OKALOOSA COUNTY SCHOOLS
Exceptional Student Education
August, 2011
AT Legislation
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Tech Act (PL 100-407)- Technology Related Assistance for Individuals with Disabilities Act
ADA (PL 101-336)- Americans with Disabilities Act
IDEA - Individuals with Disabilities Education Act
An Assistive Technology Device Is
The IDEA defines an assistive technology device as any item, piece of equipment or product
system, whether acquired commercially off the shelf, modified, or customized, that is used to
increase, maintain, or improve functional capabilities of individuals with disabilities [20 USC
Chapter 33, Section 1401 (25)]
An Assistive Technology Service Is
The legal definition of an assistive technology service as it appears in the Individuals with
Disabilities Education Act (IDEA, PL 105-17) is: any service that directly assists an individual with
a disability in the selection, acquisition, or use of an assistive technology device [20 USC Chapter
33, Section 1401 (25)]
For more information, please visit the Florida Department of Education's Bureau of Instructional
Support and Community Services Resource website
ASSISTIVE TECHNOLOGY SERVICES
PHILOSOPHY
Students with disabilities often require accommodations, modifications, and assistive
technology solutions in order to participate in and benefit from the general education curriculum and
the individualized education that is provided through special education programs. As a result, general
education teachers must work collaboratively with special education teachers, related service
providers such as speech-language pathologists, occupational and physical therapist, assistive
technology specialists and parents to identify and implement support strategies that are appropriate
for students based on their unique needs. Appropriate support strategies are identified and
documented during the development and review of students’ Individual Education Plan (IEPs) and
Section 504 Accommodation Plans. All educators working with the students must work together to
implement the support strategies and to monitor the use of the strategies to determine effectiveness
and make changes in the students’ intervention programs.
Classroom strategies include accommodations, modifications, and assistive technology solutions that
are used by students with disabilities to enhance their participation and achievement in typical
classroom activities.
Assistive technology services and devices are reflected by a continuum from consultation,
brainstorming, low tech devices, evaluation, training and implementation of highly specialized
software or devices.
Assistive technology can be classified according to the task for which it is helpful.
Computer Access
Motor aspects of writing
Composing written material
Augmentative Communication
Reading
Learning/Studying
Math
Recreation and Leisure
Activities of Daily Living
Control of the Environment (or Electronic Aids for Daily Living)
Mobility
Vision
Hearing
Vocational
Assistive Technology Services and Assessments
Assistive Technology is a related service and, as such, referrals are made through the IEP team.
Assistive technology services are provided in order for the student to participate in and benefit from
Special Education. Services are not provided to students who have not already been identified as
having a disability.
Assistive Technology Assessments are an ongoing process and not a one time event. The Local Assistive
Technology Specialist (LATS) will coordinate the assessment and trial process. The responsibility of
implementation lies with the entire IEP team serving the student. Specialists such as ESE Teachers,
Speech Pathologists, Teachers of the Visually Impaired, Occupational and Physical Therapists will be
called upon to contribute information during the assessment process. Various strategies, devices
and/or software may be placed with the student on a trial basis to determine which is most effective.
PROCESS FOR REQUESTING ASSISTIVE TECHNOLOGY
A.T. CONSULTATION
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The IEP team recognizes that a student is struggling to meet an educational goal despite all attempts at
remediation.
The IEP team contacts the AT Team for a consultation. An assistive technology consult does not require
any formal paperwork or parental approval.
The AT representative (LATS) and the teacher discuss student strengths, areas of concern, and
tools/strategies already in place or previously attempted.
The LATS may recommend additional strategies or suggest the use of tools that are free or are already
available in the educational setting.
The LATS will provide a summary of consultation to the teacher. The teacher decides which strategies to
try and in what order.
The tools and strategies allow the student to make progress on his/her education goal and are written
into the IEP as accommodations or strategies.
A.T. Evaluation
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The use of strategies and tools recommended during the AT consultation have limited benefits; OR the
LATS determines during the consultation that a tool above and beyond what is already available with the
school may be necessary.
The IEP team meets and obtains consent for an AT evaluation (MIS ) A signed copy is sent to the AT
office.
If an AT consultation was completed prior to the request for an evaluation, the LATS will have a copy of
the student’s IEP and a completed “Prior to Making a Request for Assistive Technology” form. If not, the
IEP team will provide the LATS with this information.
