AT 101
Presenter: Rachel Herron
Email: HerronATresources@gmail.com
Including the work of the ATRC
Team of Chicago Public Schools
Welcome to AT 101
What is assistive
technology?
 An assistive technology device is “any item,
piece of equipment, or product that is used
to increase, maintain, or improve the
functional capabilities of a student.”
 Assistive technology services include any
service that directly assists a student with
disabilities in the selection, acquisition, or
use of an assistive device.
What is UDL?
 Universal Design for Learning 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 needs.
http://www.cast.org/udl/
Moving Forward with UDL
1998
1960’s
1973
Vocational
Rehabilitati
on Act
Social Movements in
Europe impact the
US
1990’s
Americans
with
Disabilities
Act (ADA)
Schools
begin to
implement
Universal
Design in
Education
http://aim.cast.org/
Universal Design
The Children’s
Museum of
Indianapolis
Universal Design
Accessible Playgrounds of Indiana
Freedom Field,
Columbus,
Indiana
Taylor’s Dream Boundless
Playground, Fort Wayne, Indiana
http://www.accessibleplayground.net/unite
d-states/indiana/
UDL and AT in Partnership
UDL
AT
Makes the general education
curriculum accessible to
students with varying needs
Specifically considered for an
individual student
Used by all students with
diverse learning needs
Used by a student to meet
the expectations of the
general education curriculum
Implemented by general and
special education teachers
Monitored by special
educators but also used by
general education teachers
http://marylandlearninglinks.org/3385
IDEA and AT
 IDEA states that "assistive technology
devices and services" must be provided
by school districts to eligible children if
necessary to ensure the provision of a
free appropriate public education.
 IEP teams consider student need for
assistive technology. AT should allow
the student to perform a skill (read,
write, communicate, etc.) more easily or
efficiently in the least restrictive
environment or with less assistance.
http://www.cast.org/udl/
AT is appropriate when it…
Enables an individual to:
 Perform functions achieved by no other means
 Demonstrate age-appropriate fluency, rate, or
standards or a higher level of accomplishment
 Participate in programs or activities which
otherwise would be closed to the individual
 Increase endurance or ability to complete
laborious tasks
 Concentrate on learning rather than mechanics
 Gain access to information
 Increase social interactions with peers and
adults
http://www.pluk.org/AT1.html#2
AT in Action
Technology currently used in class:
Smart boards
Ipads
Word Walls
Pencil Grips
These are ALL examples of AT
What would you LIKE to be using?
Continuum from No/Low Tech to High Tech
Assistive
Technology
No/Low Tech
Mid Tech
High Tech
Simple
Low Maintenance
No/Limited Electronics
Some Training
Some Maintenance
Some Electronics
More Training
More Maintenance
Complex Electronics
READING ACTIVITY
Please read the following text to yourself:
I susgect th at thechil b wi tha learn ing disadility mu stfre
quent lyex ger i
e
n
o
e
a
n alicein won berl an bex is ten ceof the wef in b tba tthe ymu
st co ge wi tha n unsta dlew or lb in consistentabul tsa nd
haphaza r b gerceg tio nsthey rec on Fuseb dyth erca zys ym
dols we piv them gress ureb dy t he leng tho ft imei nwic hto
b oi tamb frus tra ted dy regea teb fa ily resth eybo no tlear no
hetra bit lon alw ayamb sow ern u stte achth embif Fere ntly.
http://www.wvstateu.edu/students/colleate-support-counseling/disabilityservices/learning-disability-simulation.aspx
READING ACTIVITY
I suspect that children with learning disabilities
must frequently experience an "Alice in
Wonderland" existence. Often we find that they
must cope with an unstable world, inconsistent
adults and haphazard perceptions. They're
confused by crazy symbols we give them,
pressured by the length of time in which to do it
and frustrated by repeated failures. They do not
learn the traditional way, so we must teach
them differently.
http://www.wvstateu.edu/students/collegiate-supportcounseling/disability-services/learning-disabilitysimulation.aspx
Assistive technology devices
 The following are ideas of how to
use assistive technology to
support students in the LRE. Most
of these devices do NOT require an
assistive tech referral or
evaluation.
