rethinking assistive technology
DESCRIPTION
School district Assistive Technology services have not substantially changed since the Tech Act was passed in 1988. In this presentation, the outline for a new model of AT service provision is suggested.TRANSCRIPT
Accessible Learning Technology AlternativesLorianne Hoenninger, MS ATP-RESNA
Legacy Practices vs. Best Practice – AT EvaluationsCurrent AT delivery systems require teams to make a
referral for AT evaluation before a student can receive assistance
This practice is based on the deficit model, similar to the referral, identification and placement model of Special Education
This practice has resulted in significant delays in the provision of services, in addition to high cost and inadequate follow-up services
Legacy Practices vs. Best Practice - AT ConsiderationSpecial Education teams are required to consider AT
without knowledge or understanding of the tools/training necessary to effectively implement the consideration mandate
As a result, the mandate to consider AT has changed into a task of procedural compliance.
These practices do not support RTI, as only previously identified students can receive AT devices and services
Legacy Practices vs. Best Practice – AT ImplementationThere is a significant gap between procedural compliance
and effective classroom practicesSystems are not put into place to measure the value of
assistive technology practicesAssistive Technology and Instructional Technology
systems work in parallel rather than together to build an RTI supportive system that facilitates the education of all students
Response To Intervention Focuses on teaching all students throughCollaborationMulti-tiered Service DeliveryResearch Based InstructionEvidence Based DecisionsProactive Intervention and Prevention
Supporting RTI through Assistive Technology – UDLIDEA 2004 defines Universal Design for Learning as the
design and use of flexible materials and media to ensure access to educational materials for students within a wide range of functional capabilities
UDL includes “accommodations for all students that are built into the technology plan and classroom design rather than added on as an afterthought” (from www.cast.org )
UDL supports AT as an RTI intervention and is promoted by both NYS and Federal guidelines
Key components of UDLMultiple means of representation to give learners various
ways of acquiring information and knowledgeMultiple means of expression to provide learners
alternatives for demonstrating what they knowMultiple means of engagement to tap into learners’
interests, challenge them appropriately and motivate them to learn
Supporting RTI through Assistive Technology -UDL examplesaccessible Web pages (e.g. voice output, large print)electronic versions of textbooks and other curricular
materials captioned and/or narrated videosword processors with word prediction, text-to-speech,
graphic supported text and speaking spell checkersvoice recognitionportable keyboardsWeb 2.0 tools
What should Assistive Technology best practice look like?Assistive technology software tools are available to non-
classified ‘at risk’ students as well as to classified studentsStaff routinely utilize UDL and AT devices and strategies to
support student learningPrint materials are available in multiple formatsWell trained staff consider the need for routine AT devices
and services for students, and immediately implement needed accommodations
AT evaluations by outside providers “are the exception” rather than the rule for the initiation of AT interventions
Districts define outcomes and collect data to measure the efficacy of technology interventions
How can Accessible Learning help?We can provide intensive staff development through in-
services and professional development classesWe can provide full day consultation services to model
best practices to teachers and offer ongoing support to teachers and students as they learn how to incorporate AT devices and strategies
We can provide guidance on the selection and purchase of assistive technology tools
We can provide guidance towards the selection and integration of the free resources available on the internet into best teacher practice
How can Accessible Learning help?We can work closely with the District IT Department to
develop learning environments that support all learnersWe can assist districts to capitalize on existing
technology resources, such as Microsoft Office, to support special needs
We can help districts develop a screening system that detects students who may as of yet unidentified, but in need of technology to enhance their academic performance
In closing, Accessible Learning can help districts to:Comply with federal mandates relating to Assistive
TechnologyDecrease referrals to Special Education by providing RTI
through Assistive TechnologyImprove outcomes of special needs students on state
assessments through access to approved Assistive Technology accommodations
Enhance positive educational outcomes for all students
For more information, please contact us at:Accessible Learning Technology AlternativesPO Box 597Shirley, NY 11967Phone: (631)399-5750Fax: (631)207-8405Email: [email protected]: Lorianne HoenningerNew website coming soon: www.accessiblelearning.net