EDUCATION AND SKILL DEVELOPMENT
FOR EAs
ASSISTIVE TECHNOLOGY
IN THE CLASSROOM
FALL 2010
Printed 2010
The development of this curriculum package was completed by Special Education
Technology - British Columbia (SET-BC), with support from SSEAC. It is part of an
educational initiative developed in 2010 by SSEAC and offered to Education Assistants
in BC. All materials in this package are the property of SSEAC.
For additional information contact:
EAeducation@sseac.ca or visit our website at www.sseac.ca
Assistive Technology in the Classroom
2010
Page 2
Assistive Technology in the Classroom (24 hours): Session Outlines
This learning option will explore the use of assistive technology to support students with
physical, cognitive, visual, and communication impairments. There will be a focus on
the process for effectively implementing assistive technology in the classroom, the
range of technologies to support students with special needs, and specific technologies
to support learning, participation and communication in the school setting.
This learning option is designed for hybrid delivery over eight sessions (seven session
online and one session face-to-face). Each session can be delivered in 3 hours. There
are many opportunities for participants to actively engage in their learning with online
synchronous and asynchronous activities as well as hands-on practice during the faceto-face session. This approach is in keeping with Best Practices for Professional
Development (see Appendix B in the Handbook for Instructors). Session 6 is 6 hours
long, half the session is online and the other half is face-to-face. The face-to-face
component is described on pages 34 to 37.
A district may decide to deliver the sessions over a different time frame. In this case,
consider the most appropriate way for participants to complete the applied and follow-up
activities, so that the principles of quality professional development are maintained.
All learning options in the SSEAC Education and Skills Development for Education
Assistants Initiative have been developed using a Backward Planning Design adapted
from the work of Grant Wiggins and Jay McTighe. Please see the next page for an
overview of the curriculum design for Assistive Technology in the Classroom.
Assistive Technology in the Classroom
2010
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Instructor Resources / Supplies Required (Online Sessions)


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
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Two up-to-date laptops with headset microphone
Stable high speed Internet connection
Access to synchronous online meeting space
Active email account
Assistive technology software
 Kurzweil 3000
 SOLO
 Clicker 5
 Classroom Suite 4
 Boardmaker Plus
 AAC device emulation software
 Session presentations, notes, and assessment tools
Instructor Resources / Supplies Required (Face-to-Face Session)




Laptop with LCD projector / screen and/or SmartBoard
Access to computer lab with Kurzweil 3000, Clicker 5 and Boardmaker Plus
installed on stations
Assistive Technology Toolkit (laptop(s) with assistive technology software, switch
interface(s), switches, range of AAC devices, vision technologies)
Session presentation, notes, and assessment tools
Participant Resources / Supplies Required




Up-to-date computer with speakers/headset and reliable high speed Internet
connection
Active web-based email account (e.g. Hotmail, Gmail, etc)
Print copies of session handouts (emailed to participants)
Binder for session notes and handouts
Participant Pre-Requisites

Basic computer skills – search Internet, download files from Internet, send and
receive email (with attachments), general file management, general window
navigation (open, close, minimize, restore)
Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom
2010
Page 5
Assistive Technology in the Classroom (24 hours) This learning option is designed to provide EAs with an overview of the
field of assistive technology. Participants will develop an understanding of how to implement various technology solutions, and
examine specific technologies when creating technology-enhanced activities.
Desired Results for Participants







have a general understanding of the field of
assistive technology and be able to
describe technologies that support
participation, communication and learning
in the classroom.
be able to describe the process for
successful assistive technology
implementation and the conditions that
foster or challenge effective
implementation.
be able to describe the role of the
Education Assistant in the implementation
of assistive technology with students in the
classroom.
have a general understanding of how
assistive technology features can be
matched to student need and how to use
those features to support participation,
communication and learning in the
classroom.
understand how assistive technology can
be used to support current classroom
teaching and learning trends (e.g.
Universal Design for Learning).
have a basic understanding of several
specific technologies commonly
implemented with students in the
classroom.
understand how to use a variety of online
resources and training opportunities to
expand and support their assistive
technology knowledge and skills.
Acceptable Evidence




Learning Experiences and
Instruction
actively participate in synchronous online
discussions, responding to questions and
discussion topics in a manner that
demonstrates an understanding of the
course material presented.

Online meeting
(one per session – 1.5 hours).

Instruction, individual responses, small
group discussions, off-meeting activities
(e.g. webquests, course reading).
contribute to asynchronous discussion forum
topics with specific information obtained from
course readings / activities and comments
that demonstrate thoughtful reflection on how
the concepts presented inform their practice
in the classroom.

Discussion Forums
(one per session – 0.25 hours).

In depth discussion around specific session
content with personal reflection.

Session Summary Activities
(one per session – 0.75 hours).

Practical, problem-based activities to
complete (e.g. complete the AT
implementation chart and describe your role
in the process, design a 15-message
communication board for a student eating
lunch in the cafeteria).

AT Implementation Plan
(one per course – 0.5 hours per session).

Individually or in small groups, complete an
AT implementation plan based on a student
case study.
complete session summary activities which
are problem-based and demonstrate a
synthesis of the assistive technology
knowledge and skills presented during the
course.
complete, individually or in small groups, an
Assistive Technology (AT) Implementation
Plan which clearly demonstrates an
understanding of the steps involved in
successfully implementing assistive
technology with students in the classroom
and the Education Assistant’s role in that
implementation.
Summative Assessment: Development of Assistive Technology Implementation Plan.
Assistive Technology in the Classroom
2010
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Learning Option Description
This Learning Option is intended to be delivered in a blended (or hybrid) format in an
online learning environment with one face-to-face meeting. The Learning Option is
divided into seven sessions and one hands-on practice session presented over eight –
3 hour sessions:
Session 1 – Course Introduction (Online – 3 hours)
 Introduction to the course format, content, interactivity and assessment
tools.
Session 2 – Overview of Assistive Technology (Online – 3 hours)
 General overview including definition of assistive technology, main genres
with examples of students using various technologies.
Session 3 – Effective Assistive Technology Implementation (Online – 3 hours)
 Components of an effective AT implementation plan, barriers that prevent
implementation, conditions that foster implementation, and the role of the
EA in AT implementation.
Session 4 – Assistive Technology to Support Learning (Online – 3 hours)
 Current educational trends that utilize general and assistive technologies,
examples of technology that support cognitive access to the curriculum
(e.g. literacy and numeracy development).
Session 5 – Assistive Technology to Support Participation (Online – 3 hours)
 Issues supporting students with physical access or sensory (visual)
impairments and examples of technologies that support physical and
sensory access to the curriculum.
Session 6 – Assistive Technology to Support Communication (Online – 3 hours)
 Considerations when supporting students with communication disorders,
examples of technologies that support students with communication
disorders in the classroom.
Session 7 – Hands-On Practice (Face-to-Face – 3 hours)
 Hands-on practice session exploring examples of common technologies
presented in Sessions 4, 5 and 6 that EAs would encounter in schools.
Session 8 – Assistive Technology in Action (Online – 3 hours)
 Discussion of student case studies, technology to feature matching,
assistive technology implementation considerations, presentation of
individual or group AT implementation Plans, and course wrap-up.
Assistive Technology in the Classroom
2010
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Learning Option Objectives
Upon successful completion of this Learning Option, participants will:







