Workshop 1: AT Consideration€¦ · ASHA Note •Upon completion of this course, you will receive...

Workshop 1: AT ConsiderationAT Team Training

Learning Outcomes

1. Describe consideration of AT for all students with disabilities.

2. Summarize what the law says about AT Consideration.3. List potential solutions available to help meet students' IEP

goals.

Disclosures

• Financial Disclosure:• Kimberly Berry, Gretchen Cole-Lade, Shelley Gladden, Linda Jaco, Shelby

Sanders, Allyson Robinson, Tabatha Scott, and Amy Woods. For all the speakers named above, no relevant financial relationship exists.

• Nonfinancial Disclosure:• All the speakers named above are staff of Oklahoma ABLE Tech.

ASHA Note

• Upon completion of this course, you will receive an email with a link directed to a Formstack form.• If you wish for ABLE Tech to submit to the ASHA CE Registry for this

course on your behalf, please click on the link and complete the form by 10.1.2020.• Forms received after this date will not be submitted to ASHA. ASHA

CEUs may only be obtained for this live event.

FAQ’s Resource Related to COVID-19

Visit ABLE Tech's website for a full list of FAQs

https://www.okabletech.org/education-services/at-services-for-pk-12/

Let’s Consider…

Take a moment and think about what the word “Consider” means.

Please share your thoughts by sending a message to the Chat Room regarding what “Consider”

means.

Dictionary Definition

__________________________________________

Applying Consideration1. What do you "consider" on a regular basis?

Please share your thoughts in the Chat Room.

2. What is considered for you?

When asked to, please share your thoughts in the Chat Room.

AT and the LawThere are 4 primary laws that impact AT in the educational setting:• The Assistive Technology Act of 2004 (P.L. 108-364) (AT

Act)• Individuals with Disabilities Education Act (IDEA)• Title II of the Americans with Disabilities Act (Title II)• Section 504 of the Rehabilitation Act of 1973 (Section

504)Page 1 of Technical Assistance documenthttp://okabletech-docs.org/homepage/at-ta-document-part-b/01-assistive-technology-and-the-law/

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AT Act• Written to include technology advances to improve the lives of all

Americans with disabilities of all ages and in all environments on a statewide-basis by increased access to and acquisition of AT.• ABLE Tech is Oklahoma’s AT Act Program• Services provided:

• Demonstrations of AT• Short-term loans of AT (up to 6 weeks)• Free gently-used durable medical equipment (DME) and AT• State financing activities• Trainings• Public awareness events about AT• Consultations• Training on Information and Communication Technology (ICT) accessibility

Key Points of IDEA and AT

1. Consider AT needs of all students and document in the IEP1. Development2. Review3. Revision

2. Schools are to provide AT if it is needed for a free and appropriate public education (FAPE)

3. Provide at NO COST if AT is required4. Can NOT delay in the provision of the required AT

Title II and AT

1. Civil Rights Law -- Schools are a government entity and therefore fall under ADA.

2. "Auxiliary aids and services" cover the services/devices of AT.

3. Students with disabilities must have communication that is as effective as communication with others without disabilities.

Section 504 and AT

1. Student may qualify for 504 even without qualifying for Special Education.

2. Schools must provide equal access to their programs and services.

3. Reference to AT located within the document reads: Special Education and related aids and services "supplementary aids and services” setting in which students are served.

Definitions of AT Device

AT Device: Any item, piece of equipment, or product system, whether acquired commercially off-the-shelf, modified, or customized, that is used to increase, maintain, or improve, the functional capabilities of persons with disabilities.

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Definitions of AT Service

•AT Service: Any help or training provided to an evaluator, person with a disability, family member, caregiver, or service provider to select or use an AT device.



10 Categories of AT

1. Computer Access2. Vision3. Hearing4. Learning/Cognition/ Development5. Daily Living

6. Speech Communication7. Seating/Positioning/Mobility8. Environmental Adaptations9. Recreation/Sports/Leisure10. Vehicle Modifications



1. Computer Access Examples• Logitech Wireless Trackball Mouse M570 • KidTRAC

2. Vision ExamplesOrion TI-30XS Talking Scientific Calculator

iPad withVoice Dream Reader MATT Connect Smart

Tablet Magnifier

Focus 40 Refreshable Braille Display

3. Hearing ExamplesComfort Contego Comfort Duett

Telephone Amplifier

4. Learning, Cognition and Development Examples

Time Timer

C-Pen ReaderLivescribe 3 Smartpen

4. LCD Examples ContinuediPad with Notability Chromebook with SpeakIT

Laptop with Microsoft Immersive Reader

5. Daily Living Examples

Little Spill Cup Inner Lip Plate

Silverware/Tools with built-up handles

6. Speech Communication ExamplesiPad with LAMP 7-Level Communicator

Tobii I-13 with Eyegaze NovaChat 8

7. Seating, Positioning and Mobility Examples

Disc 'O' Sit HowdaHUG Seat Modular Hose iPad Holder

8. Environmental Adaptation ExamplesSwitches Weighted Vest

9. Recreation, Sports, and Leisure ExamplesJingle Bell Ball Low Vision Monopoly

Puzzle with Sound

10. Vehicle Modification Examples

Wheelchair Tie-down Special Needs Car Seat

Quality Indicators for AT (QIAT)

