Assistive Technology And the Classroom SPD 648 Saipeti Maiava WELCOME -Staff -Teachers -Para-educators -Principals and Vice Principals Case Study: “Marcos” Keys to a Student’s Success Appropriate Adaptations - -Accommodations -Modifications to instruction and class activities Support -Must be individualized -Support must be focused towards a students sensory, severe physical and multiple disabilities -As Educators: Promote Awareness -Utilize and educate ourselves Classroom Tools -Assistive Technology Device (AT) ➙Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, this is used to increase, maintain, or improve the functional capabilities of a child with a disability Augmentive and Alternative Communication (AAC) ➙Includes unaided and aided modes of communication Incorporation of Assistive Technology No-Tech: Help students with sensory processing -Classroom Settings: Bean bags, yoga balls, wobble stools Low-tech: Simple Adaptive tools -Closed captioning, timers, graphic organizers High-tech: Literacy support -Computers, iPads, tablets, Apps, Software, ebooks Examples of AT -Voice recognition software -Built in text to speech app -Zoom text to magnify computer, phone or tablet screen -Magnify Whiteboard -Screen readers -Smart pen/ Note taking technology, apps How are a Students Needs Assessed? -Asking the right questions? -Observing the student -Collaborating with the individuals or professionals who interact daily -Consideration of need for AT/AAC during IEP’s -Acquisition and training/technical assistance for staff in a timely manner -Ongoing monitoring of a students AT/AAC and its effectiveness -Educate ourselves, be open to change, Promote awareness of AT How are AT adaptions implemented -Who: Staff, Student, Family -When: Classroom or Customary Environment -Where: Continuous education, online training, IEP -How: Use of AT checklist created when considering assistive technology for curriculum access Factors to Consider When Evaluating AT -Students specific need and challenges -Academic skills -Student’s strengths, attitude, expectations -Student’s interests, skills, experiences Assistive Technology Issues Success -Correct Assessments -Additional Time & Effort -Training -Extra attention to detail -Timeliness and consistency of -Assistive Technology Checklists implementation -Psychosocial and environmental factors -Utilize students strengths Case Study: “Marcos” AT Adaptions Communication Board 2 components: Hand made: w/ symbols and pictures Incorporated into his Ipad Aggressive behavior improved in reading groups -Reading corner: floor pillows, bean bags -Literacy support: ebooks, screen reader -Chromebook: multiple apps and software, built in text to speech Case Study: “Marcos” AT Adaptions Nonverbal in classroom groups improved, less disruption -Use of a wobble stool with adjustment of classroom desks into a “U” shape -Seat cushion: helps with his sensory processing and attention issues to provide enough movement to help his focus without leaving classroom -Use of closed captioning on youtube and class videos has helped “Marcos” process speech and auditory components -Math: Use of an electronic math worksheet available on an app, talking calculator -Frequency modulation system: reduces background noise in class Potential to improve quality of education -AT: Whether through a device or service -Non-tech, low-tech or high-tech -Availability and Access, not limited but including support and services needed to use effectively -Educators open to change and learning -Implementation in an IEP plan References Coleman, M. (2011). Successful Implementation of Assistive Technology to Promote Access to Curriculum and Instruction For Students With Physical Disabilities. Physical Disabilities: Education and Related Services. 30(2), 2-22. Assistive Technology Assessment Process in the School Environment. (2013) Ocali. Retrieved from the Ocali website:https://www.ocali.org/up_doc/AT_Resource_Guide_5.pdf https://iris.peabody.vanderbilt.edu/module/at/cresource/q2/p05/