have a general understanding of the field of assistive technology and be able to
describe technologies that support participation, communication and learning in
the classroom.
be able to describe the process for successful assistive technology
implementation and the conditions that foster or challenge effective
implementation.
be able to describe the role of the Education Assistant in the implementation of
assistive technology with students in the classroom.
have a general understanding of how assistive technology features can be
matched to student need and how to use those features to support participation,
communication and learning in the classroom.
understand how assistive technology can be used to support current classroom
teaching and learning trends (e.g. Universal Design for Learning).
have a basic understanding of several specific technologies commonly
implemented with students in the classroom.
understand how to use a variety of online resources and training opportunities to
expand and support their assistive technology knowledge and skills.
Learning Option Participant Outcomes
During the Learning Option, participants will:




actively participate in synchronous online discussions, responding to questions
and discussion topics in a manner that demonstrates an understanding of the
course material presented.
contribute to synchronous discussion forum topics with specific information
obtained from course readings / activities and comments that demonstrate
thoughtful reflection on how the concepts presented inform their practice in the
classroom.
complete session summary activities which are problem-based and demonstrate
a synthesis of the assistive technology knowledge and skills presented during the
course.
complete, in small groups, an Assistive Technology Implementation Plan which
clearly demonstrates an understanding of the steps involved in successfully
implementing assistive technology with students in the classroom and the
Education Assistant’s role in that implementation.
Assistive Technology in the Classroom
2010
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Learning Option Activities
Each Learning Option session will provide the following activities:
 Online meeting (2 hours)
 Instruction, individual responses, small group discussions, off-meeting
activities (e.g. webquests, course readings).
 Discussion Forums (0.25 hours)
 In depth discussion around specific session content with personal
reflection.
 AT Implementation Plan (0.5 hours)
 Individually or in small groups, work on an AT implementation plan based
on a student case study – to be presented in the final Session 7 online
meeting.
 Session Summary Activities (0.75 - 1 hour)
 Practical, problem-based activities to complete as follow-up to the session
(e.g. complete the AT implementation chart and describe your role in the
process, design a 15-message communication board for a student eating
lunch in the cafeteria) – submitted to instructor by beginning of next
session.
Learning Option Assessment
Those participating in the Assistive Technology in the Classroom Learning Option will
be assessed on a “Complete / Incomplete” basis. Each Learning Option activity will be
assessed using a rubric indicating criteria for completion. The criteria, as outlined in the
rubrics, are to be presented to the participants during the first session (see Assessment
Rubrics).
Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom: Session 1 (Online – 3 hours)
Session Description – Learning Option Introduction
In this session, participants will be introduced to the Learning Option format, content,
and expectations (evaluation). As this may be the first time many of the participants will
be participating in an online meetings, it is critical that, by the end of the session,
everyone understands how to successfully interact and complete activities in the online
environment.
Session Objectives
Upon successfully completing this session, participants will be able to:
 Describe the overall structure and components of the Learning Option including
the session and summative assessment protocol (learning option assessment
and learning option assessment rubrics).
 Log into the online meeting environment.
 Locate and use the available tools and features to interact with the instructor and
classmates during the online meetings.
 Locate and view online resources (e.g. videos, articles).
Instructor Resources / Supplies Required
 Two up-to-date laptops with headset microphone
 Stable high speed Internet connection
 Access to synchronous online meeting space
 Active email account
 Session presentations, notes, and assessment tools
Instructor Preparation





One week prior to the online meeting, email all Learning Option participants
welcoming them to the Learning Option and giving them the information needed
to log into the first online meeting (e.g. computer/Internet/audio requirements,
time of meeting, URL for meeting room, Learning Option syllabus, Session 1
handout).
Review session presentation – decide how Session Summary will be completed
and adjust PowerPoint Slide #24 as needed.
Prepare online learning environment (e.g. pre-load presentation, prepare
information and interactivity tools, prepare Break Out room for Discussion
Forum).
Prepare all participant and aggregate assessment documents.
Create participant email group (so you can batch email instructions, documents,
etc.)
Assistive Technology in the Classroom
2010
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Introduction



Have “Lobby” area of online meeting room open
Welcome everyone to the online learning environment. Check audio to ensure
participants can hear you. Explain and demonstrate all interactivity features in
the online meeting space (e.g. attendee status indicators, chat pods, etc.) Use
several questions so participants can have experience with using the various
features. Display and discuss agenda for meeting.
Provide an introduction to the EA Education and Skill Development initiative.
Specifically, review the items in the Overview for Participants. It will be important
to emphasize the requirements for a certificate of completion, the requisite
knowledge necessary for this course and the rubric for the summative
assessment which can be handed in at the last session or within one week after
the last session. In addition there is a handout provided by the post-secondary
institutions that provides information for those EAs who may be interested in
enhancing their credentials through their programs.
Presentation and Activities

Move to the classroom area of the online room where the Session 1 PowerPoint
presentation is displayed. Please see actual slide notes for key points for each.

Slide one – Title slide only.

Slide two – Learning Option title slide only.

Slide three – Introductions (Chat activity) – Instructor pulls up task
specific chat pod (Introduce Yourself!) and asks for participants to
introduce themselves WHEN ASKED. Ensure everyone doesn’t just start
typing into chat pod all at once or it will be difficult to impossible to follow
introductions. Call on one or two people at a time (depending on size of
group) to chat in their responses to the slide questions. Ask questions for
clarification or more information as they contribute. At the end, instructor
should introduce him/herself as well (instructor could add a slide after this
one that has a photo during his/her introduction).

Slide four – Why Take This Learning Option – important to set context
and discuss how the information gained fits into their role as an EA.

Slide five – Online vs F2F Learning Options – discuss similarities.

Slide six - Online vs F2F Learning Options – discuss differences.

Slide seven – Presentation Agenda – discuss what will be covered in
this online session.
Assistive Technology in the Classroom
2010
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
Slide eight – Learning Option Introduction – discuss plan for the
introduction.

Slide nine – Learning Option Description – discuss what the learning
option is and what it is not – this is important to do as some may think the
learning option is about looking at specific technologies only (e.g. learning
how to use Kurzweil 3000).

Slide ten – Course Objectives – this reinforces the overview or
introductory nature of the course.

Slide eleven – Course Objectives – as above.

Slide twelve – Break time.

Slide thirteen – Learning Option Format – discuss “hybrid” format –
what that means, seven online sessions (discuss dates) and one face-toface session (discuss date), explain the standard session components and
what each entails, discuss the plan for the face-to-face session, discuss
the final learning option activity of submitting their personal AT
implementation plan (summative).

Slide fourteen – Learning Option Requirements – discuss what
participants should be able to do to complete learning option successfully
and what technology they should have.

Slide fifteen – Discuss content of the various learning option sessions.

Slide sixteen – Discuss steps for successful completion of sessions –
emphasize that session handout will be emailed prior to each online
session, after online session, instructions for session summary completion
will be emailed to participants.

Slide seventeen – Learning Option Completion – Discuss the three
components they need to complete to receive Completion Certificate –
explain Participation component (rubric).

Slide eighteen – Learning Option Completion – Discuss
Communication component (rubric).

Slide nineteen – Learning Option Completion – Discuss Learning
component and small group AT implementation plan activity that will be
part of every online session.

Slide twenty – Break time.
Assistive Technology in the Classroom
2010
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

Slide twenty-one – Completing Online Activities – important to explain
how participants DON’T have to leave the meeting room while completing
online activities – explain how to minimize meeting room browser while
doing activities and maximize/restore meeting room window to rejoin room
when finished.