1. Consideration of AT Needs2. Assessment of AT Needs3. AT in the IEP4. AT Implementation

5. Evaluation of Effectiveness of AT6. AT in Transition7. Administrative Support for AT8. AT Professional Development

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AT Consideration - Your Students

On a scrap piece of paper:• Think of and describe a student at your school who does not

access all aspects of school:• Information - academic and social• Environments – restricted classroom, eating arrangement, physical

activity• Extracurricular or special activities

Please no names or identifying information

Promising Practices in Consideration

AT is considered for all children with disabilities and the unique needs of the child.

Page 41 of Technical Assistance documenthttp://okabletech-docs.org/homepage/at-ta-document-part-b/appendix-b-virtual-binder/41-at-consideration/

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Promising Practices Broken Down • A collaboration process is established and consistently used

by IEP teams to make AT decisions.

• The team consistently uses collective knowledge and skills to make informed AT decisions. The team seeks help when needed.

Promising Practices Continued

• Decisions about a student's need for AT consistently are based on both the student's IEP goals and general education curricular tasks.

• The IEP team consistently gathers and analyzes data about the child, customary environments, developmental goals and tasks when considering a child’s need for AT devices or services.

Promising Practices Wrap-Up

• The IEP team always explores a range of AT devices, services, and other supports to address identified needs.

• The consideration process and results are documented in the IEP and consistently include a rationale for the decision and supporting evidence.

A clear version of this diagram is on page 5 of the AT TA document.

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Page 5 of Technical Assistance documenthttps://okabletech-docs.org/homepage/at-ta-document-part-b/04-quality-indicators-for-assistive-technology-at-consideration/05-at-consideration-chart/

AT Consideration Process

https://okabletech-docs.org/homepage/at-ta-document-part-b/04-quality-indicators-for-assistive-technology-at-consideration/05-at-consideration-chart/

Documenting AT Consideration

• AT documentation starts with recording AT Consideration information.

• It is important to document consideration that AT might be needed, as well as documenting specific areas in which AT might be needed.

Four Helpful Questions in Consideration1. What task is it that we want this student to do, that s/he is

unable to do at a level that reflects his/her abilities (writing, reading, communicating, hearing, seeing)?

2. Is the student currently able to complete tasks with special strategies or accommodations?

3. Is there currently AT (either devices, tools, hardware or software) used to address this task?

4. Would the use of AT help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance?

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Documenting Consideration in EdPlan• Oklahoma ABLE Tech has created a document called "Special Factors

Support Information" to help IEP teams come to a decision in a systematic way for checking yes/no to whether AT was considered.• This form is supposed to be attached to the AT Consideration checkbox

within EdPlan as well.• Here is a direct link to the form:https://okabletech-docs.org/wp-content/uploads/2018/05/Special-Factors_Support_Information_2017.pdf

Page 6 of Technical Assistance documenthttps://okabletech-docs.org/homepage/at-ta-document-part-b/04-quality-indicators-for-assistive-technology-at-consideration/06-at-consideration-discussion/

https://okabletech-docs.org/wp-content/uploads/2018/05/Special-Factors_Support_Information_2017.pdf

https://okabletech-docs.org/homepage/at-ta-document-part-b/04-quality-indicators-for-assistive-technology-at-consideration/06-at-consideration-discussion/

In-Person/Virtual/Distance Service Delivery and Contingency Plans• AT must be considered for the environment(s) where the student will

be learning.• In Oklahoma, the State Department of Education encourages school

districts to develop "Contingency Plans" that may need to be implemented in the case of a sudden change in service delivery.• LEAs must ensure students with disabilities maintain continuity and

access to services that are provided to all students participating in the general education setting.

What Does This Change About the Consideration Process?• Anticipate how a change in environment may impact AT

selection, acquisition, and use• Is the AT that works for in-person service delivery necessary at

home?• Is there technology already in the home that may be used to meet

the same need vs sending AT home?• Is a compact or fuller version needed in one environment vs

another?

Let’s Try It Out!

Can you determine if you would mark 'Yes' or 'No' to AT Consideration on EdPlan for your student?

Please share your response (Yes or No) in the Chat Room.

