Assistive
Technology in
Nash-Rocky
Mount Public
Schools
Assistive Technology (AT) is…
• a generic term that includes assistive, adaptive,
and rehabilitative devices and the process used in
selecting, locating, and using them. AT promotes
greater independence for people with disabilities
by enabling them to perform tasks that they were
formerly unable to accomplish, or had great
difficulty accomplishing, by providing
enhancements to or changed methods of
interacting with the technology needed to
accomplish such tasks.
What are Assistive Technology
Devices?
The Individuals with Disabilities Education
Improvement Act of 2004 (IDEA '04) defines
an assistive technology device as…
"any item, piece of equipment, or product system, that is
used to increase, maintain, or improve the functional
capabilities of a child and specifically excludes a medical
device that is surgically implanted or the replacement of
such device" (e.g., a cochlear implant). Assistive
technology, therefore, might be something as complex as
a hand-held electronic magnifying instrument or as
simple as a specialized rubber pencil grip.
(Authority: 20 U.S.C 1401(1) or IDEA Amendments of
2004. P.L. 108-446, 20 U.S.C. S 1400 et seq., 300.5)
Categories of
Assistive Technology Devices
•
Academic and Learning Aids: Electronic and non-electronic
aids such as calculators, spell checkers, portable word
processors, and computer-based software solutions that are
used by a student who has difficulty achieving in his or her
educational curriculum
Aids for Daily Living: Self-help aids for use in activities
such as eating, bathing, cooking, dressing, toileting, and
home maintenance
Assistive Listening Devices and Environmental Aids:
Electronic and non-electronic aids such as amplification
devices, closed captioning systems, and environmental alert
systems that assist a student who is hard of hearing or
deaf with accessing information that is typically presented
through an auditory modality
Categories
Augmentative Communication: Electronic and non-electronic
devices and software solutions that provide a means for
expressive and receptive communication for students with
limited speech and language
Computer Access and Instruction: Input and output
devices, alternative access aids, modified or alternative
keyboards, switches, special software, and other devices
and software solutions that enable a student with a
disability to use the classroom computer
Environmental Control: Electronic and non-electronic aids
such as switches, environmental control units, and adapted
appliances that are used by a student with a physical
disability to increase his or her independence across all
areas of the curriculum
Categories
Mobility Aids: Electronic and non-electronic aids such as
wheelchairs (manual and electronic), walkers, scooters that
are used to increase personal mobility
Pre-vocational and Vocational Aids: Electronic and nonelectronic aids such as picture-based task analysis sheets,
adapted knobs, and adapted timers and watches that are
used to assist a student in completing pre-vocational and
vocational tasks
Recreation and Leisure Aids: Electronic and non-electronic
aids such as adapted books, switch adapted toys, and leisure
computer-based software applications that are used by a
student with a disability to increase his or participation and
independence in recreation and leisure activities
Categories
Seating and Positioning: Adaptive seating systems and
positioning devices that provide students with optimal
positioning to enhance participation and access to the
curriculum
Visual Aids: Electronic and non-electronic aids such as
magnifiers, talking calculators, Braille writers, adapted tape
players, screen reading software applications for the
computer, and Braille note-taking devices that assist a
student with a visual impairment or blindness to access and
produce information that is typically present in a visual
(print) modality
(Adapted from the Assistive Technology Guidelines for
Kentucky Schools, Kentucky Department of Education)
What Are Assistive Technology
Services?
IDEA '04 defines an assistive technology service
as:
"any service that directly assists a child with a disability
in the selection, acquisition, or use of an assistive
technology device."
(Authority: 20 U.S.C. 1401(1)) or IDEA Amendments of
2004, P.L. 108-446, 20 U.S. C. S 1400 et seq., 300.06)
What does AT look like in our system?