Slide twenty-two – Session 1 Activity – Explain activity – participants
will click the link on the slide to go to the YouTube site to watch the video
(running time 3:43 min) – instructor should run video (muted) on second
computer to gauge when participants will be finished – while they are
watching instructor pulls up task specific chat pod to ask video reflection
questions.

Slide twenty-three – Session 1 Discussion Forum – Explain discussion
task – start break out rooms (they must be prepared before with
instructions, general chat area for discussion and topic specific chat area
for group decision about five tips – it is this chat area that will be pulled up
when groups return to main meeting) – give participants 10 – 15 minutes
to discuss tips and generate their top five which they will type into specific
chat area. Visit each room during discussion to troubleshoot and prompt.
Warn participants a minute before they will be pulled back to main
meeting. Return everyone to main meeting and pull up each break out
room’s tips for general discussion. Emphasize what is needed to ensure
the learning experience is good for everyone.

Slide twenty-four – Session Summary Activity – Discuss how
participants will complete session summary activity and deadline for
submission.

Slide twenty-five – Any Questions? Encourage participants to ask
questions so everyone is completely understands expectations and what
will happen next (session summary completion, attendance at next online
meeting).
Move to Wrap-up area of online meeting room. Direct participants to complete
polls on their meeting experience, level of comfort etc. Ensure participants have
instructor contact information and time/date of next meeting.
Session Assessment



Refer to participation and communication rubrics to determine participant
completion of these components of session.
If necessary, review chat history and discussion forum history to enter C / NC on
Learning Option Assessment chart.
Refer to learning rubric when participants submit Session Summary Activities
Assistive Technology in the Classroom
2010
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and enter C / NC on Learning Option Assessment chart.
Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom: Session 2 (Online – 3 hours)
Session Description – Introduction to Assistive Technology
In this session, participants will be introduced to the field of assistive technology. This is
the overall organizing session for the remainder of the Learning Option as it gives a
framework in which the content of the remaining sessions will fit. The purpose of this
session is to give participants a sense of the potential of assistive technology to change
students’ lives and to give them an understanding of the various categories of assistive
technologies.
Session Objectives
Upon successfully completing this session, participants will be able to:
 define ‘assistive technology’
 describe the different categories of assistive technology
 give some examples of specific technologies in each category
 describe, generally, how assistive technology can support students in the
classroom
Instructor Resources / Supplies Required
 Two up-to-date laptops with headset microphone
 Stable high speed Internet connection
 Access to synchronous online meeting space
 Active email account
 Session presentations, notes, and assessment tools
 Clicker 5 software
Instructor Preparation





Immediately following the Session 1 online session, email participants:
 a reminder of the date/time for this session’s online session
 Session 2 handout
Review session presentation – decide how Session Summary will be completed
and adjust PowerPoint Slide #27 as needed.
Prepare online learning environment (e.g. pre-load presentation, prepare
information and interactivity tools, prepare Break Out room for Discussion
Forum).
Group participants into small groups for AT implementation plan work. Assign
each group a student profile.
Prepare Clicker 5 demonstration plan.
Assistive Technology in the Classroom
2010
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Introduction



Have “Lobby” area of online meeting room open. Have chat area question or
polls open to encourage participants discussion / feedback on the completion of
the Session 1 Summary Activity (any problems completing activity?), what did
they do since the last session (explore any technologies at school?), etc.
Welcome everyone back to the online environment. Check audio levels. Go
over agenda for the session. Respond to questions, feedback, etc.
Emphasize the purpose of this session is to simply introduce the field of assistive
technology – the expectation is not for participants to remember all the different
individual technologies!
Presentation and Activities

Move to the classroom area of the online room where the Session 2 PowerPoint
presentation is displayed. Please see actual slide notes for key points for each.

Slide one – Title slide only.

Slide two – Session title slide.

Slide three – Presentation agenda.

Slide four – Assistive Technology (definition).

Slide five – IDEA

Slide six – Think about this… chat activity. Pull up task specific chat area
so participants can respond to the questions on the slide.

Slide seven – Jelissa

Slide eight – John

Slide nine – Shannon

Slide ten – Bryce – After discussing Bryce’s profile, have participants click
link on slide and watch video about Bryce and the important role EAs play
in his success. Remind participants about not closing off the meeting
room, but minimize it if necessary to see video, maximize/restore to return
to meeting room. Run video on second computer (muted) to gauge when
participants should be finished. When participants return, pull up task
specific chat to discuss their impressions of video.
Assistive Technology in the Classroom
2010
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
Slide eleven – Jonathan

Slide twelve – Travis

Slide thirteen – Watch this… Video activity. Participants will be watching
a video about a girl using technology to write. Direct participants to click
link to go to video – have this move directly to break (watch video then
take a break) giving them a specific time to return to meeting room. Can
display next slide to signal break but will need to return to this slide once
they’ve returned. Once they come back, pull up task specific chat area for
feedback on video.

Slide fourteen – Break time.

Slide fifteen – AT Categories.

Slide sixteen – SET-BC AT Categories.

Slide seventeen – Physical Access Technologies.

Slide eighteen – Intellectual Access Technologies. Discuss literacy and
numeracy software. Then switch to sharing desktop and do Clicker 5
demonstration (cover only the highlights and main features). Once demo
is finished, return to presentation slide and continue with organizational
software and cognitive support technologies.

Slide nineteen – Vision technologies.

Slide twenty – AAC technologies.

Slide twenty-one – Break time.

Slide twenty-two – Session 2 Discussion Forum. Explain discussion
task. Refer to session handout with AT implementation plan. Discuss
what part of the plan they will be working on today – becoming familiar
with the student and deciding on what category of assistive technology the
student needs. In Discussion area, list names of group members and what
student they will be discussing. Give groups 15 minutes to discuss the
student profile, the questions and then come to a decision on what
category of technology is required. Back in the main meeting, have each
group report out.

Slide twenty-three – SET-BC.

Slide twenty-four – SET-BC Service Delivery Model.
Assistive Technology in the Classroom
2010
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

Slide twenty-five – Session 2 Activity – Have participants spend 10 (or
more) minutes exploring SET-BC site. Once they return to meeting room,
ensure they understand the process and their role in that process and
have they suggest resources they found that were interesting.

Slide twenty-six – AT Online Resources.

Slide twenty-seven – Session Summary Activity – remind the participants
how to complete the Session Summary Activity (either online – include link
on slide or on .rtf which will be emailed to them).

