Assistive Technology Implementation Plan
STUDENT INFORMATION
Student Name
Madelyn M.
Grade
4th
Date of Birth
School
Date
AT Plan Review Date
Russell Elementary
POINT OF CONTACT
1/10/2013present
4/15/2013
(Individual assigned to keep the Implementation Plan updated)
Bridget Purdy/General Ed. Teacher
Beverly Schmidt/Special Ed. Teacher
EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED
STATUS (e.g., owned by school, will purchase, will borrow, etc…)
Talking word processor with talking dictionary (Write OutLoud)
Copyrights and software owed by Russell Elementary
Expanded Outlines/Sentence Starters based on teacher created prompt/outline for
classmate- created in Microsoft Word, saved and opened in Write OutLoud
Use of digital text for class novels to read at home in text reader
School has license for multi-users
Comprehension prompts built in digital text and use of pre-reading strategies (use of
overviews of books to have “big picture” before reading)
Classroom desktop computers or laptops in all classes
Created and supplied by the teacher
Will supply with a copy of disk and show how to install at home
Furnished by the schools
IMPLEMENTATION TEAM
NAME (List all individuals who will implement the AT with the student.)
ROLE (e.g., administrator, teacher, family member, service provider, etc…)
Beverly Schmidt
Special Education Teacher
Jeanette Norwood
Special Education Teacher (Reading)
Bridget Purdy
General Education Teacher (Math, Science, Social Studies)
Lynn Rossi
General Education Teacher (Writing)
Tanya Singleton
ESOL Teacher
Mr./Mrs. M
Madelyn’s parents
EQUIPMENT TASKS
TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set up
at home/school, maintain/repair, etc.)
PERSON RESPONSIBLE
DATE DUE
Writing software program that includes support for reading and writing (OutLoud)
Marty Arrington
On going
Customize software program for Madelyn’s needs
Bridget Purdy/Beverly Schmidt/Lynn
Rossi
Ongoing-update when new standards are
introduced
TRAINING
TRAINING NEED
TRAINEES
TRAINER
DATES & TIMES
FOLLOW UP / ALONG PLAN
Overview of software features
General Ed. Teachers
Madelyn and parents
Madelyn
Bridget Purdy
1/25/2013 3:00-4:00
Bridget Purdy/Beverly
Schmidt
Daily as needed
2/2013, 3/2013 once a month as needed and
ongoing as required
In the context of reading and writing assignments
Ongoing support
CLASSROOM IMPLEMENTATION
IEP GOAL
CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc…)
PERSON(S) RESPONSIBLE
AT NEEDED TO ACCOMPLISH GOAL (List specific
AT and customized settings if appropriate)
Read independently at grade level
Reading, Social Studies, and
Science
Writing
Special Ed. Teachers and
General Ed Teacher
Special Ed. Teachers and
General Ed Teacher
Special Ed. Teachers and
General Ed Teacher
Special Ed. Teachers and
General Ed Teacher
Comprehensive Reading Software on classroom
computer and/or laptop
Comprehensive Writing software on classroom
computer and/or laptop
Comprehensive Reading Software on classroom
computer and/or laptop
Comprehensive Reading Software on classroom
computer and/or laptop
Composing coherent paragraphs and essays
Gaining information from extended text through
use of digital text
Remembering content from readings, making
connections to text, and highlighting key points
Reading
Reading
HOME IMPLEMENTATION
IEP GOAL
CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc…)
PERSON(S) RESPONSIBLE
AT NEEDED TO ACCOMPLISH GOAL (List specific
AT and customized settings if appropriate)
Read independently at grade level
Reading
Madelyn/parents
Comprehensive Reading software on home computer
Composing coherent paragraphs and essays
Writing
Madelyn/parents
Comprehensive Writing software on home computer
Gaining information from extended text through
use of digital text
Remembering content from reading, making
connections to text, and highlighting key points
Reading
Madelyn/parents
Comprehensive Reading software on home computer
Reading
Madelyn/parents
Comprehensive Reading software on home computer
MONITORING/EVALUATION
GOAL
INSTRUCTIONAL STRATEGY
RECORDING SYSTEM & FREQUENCY
(How will you teach student to use equipment
and/or how to achieve goals.)
(e.g., task analysis recording system; score + or - on
data recording sheet)
PERSONS RESPONSIBLE FOR
IMPLEMENTATION / DATA COLLECTION
Read independently at grade level
Model- monitor-assess
Weekly progress/monitoring
General/Special education classroom
Composing coherent paragraphs and essays
Model-monitor-assess
Daily for all writing tasks when
classmates are provided some form of
writing outline/prompt
General/Special education classroom
Gaining information from extended text through
use of digital text
Remembering content from reading, making
connections to text, and highlighting key
information
Model-monitor-assess
Daily during non-group reading
General/Special education classroom
Model-monitor-assess
Daily during non-group reading
General/Special education classroom
Pre and Post Initial Thoughts Assignment
By: Bridget Purdy
•What should teachers know about assistive technology and how it is used by students with
disabilities?
Teachers should know that assistive technology is useful for students with a wide spectrum of
disabilities. Assistive technology can be used in a variety of ways by students with disabilities.
Assistive technology can help the students who are nonverbal or who have difficulty communicating
with their teachers or peers. Assistive technology can also help students with hearing impairments
through the use of close captioning and hearing aids. It can also help students with impaired vision
through large print text, high contrast materials, or screen readers. Assistive technology can also
include software used on a computer to help students write, spell or read. Wheelchairs and selfpropelled walkers are another type of assistive technology that helps students with physical
disabilities maneuver around the school.