The LATS will make an appointment to observe the student, interview teachers and therapists, and
interact with student. The LATS will try a tool or tools with the student in order to assess a variety of
features and their benefits.
A completed AT evaluation report will be returned to the case manager within 60 days of initiation. The
case manager may contact the LATS to discuss the evaluation in depth.
An IEP meeting is scheduled to discuss which of the recommendations, if any, are needed for a student
to receive F.A.P.E. (It is not necessary to invite the LATS to this meeting). On the IEP this may be
documented as: “The IEP team has reviewed the A.T. evaluation dated _______ and the following
accommodations have been added to the IEP.” Recommendations to be implemented are at the
discretion of the IEP Team. The IEP team is ultimately responsible for initiating use of the accepted AT
recommendations as well as collecting data.
Send a copy of the entire signed IEP to the AT office.
A device will be delivered and training is provided after it is written as an accommodation.
Prior to Making a Request
for Assistive Technology
Date of Referral:________________________________________________________________
Student Name:_________________________________
School:________________________________
Grade:_____________________________
Date of birth:____________________
Parents: _______________________________________________________
Telephone:______________________________
School Contact: __________________________Title: _________________________________
Telephone: ________________________ Email: _______________________________________
Times available for meetings: __________________________________________________
Reason for referral
1.
What is the IEP goal or goals that the student is struggling to
meet:_______________________________________________________________________________________________
_____________________________________
2.
Has this student been previously screened by the AT Team?
3.
What is the task the student needs to accomplish?
Yes
No
Unsure
______________________________________________________________________________________________________
____________________________________________________
4.
What is the student's present level of performance on that task?
______________________________________________________________________________________________________
___________________________________
5.
How is the student's disability affecting his/her
performance?_____________________________________________________________________________________
_________________________________________________________
6.
Where (in what environments) does this task need to be done?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
7.
Are there environmental concerns or other issues that the AT assessment team
needs to know about?
______________________________________________________________________________________________________
_____________________________________________________________________________________________________
8.
Are there specific tools or strategies that someone on the team thinks should be
considered?
_____________________________________________________________________________________________
Current Placement
ESE Program: __________________________ Teacher’s name: ___________________________________________
ESE Services: ____________________________________________________________________________________________
Names of therapists: Speech/language______________________________ OT_____________________________
PT___________________________________ Other_______________________________________________________________
Medical Considerations: ________________________________________________________________________________
Most recent evaluation results: _______________________________________________________________________
Current educational level: _____________________________________________________________________________
Physical limitations: ____________________________________________________________________________________
Does student walk?
Yes: independently with assistance
No: manual wheelchair self propelled assisted power wheelchair
Is student able to use hands for tasks? yes no
Does student need physical accommodations/adaptations for accomplishing tasks
(writing, reading, and communicating)? yes No
Describe:___________________________________________________________________________________________
_____________________________________________________________________________________________________
***Complete only the areas of concern:
Environmental/Computer Access
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What accommodations are currently in place or previously attempted?
(keyboarding with accessibility options, word prediction, keyguard, arm
support, track ball/track pad/joytick with on-screen keyboard, alternate
keyboard, mouth stick/head mouse with on-screen keyboard, switch, voice
recognitions software,
other:____________________________________________________________________________________).
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What was the effect on the student’s performance? ______________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Communication
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Student communicates with: vocalizations
device manual communication boards
gestures
sign language
speech
voice output
eye-gaze
writing
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Accesses system by: direct selection switch auditory scanning visual scanning
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Symbols used: objects
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Aware of communication breakdown: yes
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Frustrated by inability to communicate: yes
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What accommodations are currently in place or previously attempted? (choices
photo
line drawings (Boardmaker)
no
no
letters/words
sometimes
sometimes
provided, pictures symbols, communication boards, simple voice output device,
other _____________________________________________________________________________________________).
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What was the effect on the student’s performance?______________________________________
_____________________________________________________________________________________________________
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Have you used sign language/gestures? Yes
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Is there an established yes/no response? Yes
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Have you consulted with your Speech-Language Pathologist? Yes
Motor aspects of writing
No
No
No
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What accommodations are currently in place or previously attempted? (pencil or
pen with adapted grip, adapted paper with raised or highlighted lines, slant board,
prewritten words/phrases, computer with word processing software, dictation,
NCR paper, copy of notes, note taker, splint, other _____________________________________).