Slide twenty-eight – Any questions? Respond to any questions and
ensure everyone is feeling comfortable moving forward.
Move to Wrap-up area of online meeting room. Direct participants to complete
polls on their meeting experience, what they learned, etc. Ensure participants
have instructor contact information and time/date of next meeting.
Session Assessment




Refer to participation and communication rubrics to determine participant
completion of these components of session.
If necessary, review chat history and discussion forum history to enter C / NC on
Learning Option Assessment chart.
Refer to learning rubric when participants submit Session Summary Activities
and enter C / NC on Learning Option Assessment chart.
Recommend sending copy of individual participant assessment to participant
once Session 2 Summary Activity is assessed (just prior to Session 3).
Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom: Session 3 (Online – 3 hours)
Session Description – Effective Assistive Technology Implementation
In this session, participants will be introduced to a process for effective implementation
of any assistive technology. Participants will learn the specific steps of an effective AT
implementation plan and also consider their role as an Educational Assistant in that
process.
Session Objectives
Upon successfully completing this session, participants will be able to:
 outline the steps in the AT implementation process.
 describe the conditions that facilitate effective implementation of assistive
technology.
 describe barriers to effective implementation of assistive technology.
 describe the role of the EA in the various steps of an effective AT
implementation plan.
 find examples of web resources that provide strategies and tools to support AT
implementation.
Instructor Resources / Supplies Required
 Two up-to-date laptops with headset microphone
 Stable high speed Internet connection
 Access to synchronous online meeting space
 Active email account
 Session presentations, notes, and assessment tools
Instructor Preparation




Immediately following the Session 2 online session, email participants:
 a reminder of the date/time for this session’s online session
 Session 3 handout
Review session presentation – decide how Session Summary will be completed
and adjust PowerPoint Slide #25 as needed
Prepare online learning environment (e.g. pre-load presentation, prepare
information and interactivity tools, prepare Break Out room for Discussion Forum)
Select which AT Implementation Resources you will show during session
(PowerPoint Slide #21)
Assistive Technology in the Classroom
2010
Page 22
Introduction



Have “Lobby” area of online meeting room open. Have chat area question or
polls open to encourage participants discussion / feedback on the completion of
the Session 2 Summary Activity (any problems completing activity?), what did
they do since the last session (explore any technologies at school?), etc.
Welcome everyone back to the online environment. Check audio levels. Go
over agenda for the session. Respond to questions, feedback, etc.
Emphasize the objectives for the session – importance of EAs knowing what
their role is in successful AT implementation with students
Presentation and Activities

Move to the classroom area of the online room where the Session 3 PowerPoint
presentation is displayed. Please see actual slide notes for key points for each.

Slide one – Title slide only.

Slide two – Session title slide.

Slide three – Presentation agenda.

Slide four – Introduction

Slide five – AT Abandonment.

Slide six – Think about this… chat activity. Pull up task specific chat area
so participants can respond to the questions on the slide.

Slide seven – Implementation Scenerio I

Slide eight – Implementation Scenerio II

Slide nine – Think about this… Give individual participants time to
brainstorm differences between two scenerios (five minutes) then, provide
chat areas so participants can comment on differences in student,
technology, environment, team. Discuss their contributions making sure, if
any are missed, they are discussed as well.

Slide ten – Effective AT Implementation Process – discuss each step.

Slide eleven – Schematic for AT Implementation process – they have a
copy of this in their handout.

Slide twelve – Break time.
Assistive Technology in the Classroom
2010
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
Slide thirteen – Session Activity - video. Participants will be watching a
video about Matt, a high school student with quadriplegia who uses
Dragon Naturally Speaking. Video highlights the importance of patience
when implementing and the role of the EA in the process. Direct
participants to consider what the EA in the video (Lori) must have done to
ensure successful implementation. Run video on second computer
(muted) to gauge when participants will be finished. Once they come
back, pull up task specific chat area for feedback on video.

Slide fourteen – Conditions that Foster Effective Implementation.

Slide fifteen – Conditions that Foster Effective Implementation – before
moving on to next slide, provide chat area for participants to speculate on
barriers to implementation.

Slide sixteen – Barriers to Implementation.

Slide seventeen – Barriers to Implementation.

Slide eighteen – Watch this – video activity. Inspiring video on how
technology can change lives – this is a longer video (approx 10 minutes)
so have participants watch video and then move directly to break – ensure
they know when to return to meeting room. When they come back, elicit
responses in chat area on impressions from video.

Slide nineteen – Break time.

Slide twenty – Team Roles – emphasize the key role EAs play in
successful implementation of technology.

Slide twenty-one – Effective AT Implementation Resources – Pull up the
two or three resources you want to show participants – discuss the pros
and cons of each – ask for comments in chat area.

Slide twenty-two – Session activity – EA role in implementation – this is
an individual activity for participants – using chart in handout, participants
consider what their role is in all steps of the implementation process. Give
participants 10 minutes to consider each step – when they return to the
meeting room, call on individual participants to report what they feel their
role is in each step (don’t have entire group simply chat in their thoughts).
Assistive Technology in the Classroom
2010
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

Slide twenty-three – Discussion Forum – purpose of this discussion
forum is to have the small groups look at IEP goals that contain assistive
technology as a strategy. The groups will revisit their student profiles from
the last session, will look at the example IEP goals in their Session 3
handout and will, as a group, decide on three appropriate goals for their
student. This is a challenging activity – ensure you give the groups
enough time and move between groups frequently as they may need
support in formulating the goals. Once they come back to main meeting,
ask for each group to chat in one IEP goal.

Slide twenty-four – To think about – quote that summarizes importance
of having an implementation process in place.

Slide twenty-five – Session Summary Activity – remind the participants
how to complete the Session Summary Activity (either online – include link
on slide or on .rtf which will be emailed to them).

Slide twenty-six – Any questions? Respond to any questions and ensure
everyone is feeling comfortable moving forward.
Move to Wrap-up area of online meeting room. Direct participants to complete
polls on their meeting experience, what they learned, etc. Ensure participants
have instructor contact information and time/date of next meeting.
Session Assessment



Refer to participation and communication rubrics to determine participant
completion of these components of session.
If necessary, review chat history and discussion forum history to enter C / NC on
Learning Option Assessment chart.
Refer to learning rubric when participants submit Session Summary Activities
and enter C / NC on Learning Option Assessment chart.
Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom: Session 4 (Online – 3 hours)
Session Description – Assistive Technology to Support Learning
In this session, participants will be introduced to Universal Design for Learning and how
students of all abilities can be supported, through technology, in developing literacy and
numeracy skills. The importance of having learning outcomes for all students is
emphasized and specific technologies to support literacy development are highlighted.
Session Objectives
Upon successfully completing this session, participants will be able to:
 describe the principles of Universal Design for Learning and how they support
learning for all students in the classroom.
 describe the importance of learning outcomes in student IEPs.
 describe assistive technologies that can support the development of literacy,
numeracy, organization and executive functioning.
 identify features of various assistive technologies that support learning and
match these features to student need.
 describe how to adapt lesson plans to include integration of assistive technology
to complete lesson activities.
Instructor Resources / Supplies Required
 Two up-to-date laptops with headset microphone
 Stable high speed Internet connection
 Access to synchronous online meeting space
 Active email account
 Session presentations, notes, and assessment tools
 Kurzweil 3000
 Classroom Suite 4
 Inspiration
Instructor Preparation




Immediately following the Session 3 online session, email participants:
 a reminder of the date/time for this session’s online session
 Session 4 handout
Review session presentation – decide how Session Summary will be completed
and adjust PowerPoint Slide #35 as needed
Prepare online learning environment (e.g. pre-load presentation, prepare
information and interactivity tools, prepare Break Out room for Discussion Forum)
Prepare plan for demonstrating Kurzweil 3000, Classroom Suite 4 (literacy and
numeracy activities) and Inspiration.
Assistive Technology in the Classroom
2010
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Introduction


Have “Lobby” area of online meeting room open with welcome back message
and poll / chat areas with review questions from last session. Check audio
levels. Go over presentation agenda. Respond to feedback, questions, etc.
Emphasize objectives for the session – this is the first session where participants
will be looking at specific assistive technologies. Important for them to know that
there are many available – only a few will be highlighted during the presentation.
Presentation and Activities

Move to the classroom area of the online room where the Session 4 PowerPoint
presentation is displayed. Please see actual slide notes for key points for each.

