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Assistive Technology 1
Assistive Technology
ITEC 7445: Multimedia and Web Design for Educators
Emily Toms
Kennesaw State University
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Ansley is a fun, spirited sixth grader at Faith Lutheran School in Marietta, Georgia. She
has attended Faith Lutheran for two years and enjoys the friends she has made. Ansley explained
that this is the first school she has attended where she has made “good” friends. “The other two
schools I went to, the kids thought I was weird. But after I was told I had ADHD and moved to a
new school, it got better.”
Ansley was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in
February of 2011 through a Neuropsychological Assessment performed by a local licensed
clinical psychologist. It was also at this time the psychologist suggested that she also has
Dysgraphia and weaknesses in Executive Functioning. The assessment was given to Ansley’s
previous school and later passed on to Faith. The assessment with recommendations is sufficient
for FLS to use and aid Ansley in her success. I used the assessment to work with Ansley, her
parents, Mrs. Burns (Resource Teacher), the middle school General Education Teachers, and Mr.
Hibbs (Principal), to create goals and a plan to use assistive technology to help Ansley achieve
the objectives set before her.
The process started with an initial meeting with Ansley. Before I read through her
neuropsychological assessment, I wanted to get to know her and understand her struggles. We
started by completing a questionnaire I created. The following are the questions and answers
(Ansley’s answers were digitally recorded. Her answers are represented below.):
1. Where do you work on homework at home? I work on homework in the den. I sit on the
floor. Sometimes the T.V. is on, but not all the time.
2. How long does it take you to complete your homework? It takes me about 40 minutes.
We have Study Hall some days at school. I take breaks a lot whenever I feel like it.
3. What is the hardest part about homework? It’s hard to focus.
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4. What is your favorite subject in school? My favorite subject is whatever Mrs.
Stoeppelwerth teaches. She makes class fun by using funny words and she keeps us
awake. She teaches me Language, Reading, and Religion. I like Language because it’s
easy. I like Reading right now because we are reading The Phantom Toll Booth. It’s
really funny. And I like Religion because we are learning about God.
5. What is your least favorite subject in school? My least favorite subject is Social Studies
or Ms. Greinke’s class. I don’t like Social Studies because it’s boring and we learn about
the olden days. I don’t like Ms. Greinke’s class because we just read and take notes. We
do a lot of writing and that’s hard.
6. What do you like to do during free time at school? I like to make PowerPoints about dogs
and my friends.
7. What do you like to do during free time at home? I like to play soccer and play outside
with my neighbors. I’ve played soccer since I was three.
8. On a scale of 1-10 (one being not organized, 10 being very organized), how organized are
the following: desk, locker, backpack, binder, and planner? My desk a two. Locker a zero
[laughs]. My backpack a four. My binders (I have three) a three. And my planner a six.
(Ansley B., September 3, 2012).
I also had Ansley compete the “Organization Problems Inventory” and “Are You a Global or
Linear/Sequential Thinker” evaluations created by Onion Mountain Technology, Inc. These
evaluations were conducted for me to understand the intensity of Ansley’s Executive Function
weakness. The “Organization Problems Inventory” showed the most discrepancies in sequential,
temporal, and categorical (semantic) organization problems. Ansley scored a 4 on the “Are You
a Global or Linear/Sequential Thinker” evaluation. The scored showed Ansley leaning toward
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global thinking, but still in the middle of the scale. According to Onion Mountain Technology,
Inc. (2006):
Global Thinkers tend to:Miss details and small things.Like to see (keep in sight) all the things they are currently thinking about/doing (especially in they are visual learners).Skip steps. Like to set up the categories so everything can be included (but the actual sorting is too boring/time consuming).
My final task before creating goals for Ansley, was talking to her mother, Mrs. B., and
her teachers. The three areas of concern from all parties were: organization, following directions,
and writing. All three concerns were consistent with the neuropsychological assessments and
evaluations.