Big East Form for Consideration of AT (Big East Checklist)

Big East Educational Cooperative

Assistive Technology Consideration Checklist This checklist is intended to be used by an Admissions and Release Committee (ARC) to determine whether or not a student may benefit from the use of Assistive Technology (AT). This form can be used during the referral process, or during the Admissions and Release Committee meeting to develop an Individualized Education Plan. Each area of concern includes a sampling of common devices typically used to address that area. The samples are not provided as an exhaustive list and may not include the most appropriate device for a particular student. Student Name: __________________________________ DOB: __________________ Date: _________________

Domains related to the Student’s IEP Area of Concern

Physical: Vision, hearing, health, motor abilities, speech mechanism

Functioning independently with standard classroom tools May benefit from the use of AT in this area:

Vision

• Magnification devices/CCTV • Large print/audio books • Distance viewing devices/

monocular

• Screen reader/text reader • Screen magnification/

accessibility options • Lightbox/materials

• Alternate keyboard/enlarged keys

• Braille materials/translation/ notetaker


Orientation & Mobility

• Pre-cane devices • Signaling devices

• Tactile boundaries • Directionality devices


Hearing • Pen and paper • Computer/portable word

processor • Signaling device

• Closed captioning • Real time captioning • Computer aided notetaking • Flash alert signal on computer

• Personal amplification system/hearing aid

• FM or loop system • Infrared system


Seating and Positioning/Mobility

• Non-slip surface on chair • Bolster, cushions, foot blocks • Grab bars and rails • Canes, crutches, walker

• Supports, seatbelts, harnesses • Adjustable tables, desks,

equipment mounts, etc.

• Adapted/alternate chair • Sidelyer/Stander • Gait training devices • Mobility devices/wheelchairs


Mechanics of Writing • Adapted pencils/pens/grips • Adapted paper (raised line, bold

line, colored), templates

• Slant-board • Prewritten words/phrases • Word processor/ Alphasmart,

laptop, etc.

• Word prediction/abbreviation expansion

• Voice recognition software


Computer Access

• Win/Mac accessibility options • Alternate/adapted keyboard/

Keyguards, etc.

• Arm support • Pointing options/Trackball,

joystick, etc.

• Accessibility Switch/Alternative Input


Communication: Speech sound production and use, receptive and expressive language, voice,


fluency, augmentative and alternative communication.

• Communication board with pictures/words/objects

• Eye gaze frame • Voice output device (switches, etc.)

Cognitive: An appraisal of aptitude and mental


processes by which an individual applies knowledge, thinks and solves problems.

• Print or picture schedule • Organization Tools (color coded

folders, PDAs, software, etc.)

• Highlight text • Recorded material

• Task prompter • Single word/hand-held scanners • Educational Software

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Academic Performance: Basic and content reading; Reading comprehension; Mathematics calculation, reasoning and application; Written


Reading • Predictable books • Changes in text size, spacing,

color, background • Book adapted for page turning

• Use of pictures/symbols/objects with text

• Talking electronic device to speak challenging words

• Reading Pen (scanners)

• Scanner with Optical Character Recognition and talking word processor

• Alternate Format Books (digital, audio, tactile, objects, etc.)

expression; Oral expression; Listening comprehension; Learning preference; learning style, strategies; Effect of the disability on acquisition, development, mastery and applications of academic skills. Functioning independently with standard classroom tools

May benefit from the use of AT in this area: Math • Abacus/Math Line • Enlarged worksheets • Alternatives for answering,

explaining, or giving examples

• Tactile/voice output measuring devices

• Talking watches/clocks

• Adapted Calculator • Graphing Calculator Software • Math Software


Composing Written Material

• Word cards/book/wall • Dictionary/thesaurus (electronic

or manual)

• Writing templates • Word processor with/without

adaptive features

• Word prediction/abbreviation expansion


Vocational Functioning: General work behaviors; Following directions; Working independently or


with job supports; Job preferences or interests; Dexterity; Abilities; Interpersonal relationships and socialization; Related work skills.

Any Item from the other categories that may enable an individual to perform or train for a vocational task with a greater degree of independence may be categorized here.

Recreation / Leisure Functioning:


Free time, maintenance of physical fitness, use of generic community recreation facilities and resources and degree of social involvement.

• Toys adapted with Velcro, magnets, handles, switches, etc.

• Adaptive sporting equipment • Modified utensils

• Arm support for drawing/painting

• Electronic aids to operate media (TV, VCR, DVD, CD, etc.)

• Art software • Computer games, and adaptions • Other software • Adapted playground equipment

Environmental Functioning: Relationship with family; Relationship with peers; Family's dominant language; Cultural influences; Expectations of the


Activities of Daily Living (ADLs) • Nonslip materials/adaptive grips • Universal cuff/strap to hold

items in hand

• Adaptive eating/drinking utensils • Adaptive Personal Care Devices

• Adaptive cooking equipment • Color, tactile coded items

parents for the child or youth in the home, school, and community environments; Services received in the community; Economic influences. Functioning independently with standard classroom tools

May benefit from the use of AT in this area: Environmental Control

• Light switch extensions • Switch/interface for devices

• Infrared/RF control of devices • Environmental control through augmentative device

As a result of this screening it has been determined that this student is functioning independently with the standard

classroom tools. No assistive technology is required.

