Assistive Technology

Assistive Technology

SpEd 417/517SpEd 417/517

• 1. Select an environment for instruction• analyze sensory and motor characteristics

• 2. Delineate the required activities and skills• 3. Assess performance in the environment (of person

with disability)• 4. Identify and analyze performance discrepancies• 5. Select priority instructional objectives• 6. Develop instructional strategies

Individualized Adaptation Process/Lesson Plan

7. Teach skills directly8. Use adaptations a. generate ideas b. design, then construct c. outline teaching procedures

9. Implement and evaluate, modify and fade as appropriate

• 1. Select an environment for instruction• Select “real world” environment in which student must learn

to function• Describe sensory and motor characteristics

Lesson Plan

• PUBLIC LIBRARY• enjoys listening to music and looking at magazines• activities were age-appropriate• family used the selected library• located near home• proximity to other community sites• low cost to use facility• facility open when available

“George”

• 2. Delineate the activities and skills required in the environment• Complete “skills inventory” by delineating activities

performed and skills required by a person without a disability for functioning within the selected environment

Lesson Plan

• Choosing an audiotape• locate audiotape section• browse through audiotapes• select one audiotape

• Listening to audiotape• locate audiotape• position self• open audiotape player lid• insert audiotape• close lid• put on headphones• turn on audiotape• adjust volume

“George”

“George”

• Choosing a magazine• locate magazine section• locate preferred magazines• select one magazine

• Browsing through magazine• locate an area to sit• position self• hold magazine• read articles/look at pictures• turn pages

• 3. Assess performance in the environment• Take student to natural environment• Complete skills inventory

Lesson Plan

• Skills performed independently• looked at one tape• scanned then located the tape• looked at one magazine• looked at pictures in magazine

“George”

• 4. Identify and analyze performance discrepancies• Student performance discrepancies are identified in relation to

how a person without disabilities would function in the environment

Lesson Plan

• Skills which George requires assistance with player• locate audiotape section• browse through audiotapes• position self• open lid of player• insert audiotape• close player lid• put on headphones• turn of audiotape• adjust volume

• Skills which George requires assistance with magazine• locate magazine section• locate preferred magazine• locate an area to sit• position self• hold magazine• turn the pages

“George”

• 5. Select priority instructional objectives• Maintains health and vitality• Enhances participation in current & future

environments• Increases social inclusion• Frequent and multiple applications across

environments and activities• Essential for further development• Priority for a significant person in that environment

Lesson Plan

“George”• Priority objectives

• active participation in community setting - library

• engaged in activity with community members

• can use these skills across settings

• can lead to higher level technological skills

• George wants to listen and read magazines

• 6. Develop instructional strategies• Direct instruction

• antecedent events• consequent events

• Develop instructional adaptations - generate adaptations that will enable greater and more independent participation• provide personal assistance• modify skills or activities• use an adaptive device• modify physical and social environments

Lesson Plan

• 7. Direct Instruction• Antecedent events

• Use of prompts• verbal• observational• physical

• Prompting systems• least intrusive prompts• graduated guidance

• Task presentation• massed trials• distributed trials• spaced trial sequence

• Consequent events• Delivering reinforcement• Correcting errors

Lesson Plan

• Teach the following skills directly• locate audiotape• close player lid• locate magazine section• locate area to sit

“George”

• 8. Instructional adaptations• a. Providing personal assistance

• be careful not to over-use assistance• consider principal of “partial participation”

• b. Modifying skills or activities• changing typical skill sequence• opportunities for repetition• target priority skill and eliminate low priority skills

• c. Using an adaptive device• select a pre-made adaptation• create an adaptation to simplify task

• d. Modifying physical and social environments• make changes to physical aspects of environment• promote positive interdependence among student and

peers

Lesson Plan

• Develop individualized adaptations• a. Non-disabled peer assists George to move around

library• b. Peer chooses several age-appropriate options and

George makes final selection by looking at or touching one of the options

• c. Activate a micro-switch with controlled arm or head movement and place magazine on easel

• d. Provide supportive positioning in library setting and ensure access to peers

“George”

• Activities of daily living• Control of the environment• Position and seating• Vision• Hearing• Recreation• Mobility• Reading• Learning/studying• Math• Motor aspects of writing• Computer access• Composing written material• Communication

Assistive Technology

Considerations

• 9. Implement and evaluate, modify and fade as appropriate• Use of adaptive devices serve only to simplify task, not

teach the student• Direct instruction continues to be necessary - systematic

cueing and fading strategies should be designed, implemented, and evaluated

Lesson Plan

“George”• Implement, evaluate and fade as appropriate

• Gradually fade peer support

• Change presentation of options to increase reliability

• Change switch placement

• Change seating and supports as appropriate

• Evaluate effectiveness of adaptation• performs its intended function• integrated into instructional sequence• accompanied by sufficient instruction to learn

adaptation• facilitates independence• results in least intrusive assistance• attractive and safe• “fits” the specific context• results in acceptable rate and quality of performance• does not interfere with interactions

Lesson Plan

• Considerations for using adaptations• Active participation• Preference• Longitudinal use• Instructional time• Design and construction• Physical movement demands• Precautions

• Over-generalizing• Need for systematic instruction• Ongoing evaluation of student performance with and

without adaptation• Expect several modifications before most efficient match

is found• Accessing resources

• community• written• vendors

Lesson Plan

“George”

• Adaptations were age-appropriate

• They provided necessary support

• Direct instruction was provided throughout

• Independence was fostered throughout

Adapted Lesson Plan for Ryan

• Preschool

• Interagency team provided services in home setting while transitioning to preschool setting

• Elementary

• Placement in an elementary classroom with resource room support for physical management needs, personal cares, and adapted curricular needs

• Secondary

• Placement in a self-contained classroom for students with moderate to severe disabilities

• Consider domain area of selected lesson plan• Complete “Individualized Adaptation Process”• Search for adaptation options and add

pictures/reference to plan• Provide list of resources for adaptations in

selected domain area• 30 points for completion of above “Adaptation

Process”, 25 points for including assistive technology options, 25 points for use of multi-media

Adapted Lesson Plan