Slide one – Title slide only.

Slide two – Session title slide.

Slide three – Presentation agenda.

Slide four – Introduction

Slide five – Think about this… Give participants time to think individually
about the questions – do their students’ IEPs have learning objectives?
How are they supporting those objectives? Once they’ve had a few
minutes to think about the questions, provide a task specific chat area for
them to comment. Respond to contributions.

Slide six – Universal Design for Learning.

Slide seven – Watch this… Participants will watch a short (less than 5
minutes) introduction to UDL (on CAST website). Run video on second
computer (muted) to gauge when they will be finished. Provide a chat
area for their general comments and questions. This may be the first time
they’ve heard about UDL or it may be something they already have been
involved with – ask for their experiences with it in their schools.

Slide eight – UDL principles – review this to solidify understanding.

Slide nine – UDL Implications explore the possible change to their role in
a UDL based classroom. Provide a task specific chat area for them to
comment.
Assistive Technology in the Classroom
2010
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
Slide ten – Try this… As a prelude to the first session break, discuss how
blogs and wikis are excellent sources of information on current
educational trends like UDL – participants should click link on slide to go
to blog and spend a few minutes exploring and discovering helpful
information. They can move directly into break after that (let them know
what time to come back to the meeting space). When they return, provide
chat area for them to give 1 or 2 of their “discoveries”.

Slide eleven – Break time.

Slide twelve – Digital Media Technologies.

Slide thirteen – Instructional Technologies.

Slide fourteen – Assistive and Instructional.

Slide fifteen – Think about this… Explore the possible change to their role
in a UDL based classroom. How do they see Instructional Technologies,
Assistive Technologies, and UDL working together. Break into smaller
groups and have multiple chat areas for them to discuss possible role
change.

Slide sixteen – Barriers to Literacy.

Slide seventeen – Benefits of Literacy Program.

Slide eighteen – Technology to Support Literacy – go through
descriptions of each example emphasizing these are only a few of the
many available. Switch to sharing desktop to demonstrate two or three
literacy activities in Classroom Suite 4.

Slide nineteen – Technology to Support Literacy.

Slide twenty – Kurzweil 3000 – discuss current popularity of this
particular piece of software. Switch to sharing desktop to demonstrate key
features of the program and how it helps support students struggling with
reading, writing and test/worksheet completion.

Slide twenty-one – Break time.

Slide twenty-two – Numeracy Programs.

Slide twenty-three – Software to Support Numeracy.
Assistive Technology in the Classroom
2010
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

Slide twenty-four – Software to Support Numeracy.
Slide twenty-five – Software to Support Numeracy – describe various
examples. Switch to sharing desktop to demonstrate two or three
Classroom Suite 4 numeracy activities.

Slide twenty-six – Software to Support Organization – describe
examples. Switch to sharing desktop to demonstrate two or three webs in
Inspiration or Kidspiration.

Slide twenty-seven – Software to Support Executive Functioning –
describe examples. Participants may want to discuss implications of new
iPad devices for students in school.

Slide twenty-eight – For more information.

Slide twenty-nine – Freeware / Shareware – As participants move to the
next break time, they can explore Paul Hamilton’s blog on technology to
support all learners – link on slide takes them directly to his posts on
freeware/shareware assistive technology. Ask them to explore his posts
and then take a break – give them specific time to return to meeting
space.

Slide thirty – Break time.

Slide thirty-one - Lesson Plan Example.

Slide thirty-two – Lesson Plan Example.

Slide thirty-three - Discussion Forum – explain the discussion forum task
– participants to review IEP goals in light of new information about
including learning outcomes – are they still happy with their IEP goals?
Then, using information on their Session 4 handouts re: possible AT
solutions, groups to discuss which technology solution(s) is/are
appropriate for their student. When participants return to the main
meeting space, ask one group member at a time to identify their student,
which AT solution they are selecting, and explain why. You may choose,
for the sake of time, to have multiple chat areas open so groups can report
simultaneously.

Slide thirty-four – To think about…

Slide thirty-five – Session Summary Activity – remind the participants
how to complete the Session Summary Activity (either online – include link
on slide or on .rtf which will be emailed to them).

Slide thirty-six – Any last questions? Respond to any questions and
Assistive Technology in the Classroom
2010
Page 30
ensure everyone is feeling comfortable moving forward.

Move to Wrap-up area of online meeting room. Direct participants to complete
polls or respond to final chat questions, etc. Ensure participants have instructor
contact information and time/date of next meeting.
Session Assessment




Refer to participation and communication rubrics to determine participant
completion of these components of session.
If necessary, review chat history and discussion forum history to enter C / NC on
Learning Option Assessment chart.
Refer to learning rubric when participants submit Session Summary Activities
and enter C / NC on Learning Option Assessment chart.
Recommend emailing participants their updated assessment forms once Session
4 Summary Activity is complete (keeps them updated on their progress during
course)
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2010
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Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom: Session 5 (Online – 3 hours)
Session Description – Assistive Technology to Support Participation
In this session, participants will be introduced to Universal Design for Learning and how
students of all abilities can be supported, through technology, in developing literacy and
numeracy skills. The importance of having learning outcomes for all students is
emphasized and specific technologies to support literacy development are highlighted.
Session Objectives
Upon successfully completing this session, participants will be able to:




give practical examples of how students with physical and visual disabilities can
be integrated into classroom activities.
describe physical access technologies (computing devices, operating system
options, keyboard options, pointing device options, switches) and how they can
support student participation in the classroom.
describe vision technologies (low vision and blind software and hardware) and
how they can support student participation in the classroom.
locate and view online resources (e.g. videos, articles).
Instructor Resources / Supplies Required
 Two up-to-date laptops with headset microphone
 Stable high speed Internet connection
 Access to synchronous online meeting space
 Active email account
 Session presentations, notes, and assessment tools
 Co:Writer 6
Instructor Preparation





Immediately following the Session 4 online session, email participants:
 a reminder of the date/time for this session’s online session
 Session 5 handout
Review session presentation – decide how Session Summary will be completed
and adjust PowerPoint Slide #35 as needed.
Prepare online learning environment (e.g. pre-load presentation, prepare
information and interactivity tools, prepare Break Out room for Discussion
Forum).
Prepare plan for demonstrating Co:Writer 6.
Prepare AT Implementation Plan chart for display during Discussion Forum
debriefing.
Assistive Technology in the Classroom
2010
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Introduction


Have “Lobby” area of online meeting room open with welcome back message
and poll / chat areas with review questions from last session. Check audio
levels. Go over presentation agenda. Respond to feedback, questions, etc.
Emphasize objectives for the session – this is the second session where
participants will be looking at specific assistive technologies. Important for them
to know that there are many available – only a few will be highlighted during the
presentation. Also important to emphasize that they need not remember details
about each technology – more important to remember the broad categories and
that technologies exist to meet virtually every physical and sensory access
challenges.
Presentation and Activities

Move to the classroom area of the online room where the Session 5 PowerPoint
presentation is displayed. Please see actual slide notes for key points for each.

Slide one – Title slide only.

Slide two – Session title slide.

Slide three – Presentation agenda.

Slide four – Introduction

Slide five – Feature Matching.

Slide six – Student Considerations.

Slide seven – Technology Features.