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What was the effect on the student’s performance? ______________________________________
____________________________________________________________________________________________
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Can the student recognize/locate letters on a keyboard?
Yes __ No __
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Has the student had a typing program or class?
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Have you consulted with the Occupational Therapist? Yes __ No__
Yes __ No __
Composing Written material
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What accommodations are currently in place or previously attempted? (word
cards/word book/word wall, pocket dictionary/thesaurus, writing templates,
electronic/talking electronic dictionary/thesaurus/spell checker, word processing
with spell checker/grammar checker, graphic organizers,
other_______________________________________).
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What was the effect on the student’s performance? ______________________________________
______________________________________________________________________________________________________
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Does the student have basic keyboarding skills? Yes ___ No ___
Reading
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What accommodations are currently in place or previously attempted?
(predictable books, changes in text size, spacing, color, background color, book
adapted for page turning, use of pictures/symbols with text, text to speech, other
____________________________________________________________________________).
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What was the effect on the student’s performance? ______________________________________
______________________________________________________________________________________________________
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Has this child ever received reading remediation? Yes __ No__
Yes, explain ______________________________________________________________________________________
______________________________________________________________________________________________________
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Does the student understand grade level text when read to him/her orally? Yes__
No__
Learning/Studying
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What accommodations are currently in place or previously attempted?
(print/picture schedule, tabs/color coded folders, highlight text, recorded
material, voice output reminders for assignments/steps of tasks, electronic
organizers, pagers/electronic reminders, graphic organizers, other
________________________________).
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What was the effect on the student’s performance? __________________________________
_________________________________________________________________________________________________
Math
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What accommodations are currently in place or previously attempted?
(abacus/math line, enlarged math worksheets, money calculator/coinulator,
calculator with large keys, talking calculator, on-screen calculator, gridded
paper, highlighting, other ________________________________).
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What was the effect on the student’s performance? __________________________________
_________________________________________________________________________________________________
Recreation and Leisure
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What accommodations are currently in place or previously attempted? (toys
acapted with Velcro/magnets/handles, toys adapted for single switch
operation, adaptive sporting equipment, universal cuff/strap to hold
crayons/markers, modified utensils/stamps/brushes, ergo rest or other arm
support for drawing/painting, computer games/books/art activities, other
___________________________).
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What was the effect on the student’s performance? __________________________________
_________________________________________________________________________________________________
Additional information: ___________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
LATS Recommendations: _________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
LATS Job Description
The competencies listed below will provide for the delivery of high quality assistive technology services as
defined by state and federal regulations. They require specific knowledge, understanding, and skills related to
the provision of assistive technology devices and services from early childhood through twelfth grade.
DOE recommends that practitioners conducting assistive technology assessments in the state of Florida
demonstrate the following competencies:
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be knowledgeable about, and implement the school district’s assistive technology assessment
procedures
understand federal and state regulations and policies related to the consideration and implementation
of assistive technology in Florida schools
select and use appropriate measurement tools, strategies, and activities to assess a student’s assistive
technology needs
consider a continuum of assistive technology devices, services, and resources that may be used to
address student needs
provide leadership and support to professionals, students, and family members/caregivers of the team
conducting assistive technology assessment activities
lead the assessment teams in understanding what the student needs relative to his/her abilities,
educational goals, and environmental factors that relate to the selection and delivery of assistive
technology devices and services
interpret and present the results of assistive technology assessments to the IEP teams in a way that
supports effective decision-making based on the student, the educational program, and data gathered
during the assessment process
explain the strengths and challenges of specific assistive technology devices and services and the factors
that may affect their use
collaborate with those in charge of implementing the IEP to formulate and initiate a plan using assistive
technology to support the educational achievement of the student.
The Assistive Technology Educational Network (ATEN) regional lab managers will coordinate the training to meet
these competencies and provide the criteria for successful completion.
While these competencies are not currently required by statute, it is recommended that LATS, FDLRS technology
specialists, and regional technology coordinators providing services to ESE students are able to document that
they have the competencies needed to provide assessment and services as part of the IEP team.