Working with my SWD students, I found it was essential to know the level in which they required the
use of Assistive Technology. Knowing this information gave me a greater understanding of how much
they knew and gave me realistic expectations for what they would be able to understand and do in my
lessons and what tool would benefit them and make them the most successful. I also learned what
specific Assistive Technology works and how the student uses it to accommodate for their disability. It
is important to know the circumstances under which it should be implemented, especially during
testing periods.
•What are the school's responsibilities regarding assistive technology?
The schools responsibilities regarding assistive technology to students with disabilities are made
available as stated in their individualized educational plan (IEP). If this appears in their IEP then the
school is responsible for providing the identified assistive technology needed at no cost to the family.
Schools are constantly addressing the appropriate education and least –restrictive environment for
students with disabilities and how to better serve them through the use of Assistive technology.
Working with my SWD students in my classroom, I found it was extremely important to make all
assignments comprehensible, yet grade-appropriate for cognitive challenges. I found it necessary to
emphasize the importance of activating background knowledge before having the students read or
listen to complex text, along with extending the “wait time”, to allow for comprehension of the
question and time to prepare for the answer.
If there is Assistive Technology listed on the IEP as decided by the committee, the school must
accommodate. The school needs to make sure that all teachers who work with the students are aware
of the assistive technology accommodations and how they should be implemented. The students and
parents need to be properly trained to use the tool. They should also frequently evaluate the
effectiveness of the Assistive Technology to see if modifications should be made.
•What can classroom teachers do to help their students fully succeed in their use of assistive
technology?
Classroom teachers should plan with the special education teacher to fully understand how to
implement the use of the assistive technology. The classroom teacher should frequently evaluate the
effectiveness of the assistive technology to see if modifications should be made.
Through the help of my student’s SWD teacher, my students were asked to follow the UDS method,
which ensures that they: understand exactly what they have to do on the test, do exactly what they
have to do on the test and show that they have done exactly what they had to do on the test. I also
allowed for extra time, made sure I was on hand during the test to explain what questions meant and
at times allowed for a more flexible response in order to help my SWD students show what they
learned and understood.
Many Assistive Technology programs and devices can be used in some degree with all students. The
classroom teacher should make sure that the student with the IEP does not feel intimidated or
embarrassed by his or her tool. There might be appropriate times to keep the Assistive Technology
low key so it doesn’t grab the attention of other students. There may even be a time when the Assistive
Technology could be used for all students in varying degrees so that no one stands out as being
different.
The one thing I could have done differently when assessing my SWD students was ensuring the
modifications of the content was appropriate for the success of the SWD student.
WATI Assistive Technology Consideration Guide
1. What task is it that we want this student to do, that they are unable to do at a level that
reflects their skills/abilities (writing, reading, communicating, seeing, hearing)? Document by
checking each relevant task below. Please leave blank any tasks that are not relevant to the
student’s IEP.
2. Is the student currently able to complete tasks with special strategies or accommodations? If
yes, describe in Column A for each checked task.
3. Is there available assistive technology (either devices, tools, hardware, o software) that
could be used to address this task? (If none are known, review WATI’s AT Checklist.) If any
assistive technology tools are currently being used (or were tried in the past), describe in
Column B.
4. Would the use of assistive technology help the student perform this skill more easily or
efficiently, in the least restrictive environment, or perform successfully with less personal
assistance? If yes, complete Column C.
Task
A. If currently
completes task with
special strategies and
/ or accommodations,
describe.
B. If currently
completes task with
assistive technology
tools, describe.
C. Describe new or
additional assistive
technology to be
tried.
X Motor Aspects of
Writing
-Extended time to write
assignments
-Uses a typing program
to aide in writing
-Read aloud of prompt
-Uses write OutLoud to
construct stories
- Uses Graphic
organizers to
Aid in writing
-Uses the software
Write OutLoud to
complete writing
assignments
- Graphic Organizer
software
-Uses
Write OutLoud
-small
group
pullout
program
to aid
in writing
-Uses Read to Text in
Cobb Virtual Library
-daily computer access
(laptop, desktop or
computer lab)
-CoWriter for word
prediction and spell
checker
X Computer Access
-Software programs
(Tumblebooks) to aid in
reading
X Composing Written
Material
-Composes stories with
the aid of Write OutLoud
-Extended time to write
assignments
- Uses Write OutLoud to
aid in writing
-Uses graphic Organier
software to preplan
-small group pullout
-Highlights or underlines
key words
-Underlines key words in
the directions
-Extended time to read
passages
-Word bank to help in
unfamiliar vocabulary
-Uses read to Text soft
to help with reading
fluency
and
comprehension
-I-responses to answer
comprehension
questions
-headphones
Communication
X Reading
Organization
Task
Math
Recreation and
Leisure
Activities of Daily
Living (ADLs)
Mobility
Positioning and
Seating
Vision
Hearing
A. If currently
completes task with
special strategies and
/ or accommodations,
describe.
B. If currently
completes task with
assistive technology
tools, describe.
C. Describe new or
additional assistive
technology to be
tried.
5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or
modifying the assistive technology, technical assistance on its operation or use, or training of student, staff, or
family) that this student needs? If yes, describe what will be provided, the initiation and duration.