Slide eight – Think about this… Have participants consider their own
school’s computer platform. Do they know what type of computers would
work best? Do they know who they should contact for tech support – in
the school, in the district? What do they know about the peripheral
technology – access to printers, Internet, etc. What challenges do they
face using technology in their schools. Provide more than one chat area
for participants to discuss broader issues like tech support and technology
challenges. Respond to contributions.

Slide nine – Physical Access Technologies.

Slide ten – Computing Devices / OS Options.

Slide eleven – Computing Devices – Robert.
Assistive Technology in the Classroom
2010
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
Slide twelve – OS Options – Sascha.

Slide thirteen – Try this… Have participants explore the accessibility
features built into their own computer systems – explain the path to
access the operating system accessibility features (Mac or Win). Give
participants 10 minutes to explore troubleshooting as needed. Provide
task specific chat area for them to comment when returning to main
meeting space.

Slide fourteen – Rate Enhancement – Donovan. After discussing
Donovan’s solution, switch to sharing desktop and demonstrate basic
features of Co:Writer 6.

Slide fifteen – Break time.

Slide sixteen – Think about this… Discuss how many teams look to
speech-to-text software to support students who have difficulty with written
output. Have participants speculate on what students might be able to
use speech-to-text software and what some of the issues might be. Use
task specific chat areas for their comments.

Slide seventeen – Speech-to-Text Software – discuss considerations of
this specific type of assistive technology for students with disabilities
working in a classroom setting.

Slide eighteen – Switch and Scanning Options.

Slide nineteen – Switch Options.

Slide twenty – Ways to Utilize Switches.

Slide twenty-one – Connecting Switches to Computer.

Slide twenty-two – Switch with SDP – Mary.

Slide twenty-three – Watch this… Give participants 10 minutes to watch
one or two of the videos listed – they can click the links to go directly to
the videos. Provide task specific chat area to comment on what they
learned watching the video(s). Ellen video is 5:29 min, Reading with
Franz video is 4:36 min, Meagan is 7:26 min. Discuss use of switches
with students who are very physically challenged – may want to bring up
Stephen Hawking TED talk – scroll to last half of talk to show him using
cheek switch to deliver speech and scan to answer questions (search:
“Stephen Hawking TED Talk” to find video).
Assistive Technology in the Classroom
2010
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
Slide twenty-four – Keyboard Options.

Slide twenty-five – Intellikeys – Kenny.

Slide twenty-six – On-Screen Keyboard – Justin.

Slide twenty-seven – Pointing Device Options.

Slide twenty-eight – Trackpad – Ryan.

Slide twenty-nine – Session Activity – have participants brainstorm ideas
on how to improve the participation of physically challenged students
described on slide. Have them work on their own to generate ideas then
take a break. When they return to meeting space, have three studentspecific chat areas so they can add their ideas for each.

Slide thirty – Break time.

Slide thirty-one – Visual Access Technologies.

Slide thirty-two – Selecting Vision Technologies.

Slide thirty-three – Considerations Low Vision.

Slide thirty-four – Technology for Students with Low Vision.

Slide thirty-five – Considerations Blind / Dual Media.

Slide thirty-six – Technology for Students Who are Blind.

Slide thirty-seven – Session Activity - have participants visit the Aroga
website to explore low vision and blindness products. This is a general
exploratory activity – give them at least 10 minutes for exploration time.
Participants can click the link right on the slide to go to site. Provide chat
area for commentary when they return to meeting space OR provide
participants with a short list of low vision or blind technologies and have
them do a “scavenger hunt” for them on the site.

Slide thirty-eight – Vision Technology Matrix.

Slide thirty-nine – Online Technology Matrices – Demonstrate use of
CitEd Technology Matrix (link on slide) – search for “low vision” and “blind”
and demonstrate how to generate comparison matrix (note: generation of
the matrix takes some time, so it is a good idea to have one pre-done,
demonstrate how to create it and then simply bring it up while
demonstrating).
Assistive Technology in the Classroom
2010
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

Slide forty – Discussion Forum – have participants break back into their
small groups to discuss the actual AT implementation chart that is in their
student’s AT implementation plan. Display the chart while giving
instructions and look at first two tasks and have whole group decide who
has the primary responsibility for the task and who would be supporting.
Once participants understand the overall discussion task, break them into
their small groups. Give them 15 minutes to complete the chart adding
any tasks they feel are missing. When they return to the main meeting
space, focus on those tasks that the EA would be responsible for or would
be supporting – emphasize these eliciting feedback from the whole group.

Slide forty-one – Final Thought…

Slide forty-two – Session Summary Activity – remind the participants how
to complete the Session Summary Activity (either online – include link on
slide or on .rtf which will be emailed to them).

Slide forty-six – Any last questions? Respond to any questions and
ensure everyone is feeling comfortable moving forward.
Move to Wrap-up area of online meeting room. Direct participants to complete
polls or respond to final chat questions, etc. Ensure participants have instructor
contact information and time/date of next meeting.
Session Assessment



Refer to participation and communication rubrics to determine participant
completion of these components of session.
If necessary, review chat history and discussion forum history to enter C / NC on
Learning Option Assessment chart.
Refer to learning rubric when participants submit Session Summary Activities
and enter C / NC on Learning Option Assessment chart.
Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom: Session 6 (Online – 3 hours)
Session Description – Assistive Technology to Support Communication
In this session, participants will be introduced to assistive technology which can be used
to support students who have communication challenges. Strategies for supporting
AAC using students in the classroom, the importance of creating communication
opportunities and selecting appropriate messages for the AAC system, and specific
AAC technologies will be highlighted.
Session Objectives
Upon successfully completing this session, participants will be able to:
 give practical examples of how students with communication challenges can be
supported in the classroom.
 describe important considerations when selecting messages for AAC systems.
 describe a range (low tech to high tech) of AAC systems and how specific
technologies can support student communication.
Instructor Resources / Supplies Required
 Two up-to-date laptops with headset microphone
 Stable high speed Internet connection
 Access to synchronous online meeting space
 Active email account
 Session presentations, notes, and assessment tools
 Boardmaker Plus
 Dynavox emulation software
Instructor Preparation




Immediately following the Session 4 online session, email participants:
 a reminder of the date/time for this session’s online session
 Session 6 handout
Review session presentation – decide how Session Summary will be completed
and adjust PowerPoint Slide #35 as needed.
Prepare online learning environment (e.g. pre-load presentation, prepare
information and interactivity tools, prepare Break Out room for Discussion
Forum).
Prepare plan for demonstrating Boardmaker Plus.
Assistive Technology in the Classroom
2010
Page 39
Introduction


Have “Lobby” area of online meeting room open with welcome back message
and poll / chat areas with review questions from last session. Check audio
levels. Go over presentation agenda. Respond to feedback, questions, etc.
Emphasize objectives for the session – this is the third of the sessions when
participants will be introduced to a wide variety of technologies. Revisit the
overall goal of awareness and understanding, not remembering specific details
about specific technologies.
Presentation and Activities

Move to the classroom area of the online room where the Session 6 PowerPoint
presentation is displayed. Please see actual slide notes for key points for each.

Slide one – Title slide only.

Slide two – Session title slide.

Slide three – Presentation agenda.

Slide four – Introduction

Slide five – Think about this… Have participants spontaneously chat
about the questions on the slide – provide a task specific chat area for this
purpose. Respond to comments.

Slide six – Purposes of Communication.

Slide seven – Common Myths about AAC.

Slide eight – Including AAC Users.

Slide nine – Planning for Inclusion.