Reading…
For students displaying difficulty with…
Slow reading rate
Poor recall
Inconsistent visual tracking
Problems with decoding
Unable to turn the page
Vision issues
Reading…
Device
Helps students…
Colored overlays
View text in a clearer manner
Magnetic letters
Identify the letters of the alphabet
Reading window
Track the lines of print displayed on
a page
Audio textbooks
Access traditional print textbooks
Color-coded removable
plastic flags or tabs
Mark important pages of text and
notes
Pocket magnifier
Attend visually to text and to task for
students with a visual impairment
Line Markers/Reading Guides
One line of text
shown at a time.
Distractions
removed on the
page.
Student can focus
on relevant text.
Visual tracking is
easier.
http://www.onionmountaintech.com
Colored Overlays
 Colored overlays
are transparent
sheets that come
in various colors
 When placed over
text, this may help
a student view the
text in a clearer
manner
http://www.onionmountaintech.com
Reading…
Device
Helps students…
Slant board
Access written material
Copy of
classmate’s/
teacher’s notes
Access subject content
Prehighlight/underline
text
Identify main idea or key
points
Reading pen
Read words in a line of text
aloud
Reading…
Device
Helps students…
Read Outloud (Free to
Indiana Students)
A text reader, that provides
access to any book file and to
the internet
Bookshare
www.bookshare.org
Provides textbooks or novel in
a digital format for qualifying
students
Optical character
recognition software
By scanning text and reading it
aloud
Learning Ally
By providing textbooks on
https://www.learningal tape or CD
ly.org/state-landingpages/indiana/
(previously RFBD)
Read:OutLoud
ACCESSING
Read:Outloud in
Indiana:
http://www.icam.k12.in.us/i
ndex.php?option=com_con
tent&view=article&id=33&
Itemid=22
http://donjohnston.
com/readoutloud/#.
U5UK23JdUz4
Read:Outloud 5
Minute Demo:
BREAK
Spelling…
For students displaying difficulty with…
Letter reversals
Letter omissions
Inventive spelling
Phonetic blend confusion
Spelling…
Device
Helps students…
Develop a personal
word book or
dictionary
Word processing
program with spell
check
Word walls, word
banks
Spell words correctly that they
use often and continue to
misspell
Portable spell
checker/dictionary
Spell words correctly using
auditory and visual prompts
Spell words they have difficulty
spelling but can visually identify
Spell words that are currently
related to the curriculum
WRITING ACTIVITY
Choose a letter of the alphabet and write it
on the top of the paper.
Copy the words read aloud in a short
passage omitting the letter at the top of
the page.
Writing…
For students displaying difficulty with…
Mechanics of writing
Low endurance – easily fatigues
Illegible
Time consuming
Writing skills below student’s cognitive
abilities
Visual spatial disorientation
Poor visual discrimination
Writing (motor)…
Device
Helps students…
Paper with bold or raised
lines
With fine motor or visual
impairment to stay within the lines
Graph paper
To more evenly space letters and
words
Pencil grip
With a larger and more supported
means of holding a pencil
Soft rubber-like pad
Keep papers from slipping off
smooth or inclined surfaces
Weighted pencil
Hold the pencil in a more stable
manner
Digital Recorder
Dictate information as an alternate
to a written assignment; Take
notes
Low technology for writing
 Paper or book
stabilizer
 Pen or Pencil grips
 Weighted pencil
 Slant board
http://www.sammonspreston.com
Writing (motor)…
Device
Helps students…
Portable keyboarding
device
Type instead of write
Word prediction
software
Reduce keystrokes while typing
(lessen the amount)
Alternate keyboards
Access the computer to write
On screen keyboard
Access the computer to write
Word prediction software
http://donjohnston.com
CO:WRITER
DEMONSTRATION
http://donjohnston.com/cowriter-7resources/#.U5UdA3JdUz4
www.donjohnston.com
Alternate keyboards
Writing (process)…
Device
Graphic organizers
Helps students…
Organize ideas
Charts
Understand text/ideas
Highlighters
Remember important details/
information
Ample space
With a larger response area
Highlighting text on
computer
Emphasize important text on
the computer in word
processing programs
Sentence strips
Build and organize ideas from
text
Graphic organizer
Concept mapping (or
webbing) is a great
way to help students
organize thoughts. In
addition mapping
assists with
comprehension and
studying. Color
coding makes the web
even more organized.
EyeBoxToolsInc.com
Different colors can mean
different things.
Using a favorite color can
be more motivating.