REFERENCES
FLORIDA DEPARTMENT OF EDUCATION
STATE BOARD OF EDUCATION
October 15, 2004
MEMORANDUM #04-63
TO: Exceptional Student Education Directors
FROM: Bambi J. Lockman
SUBJECT: Competencies for Technology Specialists
Florida Law requires that individuals who provide special education and related services be certified,
endorsed, or licensed in their area of expertise. In addition to this fundamental requirement, the
Department of Education (DOE) is recommending competencies for Local Assistive Technology
Specialists (LATS), Florida Diagnostic and Learning Resources System (FDLRS) Technology
Specialists, and other assistive technology specialists assessing students for assistive technology or
providing training in assistive technology assessment. Competencies for technology specialists
serving exceptional student education (ESE) pupils are necessary to assure that these special
educators and related service providers are equipped with the information and skills to make accurate
assessment and evaluation decisions regarding the assistive and instructional technology needed by
the ESE students. These competencies can become part of the district’s ESE professional
development plan, and technology centers located throughout the state can provide instruction on the
skills needed. ESE technology assessment yields information used by the individual educational plan
(IEP) team to determine whether ESE technology devices are required and, if so, the nature and
extent of those devices and services. Given the breadth of technology available and the complexity of
issues related to educational achievement, the importance of an effective ESE technology assessment
led by highly qualified personnel cannot be understated.
The competencies listed below will provide for the delivery of high quality assistive technology
services as defined by state and federal regulations. They require specific knowledge,
BAMBIJ. LOCKMAN
Chief Bureau of Exceptional Education and Student Services
325 W. GAINES STREET • SUITE 614 • TALLAHASSEE, FL 32399-0400 • (850) 245-0475 • www.fldoe.org
DOE recommends that practitioners conducting assistive technology assessments in the state of Florida
demonstrate the following competencies:









be knowledgeable about, and implement the school district’s assistive technology assessment
procedures
understand federal and state regulations and policies related to the consideration and implementation
of assistive technology in Florida schools
select and use appropriate measurement tools, strategies, and activities to assess a student’s assistive
technology needs
consider a continuum of assistive technology devices, services, and resources that may be used to
address student needs
provide leadership and support to professionals, students, and family members/caregivers of the team
conducting assistive technology assessment activities
lead the assessment teams in understanding what the student needs relative to his/her abilities,
educational goals, and environmental factors that relate to the selection and delivery of assistive
technology devices and services
interpret and present the results of assistive technology assessments to the IEP teams in a way that
supports effective decision-making based on the student, the educational program, and data gathered
during the assessment process
explain the strengths and challenges of specific assistive technology devices and services and the factors
that may affect their use
collaborate with those in charge of implementing the IEP to formulate and initiate a plan using assistive
technology to support the educational achievement of the student.
The Assistive Technology Educational Network (ATEN) regional lab managers will coordinate the training to meet
these competencies and provide the criteria for successful completion.
While these competencies are not currently required by statute, it is recommended that LATS, FDLRS
technology specialists, and regional technology coordinators providing services to ESE students be able to
document that they have the competencies needed to provide assessment and services as part of the IEP team.
For additional information or questions, contact Dr. Karen Morris by e-mail at Karen.Morris@fldoe.org or by
telephone at (850) 245-0478.
BL/kmm
cc: FDLRS Managers ATEN Regional Technology Coordinators State Advisory Committee for the Education of
Exceptional Students
ADDITIONAL REFERENCES
Assistive Technology for Students with Disabilities http://www.firn.edu/doe/commhome/pdf/y2004-11.pdf
The Transfer of Assistive Technology to Home, Other Districts, Other Schools, an Other Agencies
http://www.firn.edu/doe/commhome/pdf/y2004-05.pdf
Transitioning Assistive Technology Assigned to Graduating Students
http://www.firn.edu/doe/commhome/pdf/y2004-06.pdf
ATEN (Assistive Technology Education Network) http://www.aten.scps.k12.fl.us/
Florida Alliance for Assistive Services and Technology http://www.faast.org/
Wisconsin Assistive Technology Initiative http://www.wati.org/
Quality Indicators for Assistive Technology Services in School Settings
http://sweb.uky.edu/%7Ejszaba0/QIAT.html
Appendix
4. Data Collection for Assistive Technology for Writing
5. Student Achievement Data
6. Assistive Technology Action Plan
Data Collection
Use of Electronic Tools for Written Output
Student:__________________________________________
School: _______________________________
Subject(s):_______________________________________________________________________________
IEP Team Member/ Data Collector: __________________________________________________________
Electronic Tool:_______________________________________ Starting Date:_________________
Assess the effectiveness of using the electronic tool over a time period of one semester. Complete the graph
below by placing a check mark in the appropriate box for target behaviors. A Local Assistive Technology
Specialist (LATS) may be contacted by phone/email at any time for strategies, suggestions or additional
information. LATS contact information is available from the ESE office.