Slide ten – Watch this… - Participants will view a video demonstrating
how one AAC using student has successfully mentored a younger student
just beginning with AAC. Video is 6:26 min long – provide task specific
chat area to discuss EA role in supporting the mentorship relationship.

Slide eleven – AAC Intervention Strategies.

Slide twelve – AAC Intervention Models.

Slide thirteen – AAC Intervention Strategies.
Assistive Technology in the Classroom
2010
Page 40

Slide fourteen – Break time.

Slide fifteen – AAC Intervention – Message Selection.

Slide sixteen – Session Activity – Participants individually create 15, 9, 5
and 1 message communication board (messages) for student eating lunch
with other students. You can assign individual participants to message
boards or have them look at them all and then select participants to give
their suggestions in specific chat pods.

Slide seventeen – Boardmaker Plus Software – after discussing the
information on the slide, switch to sharing desktop to demonstrate basic
features of Boardmaker Plus software and how it can be used for both
communication and academic purposes.

Slide eighteen – Break time.

Slide nineteen – Speech Generating Devices.

Slide twenty – Single Message Devices.

Slide twenty-one – Single Message Examples.

Slide twenty-two – Multiple Message Devices.

Slide twenty-three – Multiple Message Examples.

Slide twenty-four – Dynamic Display Devices.

Slide twenty-five – Dynamic Display Examples – if there is time, switch to
desktop sharing and demonstrate dynamic display using emulation
software for Dynavox product.

Slide twenty-six – Icon Sequencing Devices.

Slide twenty-seven – Icon Sequencing Examples.

Slide twenty-eight – Watch this… Participants will be watching a video
entitled “Terron – the Ad-Vantage of Writing” – main message of video is
that AAC devices can be used for academic purposes (e.g. writing) as
well. Emphasize the role of the EA in providing the support needed for
Terron to succeed. Participants can view the video and move into break.
When they return from the break, have them chat in comments on video.

Slide twenty-nine – Break time.
Assistive Technology in the Classroom
2010
Page 41


Slide thirty – Text-to-Speech Devices.

Slide thirty-one – Text-to-Speech Examples.

Slide thirty-two – AAC System Not a Device.

Slide thirty-three - Final Thoughts…

Slide thirty-four – Discussion Forum – Instructor may need to display a
sample lesson plan using template from AT Implementation Plan to model
what is expected during discussion forum.

Slide thirty-five – Session Summary Activity – remind the participants
how to complete the Session Summary Activity (either online – include link
on slide or on .rtf which will be emailed to them).

Slide forty-six – Any last questions? Respond to any questions and
remind participants they are nearing the end of the Learning Option.
Move to Wrap-up area of online meeting room. Direct participants to complete
polls or respond to final chat questions, etc. Ensure participants have instructor
contact information and time/date of the face-to-face hands-on practice session
(next meeting).
***Remind participants that they need to complete their Student AT
Implementation Plan and submit it at the beginning of the
face-to-face (F2F) session.
Session Assessment




Refer to participation and communication rubrics to determine participant
completion of these components of session.
If necessary, review chat history and discussion forum history to enter C / NC on
Learning Option Assessment chart.
Refer to learning rubric when participants submit Session Summary Activities
and enter C / NC on Learning Option Assessment chart.
Recommend emailing participants their updated assessment forms once Session
6 Summary Activity is complete (keeps them updated on their progress during
course).
Assistive Technology in the Classroom
2010
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Assistive Technology in the Classroom: Session 7
Hands-On Practice (F2F – 3 hours)
Session Description – Assistive Technology Hands-On Practice
In this session, participants will meet to practice using a number of the assistive
technologies they can expect to encounter in the schools. The session is designed to
be both instructional and exploratory in nature – participants will be led through practice
with software titles, and will also have the opportunity to freely explore the software and
the hardware present.
Session Objectives
Upon successfully completing this session, participants will be able to:
 describe the main features of a number of assistive software programs including
Kurzweil 3000, Clicker 5, Classroom Suite 4, and Boardmaker Plus.
 describe the main features of a number of assistive technology devices including
the Fusion, single, multiple, dynamic display and icon sequencing SGDs, braille
notetaker, room magnifier, etc.
 describe how the various assistive technologies meet specific student needs.
It is important to note that the objective of this hands-on practice is not to bring
participants to a mastery level on any one piece of technology – but to introduce them to
the main features and allow them to explore how the technologies work.
Instructor Resources / Supplies Required
 Up-to-date laptop with high speed Internet connection
 Computer projection system or SmartBoard
 Access to a computer lab with necessary software installed
 AT Toolkit containing assortment of assistive technology devices (e.g. Fusion,
single, multiple, dynamic display and icon sequencing SGDs) and two laptops
with specialized software such as Magic and switch access
 Tip sheets, tutorials, etc. as needed for specific technologies being demonstrated
(this can be downloaded from SET-BC Learning Centre or vendor sites)
Instructor Preparation
 One week prior to the face-to-face session, email all Learning Option participants
giving them the information needed to attend the hands-on practice session.
Remind them to bring their completed AT Implementation Plan to hand in at the
beginning of the session.
 Prepare instructional/demonstration sequence for Kurzweil 3000, Clicker 5,
Classroom Suite 4, and Boardmaker Plus.
 Prepare discussion points for other technologies in AT Toolkit.
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2010
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
Day of the face-to-face meeting:
 Have all technology in place prior to beginning of session – ensure all
devices have been charged, software installed in computer lab (if using),
laptops charged and working (if not using district computer lab)
 Have name tags available for everyone
 Ensure enough copies of tutorials, tip sheets, etc. are available
 Check computer projection system or SmartBoard
Introduction



Welcome everyone to the face-to-face hands-on practice session. Ensure
everyone has a name tag.
Collect Student AT Implementation Plans from each participant.
Discuss the purpose and objectives for the session. Emphasize that only a short
amount of time will be spent on any one technology – there will be short
demonstrations followed by a chance for them to explore the technology to see
how it works. The goal is to be introduced to the technology, not to master it in
such a short period of time.
Presentation and Activities


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As per instructor plan for demonstration and practice, begin with first technology.
It is recommended that you present the technologies in roughly the same order
as the previous sessions. For example, begin with technologies that support
learning, followed by those that support participation, and finally communication.
Demonstration / exploration plan should be such that participants move from
whole group instruction and practice to small group exploration of devices and
back again. This will provide interest and allow participants to get up and move
around during the three hours.
All demonstrations should be as brief as possible and should be just enough to
support participant exploration of the technologies on their own for 10-15
minutes.
Offer a short break half way through the three hours – some participants may
choose to use the time for further exploration.
Try and have some time at the end of the session for free time on whatever
technology participants wish to explore.
Bring everyone together for the final 10 minutes to wrap up session – discuss
participants’ experiences. What was most interesting? What was surprising?
Which technology had they seen before? Which technology was completely new
to them? What students did they have in mind when looking at the technologies?
Remember to remind them of the final, online session date and time before
participants leave.
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2010
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Session Assessment
 Refer to participation and communication rubrics to determine participant
completion of these components of session.
 If necessary, review chat history and discussion forum history to enter C / NC on
Learning Option Assessment chart.
 Refer to learning rubric when participants submit Session Summary Activities
and enter C / NC on Learning Option Assessment chart.
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2010
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Assistive Technology in the Classroom: Session 8 (Online – 3 hours)
Session Description – Assistive Technology in Action
In this session, participants will bring together all the concepts presented in previous
sessions as they look at student case studies of successful AT implementation. Student
need to technology features and the role of the EA in supporting the students will be
emphasized.
Session Objectives
Upon successfully completing this session, participants will be able to:
 describe the features of some of the most commonly implemented assistive
technologies.
 identify the features of specific assistive technologies that are important when
matching the technology to student need.
 select appropriate technologies by matching student need and program
requirements to technology features.
 identify ways EAs can support students using specific technologies.
Instructor Resources / Supplies Required
 Two up-to-date laptops with headset microphone
 Stable high speed Internet connection
 Access to synchronous online meeting space
 Active email account
 Session presentations, notes, and assessment tools
Instructor Preparation

