell, @JesTVIOandM • Technology Resource Center of Marin: http://trcmarin.org

  14. Thank You! Yue-Ting (Ting) Siu www.tplus.education San Francisco State University Twitter: @TVI_ting www.facebook.com/yuetingsiu

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