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ASSISTIVE TECHNOLOGY DEVICES AND SERVICES

ASSISTIVE TECHNOLOGY DEVICES AND SERVICES. Division of Special Education Tracy Cartas, Director of Special Education. Session Objectives. Participants will learn about: Legal issues related to AT AT materials/devices AT policies and procedures. IDEIA Federal Regulations.

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ASSISTIVE TECHNOLOGY DEVICES AND SERVICES

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  1. ASSISTIVE TECHNOLOGY DEVICES AND SERVICES Division of Special Education Tracy Cartas, Director of Special Education

  2. Session Objectives Participants will learn about: • Legal issues related to AT • AT materials/devices • AT policies and procedures

  3. IDEIA Federal Regulations Sec 300.5 & 300.6 - Definitions Sec 300.308 - Assistive Technology Sec 300.346(a)(2)(v) - Special Factors

  4. IDEIA Section 300.5 Assistive Technology Device …any item, piece of equipment or product system…that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Section 300.6Assistive Technology Service ... any service that directly assists a child with a disability with the selection, acquisition or use of an AT device.

  5. Assistive Technology Services • Evaluation • Purchasing, leasing, or otherwise providing for the acquisition of the devices • Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing or replacing of Assistive technology devices. • Coordinating and using other therapies, interventions or services with Assistive technology devices. • Training or technical assistance for a child with a disability, or if appropriate, that child’s family. • Training or technical assistance for professionals, employers, or other individuals who provide services to , employ, or are otherwise involved in the major life functions of individuals with disabilities.

  6. IDEIA Federal Regulations Section 300.308 Assistive Technology a…AT devices or AT services, or both…are made available to a child with a disability if required as a part of the child’s • special education • related services • supplementary aids and services   • Section 300.308 Assistive Technology (b) On a case-by-case basis, the use of school purchased AT devices in a child's home or in other settings is required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE.

  7. IDEIA Federal Regulations Sec 300.346(a)(2)(v) Special Factors • Development of IEP… • The IEP team also shall… • (v) Consider whether the child requires assistive technology devices and services.

  8. Categories for Assistive Technology • Mobility • Computer-Based Instruction • Physical Education, Recreation, Leisure and Play • Aids for Daily Living • Reading, Written Expression, Math • Seating and Positioning • Computer Application • Environmental Control • Augmentative Communication • Assistive Listening • Visual Aids

  9. Continuum from No/Low Tech to High Tech

  10. Assistive Technology District Policies and Procedures • Assistive Technology Program consist of AT Coordinator, Team Leaders, AT Assistant and Team Members • Assistive Technology must be addressed and considered at every ARD (Goalview) • Diagnostician and/or SLP must be present at ARD to recommend an AT Eval., AT recommendations through accommodations, or review AT report

  11. Assistive Technology Policies and Procedures (METHOD 1) FULL EVALUATION (Low Incident Population) • Referral recommended timeline, 30-60 days or recommended timeline by ARD, referral form must be completed ASAP and sent to Special Ed. Office by e-mail, fax, or pony. (attention: Alma Rodriguez) • Review student folder, observation, and evaluation conducted by AT Team • Report Generated • ARD to review AT report and recommendations, conducted by Diagnostician/SLP reported to PEIMS • AT Team will research, fund, and provide materials and equipment recommended • Training and assistance with implementation conducted by Team Leaders • Monitoring throughout school year

  12. Assistive Technology Policies and Procedures (METHOD 2) ONLY FOR HIGH INCIDENTS (LD/SI) • ARD committee and diagnostician with ATknowledge can make recommendations using accommodation form for AT and record in PEIMS • AT Team will research, fund, and provide materials and equipment recommended • Training and assistance with implementation conducted by Team Leaders • Monitoring throughout school year • AT must receive ARD’s 1st page, AT page, accommodation, signature page, ARD minutes and PEIMS form for documentation

  13. Assistive Technology Policy and Procedures (METHOD 3) • HIGH INCIDENT... ARD and/or teacher will complete AT Referral FORM provided on AT website. Forms emailed to Alma Rodriguez (almarodz@laredoisd.org) AT Team will review student folder and information received from ARD committee and teacher to make AT recommendations • Report Generated and e-mailed to campus diagnostician and AT information provided on Goalview by AT Team (accommodations and services) • Reported to PEIMS • AT Team will research, fund, and provide materials and equipment recommended • Training and assistance with implementation conducted by Team Leaders • Monitoring throughout school year

  14. “How do we determine if AT is needed?”

  15. Texas 4-Step Consideration Model • Review evaluation data and present levels of performance. • Establish goals and objectives. • Determine if there are difficult or impossible tasks. • Decide if AT devices and services are required and document. STEP 1 STEP 2 STEP 3 STEP 4

  16. Functional Skills • Seating/Positioning • Hearing • Seeing • Self-Care • Mobility • Behavior • Specific task-related skills • Reading • Written Expression • Math • Problem-solving • Communication • Recreation • Daily organization

  17. Results of Consideration • AT is required • AT is not required • More information is needed to make a decision

  18. AT Evaluation is Needed When • Need more in depth work with the student (low incident) • IEP team does not have appropriate knowledge and skills • Need to try out technology to determine the nature and extent of AT devices and services needed

  19. UDL is a new paradigm for teaching, learning and assessment. • multiple approaches for a diversity of learners • Multiple means of representation gives learners various ways of acquiring information and knowledge, • Multiple means of expression to provide learners alternatives for demonstrating what they know • Multiple means of engagement to tap into learners' interests, offer appropriate challenges, and increase motivation • No single curriculum or software program can provide all of the flexibility needed to create a UDL environment. • The child shouldn’t fit into our curriculum, the curriculum needs to fit the child

  20. Goalview • Assistive Technology ARD/IEP Addressed • http://goalview.com/tx • http://goalview.com/training_tx

  21. Rick Alma A.T. Team Leaders 1719 Farragut St. 795-3424 almarodz@laredoisd.org Darlene Glenn Barbara

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