AT Bootcamp - Overview

transcript

OverviewAT Bootcamp

ATIA 2013Behnke, Marotta & Wojcik

Learning Objectives1. Gain an overview of areas of assistive

technology applications and processes that surround good implementation practices.

2. Explore through hands-on activities and real-world scenarios, an array of assistive technology tools that could meet the needs of persons with disabilities.

3. Build personal learning networks through information resources and interpersonal connections.

Best learning practices include…Ways to provide interaction, engagement, &

expression…◦Wikispace – ATBootcamp.wikispaces.com ◦Back Channel – todaysmeet.com/atia◦Live Binder - http://bit.ly/atbootcamp

Building flexibility for your learningBYOD

Individual Activity #1

Try it out! Use a tool to comment, explore or post a resource.

Agenda for OverviewOverviewIntroductionsAT Cycle overviewQIATSETTUniversal DesignUniversal Design for Learning (UDL)ResourcesConference sessions

IntroductionsMikeKirkBrian

Participants◦ Introduce your session

partner◦ Name◦ Affiliation◦ Location◦ Expectations for the

next two-days◦ Dream vacation

AT Cycle

Monitoring

Implementation

Provision

Consideration

CONSIDERATION OF AT

AT Consideration Section 300.324(a)(2)(v) of the IDEA 2004 regulations states that

IEP teams must “consider whether the child needs AT devices and services” when developing a student’s IEP

The AT consideration is a purposeful process that involves ◦ collaborative decision making, ◦ reviewing existing information about a student, ◦ potentially collecting additional information about a student, ◦ deciding whether or not a student needs AT, and, ◦ ultimately, if a student does need AT, identifying the AT needed

for a student to receive a FAPE. The onus for AT consideration falls upon the entire IEP team and is

not relegated to an individual or an outside evaluator

SETT Framework (Zabala, J.) Student (Person) – Information specifically related to the

student

Environment – Information related to anything or anyone around the student in places where the technology is expected to be used

Task – Information about what exactly happens in the environment – educational tasks the student needs to complete

Tool – Information about what types of tools could be used to address the students’ needs, in the environment for a specific task

Reference: http://www.joyzabala.com/

Promotes team building for consensusProvides for the collection of dataAs environments and tasks are explored, links

between assessment and intervention become strong and clear

Identify roles and responsibilities of team members

Implementation of technologyAn array of technology options (no, low & high)QIAT (Quality indicators in Assistive Technology)

SETT Framework

13Reference: http://joyzabala.com

AT Consideration vs. AT Evaluation

AT Consideration AT EvaluationBrief discussion that

determines need for ATShould consider existing

data about the individual and determine if more data is needed

Process for collecting additional data about an individual

May involve:◦ Task Demand Analysis◦ Feature Match Analysis◦ Tool Demand Analysis◦ AT Trials and Data Collection

PROVISION OF AT

Who Funds AT?

Who Owns that AT?

AT IMPLEMENTATION

AT Implementation

AT Implement

On What?

How?Where

With Relation

What Happens

PERFORMANCE MONITORING OF AT USE

Why Performance Monitoring of AT Use?AT, like any other intervention, needs to be monitored to ensure that the intervention is working in the way that it is intended. The goal of monitoring an individuals's performance while using AT is to determine whether the AT continues to be needed and/or whether the AT continues to be meeting the needs of a student.

Time Series Concurrent Differential Approach (Smith, 2000)

Measurement QuestionsOn what tasks will the student be

using the AT?What is the behavior to measure?What is the unit of measurement?What is the frequency of

measurement?

Developing the Variable to Measure

Behavior (Observable, Measureable)

Some Common Denominator

Progress Monitoring AT Use

Is the AT still needed?Is the AT still working?Are there any anomalies or

concerns? Are the anomalies/concerns explainable or acceptable?

Consideration of AT NeedsAssessment of AT Needs

AT in the IEPAT Implementation

Evaluation of Effectiveness of ATAT in Transition

Administrative Support for ATAT Professional Development

Universal Design for Learning (UDL)UDL is…is a set of principles for curriculum

development that give all individuals equal opportunities to learn

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone

not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual educational needs

http://www.udlcenter.org/aboutudl/udlguidelines

Principles

Guidelines

Checkpoints

Recognition

StrategicAffective

UDL Curriculum: GoalsLearning expectationsKnowledge, concepts, and skills all

students should masterGenerally aligned to standardsDesigned to offer options—varied

pathways, tools, strategies, and scaffolds for reaching mastery

Do Not prescribe the methods and materials

(National Center on UDL at CAST, 2012)

Learning Goals: Differences Traditional UDL

Describes learning expectations

Do not generally consider learner variability

Do not generally differentiate from the means

Often limit options

Describes learning expectations

Written to acknowledge learner variability

Differentiates from the means

Offers more optionsFocus on developing

“expert learners”

UDL Curriculum: MaterialsMedia used to present learning contentWhat the learner uses to

demonstrate knowledge Materials are variable and

flexibleMultiple media and embedded,

just-in-time supports

UDL Curriculum: MethodsInstructional decisions,

approaches, procedures, or routines used to accelerate or enhance learning

Evidence-based methods and differentiated methods

Are adjusted based on continual monitoring of learner progress

UDL Curriculum: AssessmentsProcess of gathering

information about a learner’s performance

Uses a variety of methods and materials

Used to determine learners’ knowledge, skills, and motivation

Purpose is to make informed educational decisions

Assistive Technology vs. Educational Technology vs. Instructional Technology vs. Accommodations….

So why do we need this information? Why is it important to us as newbies in

the field of assistive technology?Where are we heading as a society with

the integration of technologies? Are you a digital immigrant or a digital

native?Que

Group Activity #2

Make a visual display in your notes to help you align what is Universal Design and UDL and why it is so important to consider in the field of assistive technology? Explain this to a fellow learner.

AT Bootcamp - Overview

Documents