1. Length of documents has increased by using the electronic tool.
After 1 Week
After 4 ½ weeks
After 9 weeks
After second 9 weeks
Grade level expectation
Substantial increase
Moderate increase
Minimal increase
No increase
2. Content of written work has improved (grammar, punctuation, and or vocabulary) using the
electronic tool.
After 1 Week
After 4 ½ weeks
After 9 weeks
After second 9 weeks
After 9 weeks
After second 9 weeks
Grade level expectation
Substantial improvement
Moderate improvement
Minimal improvement
No improvement
3. Assignments are completed on-time using the electronic tool.
After 1 Week
After 4 ½ weeks
Grade level expectation
Substantial increase
Moderate increase
Minimal increase
No increase
Answer yes or no:
Is the electronic tool academically beneficial to this student?_______________
Does the student like using the electronic tool? ______________
Is more support or strategies needed for using the electronic tool? __________
Signature:____________________________________________
Date:____________
File in ESE folder with IEP.
Student Achievement Data
Student:
School:
Start date:
End of trial period:
IEP Team Member/Data Collector:
____________
Assistive Technology Tool: _________________________________________________
Assess the effectiveness of using the assistive technology tool over a period of one semester. Indicate the
target goal for using this assistive technology tool that will show an impact on student achievement. A Local
Assistive Technology Specialist (LATS) may be contacted by phone/email at any time for strategies, suggestions
or additional information. LATS contact information is available from the ESE office.
1. Circle only one target goal per page (If the student is working on other AT goals, use additional sheets)
o Increased use of AT Tool
o Increased independent use of AT Tool
o Increase in work output
o Increase in good behavior
o Increase in test scores
o Other
2. Circle ways you are collecting data to document student improvement.
o
o
o
o
o
Software data
Student work product
Graded work sample
Interview
Other (please specify)
o
o
o
o
Custom data collection form
Test scores
Documented observation
Assessment
3. Please indicate results and write comments:
After 1 week:____________________________________________________________
After 4 ½ weeks: _________________________________________________________
After 9 weeks: ___________________________________________________________
After 2nd 9 weeks: ________________________________________________________
 Key for Results:
 Significant improvement
 Improvement
 Slight improvement
 No change
 Decrease
 New equipment trial needed
 Assistive technology is written in the student’s IEP as a goal, an accommodation, or as a related service.
File in ESE folder.
Send a copy to: Assistive Technology, ESE Office.
OKALOOSA COUNTY SCHOOL DISTRICT
SCHOOL BASED ASSISTIVE TECHNOLOGY ACTION PLAN
STUDENT NAME________________________ DOB ______________ST # _______________________
SCHOOL_____________________________________ DATE ______________________________________
GENERAL DESCRIPTION OF STUDENT (age, disability, significant physical problems, etc.) ____________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
W HAT ARE THE NEEDS THAT THE SCHOOL-BASED TEAM HAS IDENTIFIED THAT INTERFERE WITH THE STUDENT’S ABILITY TO
MEET EDUCATIONAL GOALS? W HAT ARE THE STUDENT’S STRENGTHS?
STRENGTHS
NEEDS
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
BASED ON THESE STRENGTHS AND NEEDS, PLEASE IDENTIFY THE STRATEGIES AND TIMELINE FOR THE
SCHOOL-BASED TEAM INTERVENTIONS.
NEEDS
SCHOOL-BASED TEAM STRATEGIES &
TIMELINE
PERSON RESPONSIBLE
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
Comments:_________________________________________________________________________________
__________________________________________________________________________________________
Team Signatures:
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□
_________________________
______________________________
________________________
______________________________
Refer for LATS evaluation
No further evaluation is needed