1. SPED 410 Universal Design & AT sped410@gmail.com @mmatp Week 3 9/12/13

2. Agenda Article Assignment Presentations AT Consideration UDL & AT for Reading 3. Assistive Technology 4. The Case Against AT 5. AT Cycle Monitoring Implementation Provision Consideration 6. AT Cycle Consideration 7. AT Consideration Section 300.324(a)(2)(v) of the IDEA 2004 regulations states that IEP teams must consider whether the child needs AT devices and services when developing a students IEP 8. AT Consideration The AT consideration is a purposeful process that involves collaborative decision making, reviewing existing information about a student, potentially collecting additional information about a student, deciding whether or not a student needs AT, and, ultimately, if a student does need AT, identifying the AT needed for a student to receive a FAPE. 9. AT Consideration The onus for AT consideration falls upon the entire IEP team and is not relegated to an individual or an outside evaluator 10. Device or Service Defined by Public Law 100-407 of IDEA AT Device is 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 11. Device or Service Defined by Public Law 100-407 of IDEA AT Service means any service that directly assists an individual with a disability in the selection, acquisition, or use of an AT device. 12. Student (Person) Information specifically related to the student Environment Information related to anything or anyone around the student in places where the technology is expected to be used Task Information about what exactly happens in the environment educational tasks the student needs to complete Tool Information about what types of tools could be used to address the students needs, in the environment for a specific task 14 13. Promotes team building for consensus Provides for the collection of data As environments and tasks are explored, links between assessment and intervention become strong and clear Identify roles and responsibilities of team members Implementation of technology An array of technology options (no, low & high) QIAT (Quality indicators in Assistive Technology) 15 14. 16Reference: http://joyzabala.com 15. AT Consideration AT Evaluation AT Consideration AT Evaluation Brief discussion that determines need for AT Should consider existing data about the individual and determine if more data is needed Process for collecting additional data about an individual May involve: Task Demand Analysis Feature Match Analysis Tool Demand Analysis 16. UDL and Reading 17. AT Adaptations Remedial Vs. Compensatory 21 18. Range of available supports 19. Evaluating for Reading Accommodations 20. Reading Difficulties Read slowly and deliberately with no or little fluency Appears to read and re-read very slowly, when reading silently and orally Substitute, omit, and/or transpose letters, words, syllables, and phrases Lose place on page Have poor comprehension of written materials 21. What do I ask? Reading Define Tasks Identify Strengths Identify Strategies already tried How does the student tackle reading now? What tools do we think can help? 22. Technology to Support Reading Decoding Vocabulary Comprehension 23. Low Tech Tools - Reading 24. Tools for Reading Mid Tech Tools Audio books Electronic Dictionaries High Tech Tools Text to speech Fluency trainers Electronic Dictionaries 25. Activity Jaime supported employment activity Group Activity # 1 26. Single Word Support Quicktionary Reading Pen Franklin Speaking Dictionaries 27. E reader devices / features 28. Software based e book platforms 29. E book formats 30. Where to find AIM? 31. Readily Available Content (e.g., public domain e-text and audio e-text equivalents, Public Library Audio Books) Commercially Available Content (e.g., Audible.com, Recorded Books, ITunes Music Store, Amazon, etc.) 32. Learning Ally (Formerly Recordings for the Blind and Dyslexic) Collection Holdings: Textbooks, Periodicals, Tradebooks File Formats Available: .wma, DAISY Cost to Access: Yes, but depends 33. AIM - Auditory Text Recordings for the Blind and Dyslexic Now called Learning Ally Audible.com Speakonia (www.speakonia.com) 34. Bookshare.org Collection Holdings: Textbooks, Periodicals, Tradebooks File Formats Available: .brf, DAISY Cost to Access: No (for qualifying K- 12 Students), Yes (for others) 35. AIM Bookshare.org 36. NIMAC (http://nimac.us) Collection Holdings: Textbooks, Core Instructional Materials File Formats Available: NIMAS Cost to Access: No 37. Does the student require accessible, alternate format versions of printed textbooks and printed core materials? Has this need been documented in the students 504 plan or IEP? Is the material copyrighted? Does the student certified by a competent authority as having a print disability? Does the student have either a 504 plan or an IEP? 38. Read:OutLoud Bookshare Edition Read2Go App 39. www.amazon.com/gp/sendtokindle 40. www.amazon.com/gp/sendtokindle 41. Available for Firefox Chrome Safari (coming soon!) www.amazon.com/gp/sendtokindle 42. Ibooks author 43. AIM Ebook Content Management Systems Bookstream from Don Johnston Inc. 44. E Book Conversion Tools Read Ability dotEPUB EPUB Bud 45. Free Text Readers WordTalk (wordtalk.org.uk) Free; only works in MS Word ReadPlease (readplease.com) Free; must select text with mouse, copy and paste into ReadPleases window 46. Activity Jaime supported employment activity Group Activity # 2 47. Research shows that TTS Promotes access to text for wide reading Contributes to word recognition Provides a multisensory experience (hearing, seeing, sub vocalizing) Can be used to recreate the practice of repeated readings (best with recorded speech) 48. Scan & Read Systems Kurzweil 3000, WYNN, TextHelp R&W Gold 49. Acquiring Electronic Text Scanning Who will do the scanning? What will they scan? Can the person scan and edit? 50. Q & A 51. Next week: E-Companion Assignment 52. Remember.. No class next week! See you on the 26th