Access to the Curriculum Through Technology

1. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Access to the Curriculum Through Technology 

2. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Non-Endorsement Statement Neither the Georgia Department of Education nor the State of Georgia operates or controls in any respect any information, products, materials or services that third parties may provide. Listing a particular product or posting of a link does not indicate Georgia Department of Education endorsement of that product or site. We encourage our users to research each product themselves and to read the privacy statements of each and every site they visit. This definition has not changed. Administrators should be aware that many teachers have a narrow definition of assistive technology. A role of administrators should be to recreate the mindset of teachers. We�re learning from Focus Monitoring that teachers don�t define assistive technology if they already have it. This definition has not changed. Administrators should be aware that many teachers have a narrow definition of assistive technology. A role of administrators should be to recreate the mindset of teachers. We�re learning from Focus Monitoring that teachers don�t define assistive technology if they already have it.

3. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Assistive Technology Device � Section 300.5 Assistive technology device. 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 a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. (Authority 20 U.S.C. 1401(1)) This definition has not changed. Administrators should be aware that many teachers have a narrow definition of assistive technology. A role of administrators should be to recreate the mindset of teachers. We�re learning from Focus Monitoring that teachers don�t define assistive technology if they already have it. This definition has not changed. Administrators should be aware that many teachers have a narrow definition of assistive technology. A role of administrators should be to recreate the mindset of teachers. We�re learning from Focus Monitoring that teachers don�t define assistive technology if they already have it.

4. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Assistive Technology Resources Assistive technology may be determined and acquired for your classroom and/or specific students through a variety of means: Local Assistive Technology Team Local administration Consideration Process Core Classroom Inventory Assistive Technology Evaluation

5. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Assistive Technology Resources Georgia Project for Assistive Technology www.gpat.org 2007-08 Professional Learning Course Schedule GPAT section on Resource Board

6. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Augmentative and Alternative Communication Augmentative and Alternative Communication �Augmentative and alternate communication is an area ���. That attempts to compensate (either temporarily or permanently) for the impairment and disability patterns of individuals with severe expressive communication disorders (i.e., the severely speech-language and writing impaired).� American Speech-Language Hearing Association, 1989

7. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Who can benefit from Augmentative Communication? Non-verbal students Verbal, but unintelligible Verbal, but lacking functional language Minimally verbal

8. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Who can benefit from Augmentative Communication? Remember, research is clearly showing that exposure and use of AAC does NOT inhibit the development spoken language. Withholding communication devices to �make� children talk is not supported by research.

9. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Using Augmentative Communication to Enhance Comprehension and Understanding

10. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Visual Supports Visual supports include symbols that provide concrete, visual information to students who have difficulty understanding information presented verbally. Engineering the environment for augmentative communication supports visual information for our students throughout the day.

11. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334  Increased receptive and expressive communication Comprehension across academic and daily living skills Active participation in curricular activities Increased interaction with curricular materials Routines Transitions Time management Positive behavior Learning