Note Taking Pen
Record and
playback (up to
400 hours)
Save, Search and
Organize
Send and Share
http://www.livescribe.com/en-us/smartpen/echo
Math…
For students displaying difficulty with…
Computations
Concepts
Time consuming math problems
Laborious process
Math…
Device
Helps students…
Calculator/
Number line
Who have difficulty with math
calculation
Manipulatives/
velcro numbers or
symbols
Understand math concepts
Graph paper
Who have difficulty lining up
numbers on paper
Color coding
Who have difficulty with math
calculations when there are
many numbers involved
Math…
Device
Helps students…
Money calculator
Complete math problems
involving money
Math software
By reinforcing concepts and
providing practice
Computation
software
By aligning numbers and
providing an alternate way to
complete the problems
Organization…
For students displaying difficulty with…
Organizing their space
Keeping their place in textbooks
Boundaries
Keeping track of assignments/homework
Organization…
Device
Helps students…
Assignment
notebook with
calendar
Record assignments and key
points to remember
Plastic tabs
Mark their place in a book
Colored binders
Organize their materials by
content area
Box top from copy
paper
Organize their materials in
their desk by using it as a
drawer
Lunch tray
Create boundaries for their
materials and hands
Colored binders
BREAK
Behavior…
For students displaying difficulty with…
Transitions
Taking turns
Following rules
Remaining on task
Behavior…
Device
Helps students…
Timer (visual and/or
auditory)
With transitions and to remain on
task
Visual representation of
classroom rules
Understand classroom rules
Charts and lists of
expectations of activity
Understand what is expected of
them
Classroom/individual
schedules
With transitions and to remain on
task
Class Dojo (online behavior
program)
www.classdojo.com
With visual reminders to stay on
task and to monitor behavior.
Communication Activity




Pair up and select a
“communicator” and a
“listener”
The communicator will
place several
marshmallows in each
cheek and will describe
the picture in the
provided booklet.
The listener will write
down what he or she
believes the
communicator is trying to
describe.
SWITCH
http://crosscultured.com/documents/C%20&%20A
%20file/Diverse%20Lrng%20Activities.pdf
Communication…
For students displaying difficulty with…
Non-verbal
Delayed speech
Using speech that can be understand by
others
Physical disability
Cognitive delay
Communication…
Device
Object symbols/
Choice board
Picture
communication
boards and books
Alphabet books
Helps students…
Indicate their wants or needs
within daily activities
With frequently communicated
messages
Generate new messages through
spelling
Communication…
Device
Helps students…
Static display device Communicate using
messages pre-recorded by
staff or parent
Dynamic display
device
Communicate using messages
pre-programmed by staff,
parents, or the student
Communicate using a selfgenerated message created by
the student using vocabulary in
the device.
Referral Process for AT and AAC
WATI Referral/Question
Idetification Guide is
used at CCC to determine
if there is a referral need
4. Team Assessments are
Assigned with dates
1. CCC determines
AT/AAC evaluation is
needed, parent signature
obtained, start 50 day
timeline
5. Assessment: SLP's
Companion Document
for S&L Evaluation
Report
AT see WATI Checklist
8. Send finalized copy
of report to parents
and CCC team
9. CCC is reconvened
within 50 days, report
is reviewed
2. Notify AT Director,
director fills out AT Team
Assignment Sheet,
serves as case manager,
schedules AT Team
meeting
3. AT team to fills out
each relevant section of
the WATI Student
Information Guide
6. Synthesize
information with AT
team and Director to
create report
7. Send copy of report
to AT team for review,
revise as needed
10. CCC determines if
student needs an
AT/AAC device and/or
services to provide
FAPE
11. If AT/AACis
needed, begin trials
WATI Referral Page
REFERRAL QUESTION
What task(s) does the student need to
do that is currently difficult or
impossible, and for which assistive
technology may be an option?
www.wati.org
http://www.wati.org/
RESOURCES
 PATINS PROJECT
http://www.patinsproject.com/
 WATI Resource Guide
http://www.wati.org/
 mATch Up
(Maryland Assistive Technology Connection HUB)
http://pfs.cte.jhu.edu/pf/mobile/?pf_url=matchup
 AT Pinterest Board
http://www.pinterest.com/ssjcsss/assistive-tech-%2Buniversal-design-for-learning/
http://www.pluk.org/AT1.html#2
Questions
EXPLORE DEVICES
Take time to PLAY!
The more you know the better you
will be at implementation.