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Immediately following the face-to-face practice session, email participants:
 a reminder of the date/time for this session’s online session
 Session 7 handout
Review session presentation – decide how Session Summary will be completed
and adjust PowerPoint Slide #22 as needed.
Prepare online learning environment (e.g. pre-load presentation, prepare
information and interactivity tools, prepare Break Out room for Discussion
Forum).
Prepare AT implementation plans that will be displayed and discussed during
session.
Divide participants into four groups.
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2010
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Introduction


Have “Lobby” area of online meeting room open with welcome back message
and poll / chat areas with review questions from last session. Check audio
levels. Go over presentation agenda. Respond to feedback, questions, etc.
Emphasize objectives for the session – participants should focus on how the
student case studies demonstrate the importance of matching student need /
program requirements to technology features. Also have them focus on how
their role as an EA is critical in all the successful AT implementations.
Presentation and Activities

Move to the classroom area of the online room where the Session 7 PowerPoint
presentation is displayed. Please see actual slide notes for key points for each.

Slide one – Title slide only.

Slide two – Session title slide.

Slide three – Presentation agenda.

Slide four – Introduction – Think about this… Provide participants with
task specific chat area to contribute comments and ideas. Discuss
comments.

Slide five – Diana – once points on slide have been discussed, pull up
poll giving participants four choices (one matching solution on next slide) –
participants vote on technology solution they think is best. Discuss poll
results.

Slide six – Diana’s AT Solution.

Slide seven – Meagan - once points on slide have been discussed, pull
up poll giving participants four choices (one matching solution on next
slide) – participants vote on technology solution they think is best.
Discuss poll results.

Slide eight – Meagan’s AT Solution – after points are discussed display
AT implementation plan from participant(s) on Meagan. Discuss plan.

Slide nine – Aaron - once points on slide have been discussed, pull up
poll giving participants four choices (one matching solution on next slide) –
participants vote on technology solution they think is best. Discuss poll
results.

Slide ten – Aaron’s AT Solution – display AT Implementation plan(s) as
Assistive Technology in the Classroom
2010
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for Meagan.

Slide eleven – Samuel - once points on slide have been discussed, pull
up poll giving participants four choices (one matching solution on next
slide) – participants vote on technology solution they think is best.
Discuss poll results.

Slide twelve – Samuel’s AT Solution.

Slide thirteen – Nick - once points on slide have been discussed, pull up
poll giving participants four choices (one matching solution on next slide) –
participants vote on technology solution they think is best. Discuss poll
results.

Slide fourteen – Nick’s AT Solution – display AT Implementation Plan(s)
for Nick as for Meagan / Aaron. After discussing plan(s), assign each of
four participant groups to one program in SOLO Suite. Have participants
explore that area of the Don Johnston website. They should also have a
break – total time for exploration and break – 20 minutes. When they
return to the meeting space, group members report what they learned
(modified jigsaw strategy).

Slide fifteen – Break time.

Slide sixteen – Ilyaz

Slide seventeen – Ilyaz’s AT Solution – after discussing points on slide,
have participants view video of student using vision technologies. Provide
task specific chat area to comment on student independent use of
technology.

Slide eighteen – Rebecca

Slide nineteen – Rebecca’s AT Solution – display appropriate AT
Implementation plan and discuss.

Slide twenty – Session Activity – have participants review the student
case studies noting in their session handout chart how the technology
features have been matched to student need and program requirements.
When they return to the meeting space, go over chart discussing
important points.

Slide twenty-one – Discussion Forum – the final discussion forum task is
to design an essential AT Toolkit for EAs. Randomly assign participants
to groups – when they finish the discussion time, provide enough chat
areas for each group to list what they would have in their kit and why.
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2010
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

Slide twenty-two – Session Summary Activity – remind the participants
how to complete the Session Summary Activity (either online – include link
on slide or on .rtf which will be emailed to them).

Slide twenty-three – Hooray – Congratulate all participants on completing
the Learning Option. Explain what they need to do to finish the option and
any information about Completion Certificates and when you will be
sending them their final assessments.
Move to Wrap-up area of online meeting room. Direct participants to complete
polls or respond to final chat questions, etc. Ensure participants have instructor
contact information and any final instructions on deadline for submitting Session
7 Summary Activity.
Session Assessment

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

Refer to participation and communication rubrics to determine participant
completion of these components of session.
If necessary, review chat history and discussion forum history to enter C / NC on
Learning Option Assessment chart.
Refer to learning rubric when participants submit Session Summary Activities
and enter C / NC on Learning Option Assessment chart.
Email participants final assessment once Session 7 Summary Activity has been
received and evaluated.
Distribute the evaluation form for the SSEAC Education Assistant initiative. Please
forward to the HR administrator in your district.
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2010
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Assistive Technology in the Classroom
Learning Option Assessment
Participant Name:
Instructor Name:
Course Dates:
Completion of Activities (C = Complete / NC = Not Complete)
Participation
Communication
Learning
Mod 1
Mod 2
Mod 3
Mod 4
Mod 5
Mod 6
Mod 7
Final
(online meeting)
(Discussion Forum)
(Module Activity)
/7
/7
/7
Comments
Must complete 6/7 in each
Attended and Participated in Hands-On Practice Session
Yes No
Student AT Implementation Plan (reviewed during Module 7 meeting)
Student Profile
C / NC
Comments
Overall Course Assessment: Complete / Incomplete
General Comments:
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2010
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Assistive Technology in the Classroom
Learning Option Assessment Rubrics
Complete (C)
Participation
(Online Meetings)
Communication





(Discussion Forum)


Learning

(Module Summary
Activities)


AT Implementation
Plan



Not Complete (NC)
Attended online meeting
Contributed to discussions
Asked appropriate questions
Completed online activities


Completed Discussion
activity
Contributed to small group
discussion
Demonstrated understanding
of activity content (on topic)

Completed all components
of module summary activity
Responses were accurate
and demonstrated
understanding of module
content (i.e. met objectives)
Responses contained
appropriate amount of detail

All sections of AT plan were
completed
AT Plan demonstrated
understanding of EA role in
AT implementation
AT Plan contained
appropriate amount of detail

Assistive Technology in the Classroom
2010

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

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Did not attend online meeting OR
Little or no contribution to
discussions OR
Did not complete online activities
Did not complete Discussion
activity OR
Made little or no contribution to
small group discussion OR
Contributions did not demonstrate
understanding of activity content
(off topic)
One or more components of
module summary activity not
completed OR
Responses were inaccurate or
did not demonstrate
understanding of module content
(i.e. met objectives) OR
Responses lacked detail or
explanation
One or more sections of AT Plan
not completed OR
AT Plan did not demonstrate
understanding of EA role in AT
implementation OR
AT plan lacked detail or
explanation
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