+ All Categories
Home > Documents > AT Bootcamp - Overview

AT Bootcamp - Overview

Date post: 13-Dec-2014
Author: atbootcamp
View: 239 times
Download: 2 times
Share this document with a friend
Embed Size (px)
Popular Tags:
of 37 /37
Overview AT Bootcamp ATIA 2013 Behnke, Marotta & Wojcik
  • 1. AT BootcampOverview ATIA 2013 Behnke, Marotta & Wojcik

2. Learning Objectives1. Gain an overview of areas of assistivetechnology applications and processes thatsurround good implementation practices.2. Explore through hands-on activities andreal-world scenarios, an array of assistivetechnology tools that could meet the needsof persons with disabilities.3. Build personal learning networks throughinformation resources and interpersonalconnections. 3. 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 learning BYOD 4. Try it out! Use a toolto comment, exploreor post a resource.Individual Activity #1 5. Agenda for Overview Overview Introductions AT Cycle overview QIAT SETT Universal Design Universal Design for Learning (UDL) Resources Conference sessions 6. Introductions Mike Participants Kirk Introduce your sessionpartner Brian Name Affiliation Location Expectations for thenext two-days Dream vacation 7. AT Cycle Consideration Monitoring ProvisionImplementation 8. CONSIDERATION OF AT 9. AT Consideration Section 300.324(a)(2)(v) of the IDEA 2004 regulations states thatIEP teams must consider whether the child needs AT devices andservices when developing a students 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 isnot relegated to an individual or an outside evaluator 10. Student (Person) Information specifically related to thestudent Environment Information related to anything or anyonearound the student in places where the technology isexpected to be used Task Information about what exactly happens in theenvironment educational tasks the student needs tocomplete Tool Information about what types of tools could be usedto address the students needs, in the environment for aspecific task11 11. Promotes team building for consensus Provides for the collection of data As environments and tasks are explored, linksbetween assessment and intervention becomestrong and clear Identify roles and responsibilities of teammembers Implementation of technology An array of technology options (no, low & high) QIAT (Quality indicators in Assistive Technology)12 12. Reference: http://joyzabala.com 13 13. AT Consideration vs. AT EvaluationAT Consideration AT Evaluation Brief discussion that Process for collectingdetermines need for AT additional data about an Should consider existing individualdata about the individual May involve:and determine if more data Task Demand Analysisis needed Feature Match Analysis Tool Demand Analysis AT Trials and Data Collection 14. PROVISION OF AT 15. Who Funds AT? 16. Who Owns that AT? 17. AT IMPLEMENTATION 18. AT Implementation On What What?HappensWhen?if?ATCare?ImplementationHow? With Where?RelationTo? 19. PERFORMANCEMONITORING OF AT USE 20. Why Performance Monitoring of ATUse?AT, like any other intervention, needs to bemonitored to ensure that the interventionis working in the way that it is intended.The goal of monitoring an individualssperformance while using AT is todetermine whether the AT continues to beneeded and/or whether the AT continuesto be meeting the needs of a student. 21. Time Series Concurrent DifferentialApproach (Smith, 2000) 22. Measurement Questions On what tasks will the student beusing the AT? What is the behavior to measure? What is the unit of measurement? What is the frequency ofmeasurement? 23. Developing the Variable to Measure Behavior (Observable, Measureable)Some Common Denominator 24. 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? 25. Consideration of AT Needs Assessment of AT NeedsAT in the IEPAT ImplementationEvaluation of Effectiveness of AT AT in Transition Administrative Support for AT AT Professional Development 26. Universal Design for Learning (UDL) UDL isis a set of principles for curriculumdevelopment that give all individuals equalopportunities to learn UDL provides a blueprint for creatinginstructional goals, methods, materials, andassessments that work for everyone not a single, one-size-fits-all solution butrather flexible approaches that can becustomized and adjusted for individualeducational needs 27. PrinciplesRecognition Strategic Affectivehttp://www.udlcenter.org/aboutudl/udlguidelines GuidelinesCheckpointsGoals 28. UDL Curriculum: Goals Learning expectations Knowledge, concepts, and skills allstudents should master Generally aligned to standards Designed to offer optionsvariedpathways, tools, strategies, andscaffolds for reaching mastery Do Not prescribe the methods andmaterials (National Center on UDL at CAST, 2012) 29. Learning Goals: DifferencesTraditionalUDL Describes learning Describes learningexpectations expectations Do not generally Written to acknowledgeconsider learner learner variabilityvariability Differentiates from the Do not generally meansdifferentiate from the Offers more optionsmeans Focus on developing Often limit optionsexpert learners 30. UDL Curriculum: Materials Media used to present learning content What the learner uses todemonstrate knowledge Materials are variable and flexible Multiple media and embedded, just-in-time supports(National Center on UDL at CAST, 2012) 31. UDL Curriculum: Methods Instructionaldecisions, approaches, procedures, or routines used to accelerate orenhance learning Evidence-based methods anddifferentiated methods Are adjusted based on continualmonitoring of learner progress (National Center on UDL at CAST, 2012) 32. UDL Curriculum: Assessments Process of gatheringinformation about a learnersperformance Uses a variety of methods andmaterials Used to determine learnersknowledge, skills, and motivation Purpose is to make informededucational decisions (National Center on UDL at CAST, 2012) 33. Assistive Technology vs. EducationalTechnology vs. InstructionalTechnology 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? 34. Make a visual display in your notesto help you align what is UniversalDesign and UDL and why it is soimportant to consider in the fieldof assistive technology? Explain thisto a fellow learner.Group Activity #2