District Level Assistive Technology Resource Team



Considers a student’s need for AT devices and services through observation,
technical assistance and/or evaluation if needed.
Teaches the student strategies or loans appropriate equipment to increase
their capacity to participate
Trains/Consults with school staff on appropriate use of AT
strategies/equipment with that student
 Classroom Observations and Technical Assistance

Team member will assist teacher in locating needed items to help meet
classroom curricula goals. Items may include: augmentative communication
devices, adapted keyboards, adaptive mouse, environmental control units,
switches, mounting equipment, adapted toys, textbooks and a selection of
special needs software.
 District-wide trainings

Provided to EC and Related Services staff on AT-related topics as requested
 AT webpage

Provides resources to professionals and parents
http://exc.nrms.wikispaces.net/Assistive+Technology+Team
3 Levels of Service Offered
Tier I Intervention: General Education Initiatives
This tier focuses on challenges often faced by teachers in general
classroom settings. Team members can readily share low- or no-tech
options that can be easily implemented into the classroom.
Consultations at this level may also serve as “teaching moments” to
help general education personnel better understand the broad range
and use of AAC/AT within the classroom.
Tier II Intervention: AAC/AT Intermediate Consultations
This tier focuses on specific students and referral concerns, thus
requiring more involvement of one or more of the team members.
Strategies may be no-, low- or mid-tech but should be implemented
within a child’s present setting with guidance from one or more
AAC/AT team members.
Levels of Service Offered (cont)
Tier III Intervention: AAC/AT Specialized Team Evaluations
This tier focuses on the student with complex needs related to
AAC/AT use. Participation of Assistive Technology Resource Team
members is necessary for individualized assessment and intervention
planning.
In addition, other specialists may need to be included on the team to
address specific areas of concerns. Strategies may be more complicated,
involving mid- to high-tech devices or specific communication systems.
Training of teachers, parents and related services personnel may be
required and ongoing involvement of one or more team members may be
necessary.
Tier I:General Education Initiatives
1. Generates recommendation(s) that are easily integrated into
present setting by teacher/staff using existing resources and/or
common strategies
 Fosters general participation in the classroom
 Targets specific classroom concerns rather than specific student
per se
 AT Strategies Checklist.doc
2. AAC/AT team acts as a resource to school personnel
 Provides in-service training as needed (to staff and
administrators)
 Assists with classroom engineering
3. Encourages evidence-based practice; refer to RTI (consider the
need for documentation)
At this level, a referral to AAC/AT team may or may not occur
Tier I: Making a referral
Teacher completes the Tier I Classroom Referral Form and sends
form to Pat Demilio at DS Johnson School.
***You may choose to complete form on line and send electronically
to Pat. Forms also are located on the WIKI Webpage
Assigned team member will arrange a time to meet with teacher
and/or schedule a classroom observation as needed.
Referral Form Tier I for Classroom Assistance.doc
Tier II: Making a referral
Teacher completes forms and sends to Pat Demilio, DS Johnson
1. Referral for AT screening form
2. Parent permission form
3. AT Strategies Checklist
Forms also are located on the WIKI Webpage.
This referral process will consist of a screening of your student’s
need for Assistive Technology. The screening process may include
any of the following:
• Interviews with student’s classroom teacher and other members
of the IEP team (such as the occupational therapist, physical
therapist, speech therapist, or school psychologist).
• Observation of the student performing the educational task in
which he or she is having difficulty.
• Introduction of simple technology options.
 Staff consultation to provide trial strategies.
Tier II: Making a referral cont.
At the conclusion of the screening, one of the team members will
notify the school staff and parents of the team findings.
Tier II\AT Strategies Checklist.doc
Parent Permission Form.doc
Referral form AAC-AT Screening.pdf
Tier III Intervention: AAC/AT
Specialized Team Evaluations
If it is determined that a more comprehensive assistive
technology evaluation is needed, an IEP meeting will be
scheduled at the student’s school. One or more members of
the Assistive Technology Resource Team will be present at
the meeting. The IEP team will determine what further
steps, if necessary, will be provided by the ATRT to best
meet the student’s educational needs.
NRMPS Assistive Technology Resource Team
Pat Demilio, Physical Therapist, DS Johnson Elementary
Cell Contact: 908-0916
PDemilio@nrms.k12.nc.us
Pamela Josey, Psychologist, Fairview Early Childhood Center
Cell Contact: 903-8575
PHJosey@nrms.k12.nc.us
Tracey Watts, Exceptional Children’s Teacher, DS Johnson Elementary
School Phone: 451-2895
tawatts@nrms.k12.nc.us
Ingram Land-Deans, Speech/Language Pathologist, DS Johnson Elementary
School Phone: 451-2895
ICLand-Deans@nrms.k12.nc.us
Susan Henke, Speech/Language Pathologist, Nashville Elementary
School Phone: 451-2877
sbhenke@nrms.k12.nc.us
Lisa West, Program Specialist, Teacher Resource Center
Cell Contact: 567-1077
LTWest@nrms.k12.nc.us