Through my interview with Ansley, discussion with her mother and teachers, and review
of her neuropsychological assessment and the “Organization Problems Inventory” and “Are You
a Global or Linear/Sequential Thinker” evaluations, I created goals for success both at school
and at home:
1. Student will read and follow directions for completing assignments.2. Student will write clear, focused main ideas and supporting details on a topic. 3. Student will maintain a neat and orderly notebook for each subject.4. Student will maintain a neat and orderly locker.5. Student will write all assignments as given in an assignment book.6. Student will improve ability to complete work.
These goals were then reviewed and agreed upon during the Assistive Technology Review Plan
meeting.
The next step was to research and conclude which assistive technology devises and/or
services would help Ansley meet her goals. My research centered on Wisconsin Assistive
Technology Initiative’s (WATI) Assessing Students’ Needs for Assistive Technology manual.
Chapter 9, “Assistive Technology for Organization” helped me understand Ansley’s needs and
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how assistive technology can help her become successful. The first devise I decided upon was a
hand held digital recorder. Reed and Lahm (2004) explain that, “Digital or audio recorders may
be used to capture thoughts and ideas verbally” (p. 15). Ansley would use the recorder to pre-
write essay-form responses and papers. Ansley also struggles with time management. According
to Reed and Lahm (2004), time management should be seen as:
a way to sequence events, bring visual or kinesthetic expression to the chunking of
routines throughout the day, demonstrate how a routine can be measured into systematic
and expected unites, understand that those units are known as ‘time’ and build the
duration a student may need to sustain attention, work, or stay in their seat for a period or
‘unit’ of time. (p. 19).
To assist in these tasks, checklists, a planner, and a timer will be used. Finally, Ansley has
difficulty with material management. Reed and Lahm (2004) suggest the principle of S. P. A. C.
E. to help assign assistive technology to aide in material management, “The S stands for Sort…
The P stands for Purge…A stands for Assign a home…The C stands for Containers…And finally
E stands for Equalize” (p. 23-24). Checklists, a container for paper filing, and locker shelves
were used for material management.
After training and implementing each assistive technology devise for school and at home,
I had a chance to sit down with Ansley again to discuss how she felt about using the tools.
Again, I created a question sheet for her to respond (Ansley’s answers were digitally recorded.
Her answers are represented below.):
1. Which assistive technology devise(s) do you find the easiest to use? I really like the
checklists and planner. I am used to using my planner so that was easy. I sometimes
forget to use the checklists.
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2. Which assistive technology devise(s) do you find the hardest to use? The recorder. Mrs.
Stoeppelwerth helps me use it in her class a lot, but I have to go out to the hallway
because it’s distracting. But it’s easier to write when I’m thinking about it first.
3. Explain how you were taught to use your planner. Is it working? I have been using it the
way you taught me. I write exactly what is on the board. Mrs. Stoeppelwerth checks it
before I go home and my mom checks it when I am done with my work. I look at it before
I start my homework.
4. How long does it take you to complete your homework? Does the timer help? It takes me
longer to do my work. I think about one hour. But I am more focused because I get a lot
of breaks. I think my grades are getting better.
5. On a scale of 1-10 (one being not organized, 10 being very organized), how organized are
the following: desk, locker, backpack, binder, and planner? My desk a four. Locker a
seven. Backpack an eight. Binder a five. And planner a nine.
6. Do you feel the assistive technology is helpful? Why? Yes, because I am more organized
and I am a little better at getting my work done. (Ansley B., September 28, 2012).
Overall, Ansley feels that the assistive technology devises used are helpful. Her answers show a
general consensus that the tools are appropriate for Ansley’s age level and her goals.
I also collected data from Ansley’s Language Arts and Reading teacher, Mrs.
Stoeplewerth, to address whether the digital recorder helped her to better convey and write down
her thoughts. The following graph shows Ansley’s Reading Journal grades from the first quarter.