As a result of this screening it has been determined that this student will require the use of assistive technology, as determined by the Admissions and Release Committee.

As a result of this screening it has been determined that this student may require a comprehensive assistive

technology evaluation as determined by the Admissions and Release Committee. I have been advised, in my native language, and I understand the contents of this notice. I have a copy and have received an explanation of my procedural safeguards as a parent of a student with a disability or as a student with a disability. I understand that I can receive an additional copy of my procedural safeguards, a further explanation of my rights, or assistance in understanding the content of this notice by contacting the student’s school or the Director of Special Education.

Parent(s)/Student* _____________________________________________________ *(if age 18 or older or younger if appropriate)

When polled this is the form most Oklahoma teachers preferred.

Turn to page in TA document and be ready to use it in the next few slides.

https://okabletech-docs.org/homepage/at-ta-document-part-b/appendix-b-virtual-binder/41-at-consideration/42-43-big-east-checklist/

Case #1 - Kevin• A 13-year-old male with a cochlear implant on one side and hearing aid on

the other side.

• Significant vision impairment

• Diagnosis of Cerebral Palsy

• Family speaks Vietnamese at home, but older brother (15) speaks primarily English with friends and siblings

• Participates in general education for science

• Enrolled in the 6th Grade

Case #1 What Would You Choose?

Special Factors Consideration ChecklistYes / No

What would you mark on the Big East Checklist?

Case #2 - Sam• 7-year-old with normal hearing and vision

• Diagnosis of Autism Spectrum Disorder

• Participates in general ed 3 hours/day (specials, reading/English, science)

• Participates the rest of the day in an Autism classroom

• Loves swimming

• Receives Occupational Therapy and Speech Therapy at school




Case #3 - Sarah• Entering school 4-year-old program from daycare

• Diagnosis of speech delay

• Walks without difficulty

• No concerns with hearing or vision

• Has some history of difficulties with peers and poor play




Case #4 - Jack

• 9-year-old, receives special education support services for behavior

• Doctor reports suspected Autism diagnosis despite being tested recently by a psychiatrist with no Autism indicated

• History of aggressive behaviors with teachers and peers

• Some curriculum in general education and some in an Autism classroom




Case #5 - Mary

• 5-year-old entering kindergarten

• No pre-K or mother's day out

• Diagnosis of developmental delay

• Hearing was evaluated and was normal

• Vision is also normal




Common Errors in AT Consideration

• AT is considered for students with severe disabilities only.

• No one on the IEP team is knowledgeable regarding AT.

• Team does not use a consistent process based on data about the student, environments and tasks to make decisions.

Common Errors in AT Consideration-Continued

• Consideration of AT is limited to those items that are familiar to team members or are available in the district.

• Team members fail to consider access to the curriculum and IEP goals in determining if AT is required for the student to receive FAPE.

• If AT is not needed, team fails to document the basis of its decisions.

Developing Operational Procedures - Why• Provides a consistent way for everyone in the same district to approach

“considering” AT for all students with disabilities

• Have a location/access point for all employees to be able to review the agreed upon approach

• Documented way to ensure all school personnel know the operational procedures exist



• Says who?• Letter to Hutcheson, 30 IDELR 708 (OSEP 1998)• State Education Agencies (SEAs) must ensure that school districts have in

place policies and procedures to ensure that FAPE is made available to all children with disabilities residing in the state in mandatory age ranges. This responsibility includes ensuring the provision of AT devices and services where such devices and services are necessary for a child to receive FAPE.

Developing Operational Procedures - Who



Developing Operational Procedures - How

• How?• Use the Oklahoma ABLE Tech AT Technical Assistance (AT-TA) Guide

for Part B.



Making Your Own Low-Tech AT!!

• Weighted Pencil• Whisper Phone• Working For Chart• Marker Holder• BONUS: Reading Guide

Make 'n Take Discussion

Please join the Padlet board with the QR code below.

Considerations for Future AT Assessments

• Virtual Platforms• Multiple Cameras• Borrowing Devices• Safety Gear and Sanitization – In-Person• Additional Resources

Questions/Comments?

Please type them into the Chat Room!

Join the AT PLC Moderated by ABLE Tech

• This PLC is within Pepper!!

Course Evaluation

• Post-Workshop Evaluation will be sent by SurveyMonkey following the workshop• Please Return Promptly!

Thank you!

See you for Workshop 2

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Workshop 1: AT Consideration€¦ · ASHA Note •Upon completion of this course, you will receive...

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