WE’VE DECIDED UPON AT
NOW WHAT??
ASSISTECHKNOW – KENT ISD – OCTOBER 4, 2013
Introduction
Michigan’s Integrated Technology Supports (MITS) is an IDEA Mandated Activities
Project offered through the Michigan Department of Education, Office of Special
Education and Early Intervention Services.
OUTCOMES
• Understand the importance of an
implementation plan to determine the
effectiveness of the assistive technology put
in place for a student
• Acquire resources to support
implementation plans in your own district
WHERE DOES “AT” BEGIN?
• Student experiences difficulty
• Data has been collected to determine need for AT
• IEP Goals developed to overcome difficulty
• Team, including student and parent, works
to find an effective solution
• School obtains solution for student
• Commercial, off-the-shelf, customized or modified that is
used to increase, improve or maintain functional
capabilities of a child with a disability
DEVELOPING A PLAN
• Once an assistive technology is decided
upon to support a student an
Implementation Plan should be developed
EFFECTIVE IMPLEMENTATION PLANS
• Encompass four important areas:
• Equipment support
• Staff and student training
• Methods for integration into program
• Techniques for assessing effectiveness
EFFECTIVE IMPLEMENTATION PLANS
• Developed and carried out
collaboratively
• Team identifies:
• Implementation plan coordinator
• Members of the team who are
responsible for specific aspects of the
plan
• Reasonable implementation timeline
EFFECTIVE IMPLEMENTATION PLANS
• Arise from the goals established in the
student IEP
• As goals change, or skills are developed,
student needs must be reviewed to
determine continued effectiveness of
assistive technology
EFFECTIVE IMPLEMENTATION PLANS
• Emphasize realistic integration of the
technology in curriculum and daily
activities
• Including pace of implementation for
student and team
• Other, non-technology based tools and
strategies are employed when more
appropriate
IN DEPTH - EQUIPMENT
• Equipment Support
• Physical space
• Security measures
• Software attainment/registration
• Peripherals
• Network availability
• Equipment maintenance
• Charging, storing, repair, replacement
IN DEPTH - EQUIPMENT
• Equipment Support
• Communication between team and
district IT department
IN DEPTH – STAFF TRAINING
• What training is required?
• Hardware, software
• Focus of training based on IEP goals
• Type of training – general or specific
IN DEPTH – STAFF TRAINING
• Who will provide the training?
• AT support (consultant)
• District staff
• Team support (team members already
familiar with the technology)
IN DEPTH – STAFF TRAINING
• Who will attend the training?
• Team members working directly with
student
• Team members directing or overseeing
implementation
• Team members implementing technology
in the future
• Team members who are generally
interested
• ** IEP Goals as focus of training
IN DEPTH – STUDENT TRAINING
• Will student be training in or out of
classroom?
• Disruptive to class?
• Actual environment?
• What activities will be used to train the
student?
• Functional
• Lower cognitive tasks
IN DEPTH – STUDENT TRAINING
• How will student performance be
evaluated during training?
• Effectiveness of student use during training
• Skills mastered, observations, assessments
• Student competence
•
•
•
•
Operational
Functional
Strategic
Social
IN DEPTH – INTEGRATION INTO
PROGRAM
• Specific plans for which tasks or activities
will be supported by technology
• Writing software for written output
• Keep in mind:
• What task poses greatest challenge for
student?
• Takes time
• Plan to adjust as student becomes more
autonomous with technology
IN DEPTH – ASSESSING EFFECTIVENESS
• Description of techniques to assess
effectiveness
• Pre-determined time – progress reporting
• Obtaining student perception of
technology
• Appropriateness of task/activity
TOOLS FOR DEVELOPING AT
IMPLEMENTATION PLANS
• University of Kentucky Assistive
Technology Toolkit (UKAT)
•
http://natri.uky.edu/resources/ImpPlanfo
rm060807.pdf
UNIVERSITY OF KENTUCKY
TOOLS FOR DEVELOPING AT
IMPLEMENTATION PLANS
• Assistive Technology Implementation
Plan (Gayle Bowser)
• http://www.otap-oregon.org
GAYLE BOWSER
TOOLS FOR DEVELOPING AT
IMPLEMENTATION PLANS
• Assistive Technology Implementation
Plan (Joy Zabala & Jane Korsten)
• http://www.joyzabala.com/uploads/Zabal
a_SETT_Scaffold_Implementation.pdf
ZABALA/KORSTEN
TOOLS FOR DEVELOPING AT
IMPLEMENTATION PLANS
• SET-BC Collaborative Action Plan
• http://www.setbc.org
SET-BC
REMEMBER
• The focus of the assistive technology is
to ensure that the student has access
to their educational environment.
• Teams working with children who
struggle must keep the child at the
center of the consideration process.
QUESTIONS? COMMENTS?
THANK YOU!
• Contact:
• Laura Taylor
• Technology Integration Specialist
• MITS – Michigan’s Integrated Technology
Supports
• mits.cenmi.org
• laura.taylor@mitsweb.org
RESOURCES
• http://www.setbc.org/download/LearningCentre/T
opics/MakingItWork_Section5.pdf
• http://natri.uky.edu/resources/ImpPlanform060807.
pdf
• www.educationtechpoints.org/at-implementationplan-form
• http://www.montgomeryschoolsmd.org/departmen
ts/hiat/ATCycle/
• https://www.ocps.net/cs/ese/support/at/Documen
ts/AT%20%20Implemention%20Plan.pdf