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1 2 3 4 5 6 70
1
2
3
4
5
Ansley's Journal Response Grades
1st Quarter (weeks)
Gra
de
(poi
nts
)
Weeks five, six, and seven reflect the use of the digital recorder. The trend of the data is
gradually increasing. While Ansley’s grades are still not optimal, the digital recorder seems to be
aiding in Ansley’s responses. More time and training for Ansley and her teachers may help
increase comfort levels and performance.
The data collected from Ansley and her teachers show that the assistive technology has
helped Ansley perform the tasks assigned by her goals. Ansley seems more confident in her time
management and organizational skills. Although it is still not great, the filing system, planner,
checklists, locker shelf, and timer have helped Ansley organize her space and homework time.
The digital recorder has also helped Ansley in her goal of creating paragraphs with strong topics
and supporting details. The most important part of assistive technology for Ansley is to help her
gain self-confidence and aid in her success in school. Through continued training and use, the
devises suggested can continue to support Ansley in her learning experience.
References
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The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview.
Retrieved September 1, 2012, from http://iris.peabody.vanderbilt.edu/at/chalcycle.htm
Reed, P., & Lahm, E. A. (2004, January). Assistive Technology: A Resource Manual for School
District Teams. Wisconsin Department of Public Instruction home page. Retrieved
September 5, 2012, from http://dpi.wi.gov/sped/pdf/at-wati-asnat.pdf
Sweeney, J. (2006). Organization Problems Inventory. Onion Mountain Technology. Retrieved
September 2, 2012, from http://www.onionmountaintech.com/assistive.php
Sweeney, J. (2006). Are You a Global or Linear/Sequential Thinker? Onion Mountain
Technology. Retrieved September 2, 2012, from
http://www.onionmountaintech.com/assistive.php
WATI Assistive Technology Consideration Guide
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1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing, reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks that are not relevant to the student’s IEP.
2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for each checked task.
3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If none are known, review WATI’s AT Checklist.) If any assistive technology tools are currently being used (or were tried in the past), describe in Column B.
4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance? If yes, complete Column C.
Task A. If currently completes task with special strategies and / or accommodations, describe.
B. If currently completes task with assistive technology tools, describe.
C. Describe new or additional assistive technology to be tried.
Motor Aspects of Writing
Computer Access
Composing Written Material
-Increased time to complete assignments
None -Recorder-Checklists
Communication
Reading (Reading, understanding, and following directions)
None None -Checklists-Recorder
X Organization -Write daily assignments in planner-Binders for each subject
-Planner-Binder system
-Planner (teacher/parents sign)-Paper filing system-Locker shelves
Assessing Students’ Needs for Assistive Technology (2009)
Task A. If currently completes task with special strategies and
B. If currently completes task with assistive
C. Describe new or additional assistive
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/ or accommodations, describe.
technology tools, describe.
technology to be tried.
Math
Recreation and Leisure
Activities of Daily Living (ADLs)
Mobility
Positioning and Seating
Vision
Hearing
5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what will be provided, the initiation and duration.
Ansley will need the following assistive technology services to meet her goals in Writing, Comprehension (directions), and Organization:-Training with Ansley pertaining to using assistive technology devises.-Training with Ansley’s parents pertaining to using assistive technology devises and support.-Training with Mrs. Burns and teachers pertaining to using assistive technology devises, support, and data collection.
Assessing Students’ Needs for Assistive Technology (2009)
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STUDENT INFORMATIONStudent Name Grade Date of BirthAnsley B. 6th 09/01/2000
School Date AT Plan Review DateFaith Lutheran School 09/05/12 09/07/12
POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated)
Mrs. Burns, Resource Teacher
EQUIPMENTEQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc…)
Timer Will purchase
Daily Planner Already purchased
Paper filing system Will purchase
Recorder Will borrow
Locker shelves Will purchase
Checklists Mrs. Toms will create using a checklist software and will laminate
EQUIPMENT TASKSTASK (e.g., order/procure AT, load software, adapt/customize devices/software, set upat home/school, maintain/repair, etc.)
