CHAPTER 8Integrating Technology to Meet Student Needs

ASSISTIVE TECHNOLOGY

Assistive technology is a device or service that can be used as a tool by a person with a disability to achieve, maintain, or improve a function of daily life, including meeting educational goals and objectives(Evers&Spencer, 2011).

It does not include medical devices that are surgically implanted or the replacement of those types of devices. Example would be a cochlear implant.

AT is identified by levels, types, and categories.

LEVELS OF ASSISTIVE TECHNOLOGY

No-Tech: pens, pencils, graphic organizers, pencil grips, templates, dictionaries, spell checkers, prewritten words or phrases.

Low-Tech: electronic dictionaries, touchscreen, macros

High-Tech: word prediction software, voice recognition software, speech output devices, slowing rate of the keys, translation to sign language or braille output

TYPESTransparent Translucent Opaque

Device that uses icons or signs that are easily recognizable

User may be able to guess how to use it, but needs background knowledge in order to be successful

User must have training or specific information in order to operate.

Ex: Printer icon, other visual aids

Ex: User may need to read a user’s manual prior to trying to operate

Ex: copier, computer, other electronic devices.

CATEGORIES Augmentative and alternative communication Adapted computer access Devices to assist listening and seeing Environmental control Adapted play and recreation Seating and positioning Mobility and powered by mobility Prosthetics Rehabilitation robotics Integration of technology into the home, school, community, and place of

employment

STEPS TO SELECTING ASSISTIVE TECHNOLOGY Assembling the Team Assessing Skills and Needs Training Evaluation Supporting student use Responsibility for Providing Assistive Technology

STEP 1: THE TEAM

STEP 2: ASSESSING SKILLS AND NEEDS

Ecological Practical OngoingClassrooms, library/media services, labs, workrooms, gymnasiums, home, public libraries, field trip sites, extracurricular sites, after school clubs, sports

Opportunities to use and evaluate devices before purchasing

Assessments to ensure proper AT and AT services are still valid

STEP 3: TRAINING Reduce issues with underuse, misuse, and abandonment Lack of training is a major barrier in implementation into the

classroom.

STEP 4: EVALUATION

First: soon after delivery of the device(within the first month)

Every 2-3 months in the first yearBefore each IEP meeting

STEP 6: WHO PROVIDES? WHO CAN FUND?Under FAPE, school districts are required to consider AT during every IEP, and they must provide and pay for AT if it is deemed necessary

Who can fund? Local education agencies, Medicaid, Medicare, Vocational rehabilitation, Private insurance, state resources, foundations and community organizations

AT FOR SPOKEN COMMUNICATION

AT FOR WRITTEN COMMUNICATION

AT FOR READING

AT FOR MATHEMATICS