PERSON RESPONSIBLE DATE DUE
Purchase timer, locker shelves, filing crate, dividers Mrs. B. 9/10/12
Set up planner at school/home Mrs. Toms and Mrs. B. 9/12/12
Research checklist sites and create lists Mrs. Toms 9/10/12
Procure recorder Mrs. Burns 9/10/12
IMPLEMENTATION TEAMNAME (List all individuals who will implement the AT with the student.) ROLE (e.g., administrator, teacher, family member, service provider, etc…)
Mrs. Stoeppelwerth, Mrs. Doty, Ms. Greinke Middle School Teachers
Assistive Technology Implementation Plan
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Mr. Hibbs Principal, 6th Grade Math Teacher
Mrs. Burns Resource Teacher
Mrs. Toms 4th Grade Teacher/Tutor
Mr. and Mrs. B. Parents
TRAININGTRAINING NEED TRAINEES TRAINER DATES & TIMES FOLLOW UP / ALONG PLAN
Using timer Ansley and Parents Mrs. Toms 9/10/123:45-4:15 p.m.
9/17/12 and ongoing as required
Organizing locker and filing system Ansley and Parents Mrs. Toms 9/10/12, 9/12/123:45-4:15 p.m.
9/17/12 and ongoing as required
Setting up planner and checklists Ansley Mrs. Toms 9/10/12, 9/12/123:45-4:15 p.m.
9/17/12 and ongoing as required
Using recorder Ansley and Gen. Ed. Teachers
Mrs. Toms 9/12/12, 10/1/123:45-4:15 p.m.
9/28/12 and ongoing as required
Ongoing support Ansley Mrs. Toms, Mrs. Burns, and Teachers
Daily as needed In the context of reading and writing assignments.
CLASSROOM IMPLEMENTATIONIEP GOAL CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc…)PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific
AT and customized settings if appropriate)
Student will read and follow directions for completing assignments.
All subjects Mrs. Burns and General Ed. Teachers
Recorder and checklists
Student will write clear, focused main ideas and supporting details on a topic.
Reading, Language Arts, Science, Social Studies
Mrs. Burns and General Ed. Teachers
Checklists and recorder
Student will maintain a neat and orderly notebook for each subject.
Organization Skills Mrs. Toms and Mrs. Burns Checklists and paper filing
Student will maintain a neat and orderly locker. Organization Skills Mrs. Toms and Mrs. Burns Checklists and locker shelves
Student will write all assignments as given in an assignment book.
Organization Skills Mrs. Toms, Mrs. Burns, Mrs. Stoeppelwerth
Planner
HOME IMPLEMENTATIONIEP GOAL CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc…)PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific
AT and customized settings if appropriate)
Student will improve ability to complete work. Organization Skills Mrs. Toms, Mrs. B., and Ansley Timer, planner, and checklists
Student will read and follow directions for completing assignments.
All subjects Mrs. Toms, Mrs. B., and Ansley Checklists and recorder
Student will write clear, focused main ideas and supporting details on a topic.
Reading, Language Arts, Science, Social Studies
Mrs. B. and Ansley Checklists and recorder
Student will maintain a neat and orderly notebook for each subject.
Organization Skills Mrs. B and Ansley Paper filing and checklists
MONITORING/EVALUATIONGOAL INSTRUCTIONAL STRATEGY
(How will you teach student to use equipment and/or how to achieve goals.)
RECORDING SYSTEM & FREQUENCY (e.g., task analysis recording system; score + or - on data recording sheet)
PERSONS RESPONSIBLE FOR IMPLEMENTATION / DATA COLLECTION
Student will read and follow directions for completing assignments.
Direct observation—teacher input—parent/student input
Daily task analysis General Ed. Teacher and Mrs. Burns
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Student will write clear, focused main ideas and supporting details on a topic.
Model—lead—test Daily task analysis General Ed. Teacher and Mrs. Burns
Student will maintain a neat and orderly notebook for each subject.
Direct observation—teacher input—parent/student input
Weekly progress monitoring Mrs. Toms, Mrs. Burns, and Parents
Student will maintain a neat and orderly locker. Direct observation—teacher input—parent/student input
Weekly progress monitoring Mrs. Toms, Mrs. Burns, and Parents
Student will write all assignments as given in an assignment book.
Direct observation—teacher input—parent/student input
Daily task analysis Mrs. Stopleworth and Parents
Student will improve ability to complete work. Direct observation—teacher input—parent/student input
Daily task analysis and weekly progress monitoring
General Ed. Teachers, Mrs. Burns, and Parents
UNSTRUCTURED Field Experience Log & ReflectionInstructional Technology Department
Candidate: Emily Toms
Mentor/Title: Jack Hibbs/Principal
School/District: Faith Lutheran School
Course:ITEC 7445: Multimedia and Web Design for Educators
Professor/Semester:Julie Moore/Fall 2012
Part I: Log
Date(s) 1st Field Experience Activity/Time PSC/ISTE Standard(s)
Reflection(Minimum of 3-4 sentences per
question)
9/03/12 Completed evaluation and discussion with student. [AT Model/1 hour]
PSC 1.2ISTE 1b
1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience?
The field experience pertained to the Assistive Technology Module for ITEC 7445. The purpose of the experience was to help me understand how to help students with disabilities through assistive technology.
I learned that through assistive technology devises and services, students with disabilities can succeed in the classroom. The devises and services must be used properly and training for the student, parents, and teachers is required to fully understand how to incorporate the technology in learning. I also learned that assistive technology can be a tool that is technology based (computer) or as simple
9/07/12 Assistive Technology Plan review. [AT Model/1 hour]
PSC 2.2, 2.3, 2.5, 2.6, 3.4, 3.6
ISTE 2b, 2c, 2e, 2f, 3d, 3f
9/10/12 Assistive technology training for student and parents. [AT Model/ ½ hour]
PSC 2.5, 3.4, 3.7ISTE 2e, 3d, 3g
9/12/10 Assistive technology training for student and teachers. [AT Model/ ½ hour]
PSC 2.5, 3.4, 3.7ISTE 2e, 3d, 3g
9/17/12 Assistive technology follow up for student and parents. [AT Model/1 hour]
PSC 2.5, 2.7, 2.8, 3.4
ISTE 2e, 2g, 2h, 3d9/28/12 Assistive technology follow up for student and
teachers. [AT Model/1 hour]PSC 2.5, 2.7, 2.8,
3.4ISTE 2e, 2g, 2h, 3d
DIVERSITY(Place an X in the box representing the race/ethnicity and subgroups involved in this
field experience.)Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12Race/Ethnicity:
AsianBlackHispanicNative American/Alaskan
NativeWhite x xMultiracial
Subgroups:
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Students with Disabilities
x x
Limited English Proficiency
Eligible for Free/Reduced Meals
additive to help with learning (pencil grip).
2. How did this learning relate to the knowledge (what must you know), skills (what must you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator or technology leader? (Refer to the standards you selected in Part I. Use the language of the PSC standards in your answer and reflect on all 3—knowledge, skills, and dispositions.)
Through the assistive technology field experience, I was able to demonstrate how to create authentic, research-based learner centered activities that support the needs of the student (PSC/ISTE 2). I used research and interviews to help me conclude which assistive technology devices would benefit the student. I then instructed and modeled the use of the devices to the student, parents, and teachers (PSC/ISTE 3).
3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?
My school is starting to create and facilitate a resource room for students that need a little extra help. Through my research and learning experienced, I showed the faculty and staff at FLS what tools, resources, and services that could (and should) be provided to students. I also coached teachers in how to use goals and assistive technology devises and services to help their students succeed.
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