Implementation of Technology in the Classroom
Implementation of Technology in the Classroom document sample
Shared by: wyr96520
ATIP in Every Classroom (Assistive Technology Implementation Plan) Prekindergarten Program for Children with Disabilities Objectives Know when and why an ATIP should be written Know how to choose appropriate tasks and tools for the ATIP Know how to implement the ATIP and when/how to obtain assistance WHY an ATIP? WHY an ATIP? All students should make good progress in all areas If the regular classroom supports clearly are not helping a student perform as s/he should, additional supports or accommodations are needed to be successful WHY an ATIP? Documents the efforts of the school/family team and tracks student progress over time Facilitates smoother transition to another pre-k class or kindergarten by documenting successful strategies for the next teacher to use WHY an ATIP? Parents/caregivers need to be aware that their child is not making adequate progress in certain areas and that additional support or accommodations are necessary Parents should be a part of the process and the use of AT should carry over to the home Sometimes parents do not realize the extra lengths teachers go to in order for their child to be successful WHY an ATIP? It WORKS! Students show progress You will be a better, more prescriptive teacher WHEN should you write an ATIP? WHEN an ATIP? When a student you have had in class for 1-3 months is not showing adequate progress with regular classroom materials/strategies If it is documented in the student’s IEP that one needs to be completed Before an Assistive Technology Assessment or a FAB is requested from the Pre-SPED staff BEFORE January if a student is transitioning to kindergarten WHERE to start an ATIP? Observe, observe, observe... ...even if you think you know what the problem is! Take time to observe (and ONLY observe) the child in the problem task WHERE to start? Observe Observe Observe WHO is available to help you get started? “SWAT” Team (Success with Assistive Technology): Pre-K Tech Team: Tina McAlpin and Sheila Miguel Pre-K Multiply Impaired Specialist: Laura Seminario Pre-K Autism Support Teachers: Kathy Velazquez and Claudia Monsalve HOW will they help you? Email - answer questions or direct you to helpful web resources Over the phone Classroom visit to guide your student observation Attend your first ATIP meeting and guide you through the process Email - give feedback on draft ATIP HOW to write the ATIP Think of the ATIP as an investigation Tasks should be related to IEP goals, but broken down to a first step or first manageable piece ATIP should be a fluid document, results change strategies, etc. HOW to write the ATIP The ATIP is completed by the teacher with team members, including the parent in an informal meeting - no formal notification is needed since the IEP will not be amended After implementation, an IEP meeting should be held to document results and add accommodations to the IEP Question #1 - What does this student like to do? Helps you choose motivating activities Helps you choose communication topics that interest student Helps you choose more effective reinforcers Question #2 - What does this student do well? Use this as a base to begin intervention so you will build on the student’s strengths Question #3 - What task(s) do you want this student to do that s/he is not presently able to do A task ... is functional has a beginning and an end can be visualized needs to be stated using action verbs regarding behavior needs to be stated in positive terms BE SPECIFIC Instead of: draw/paint sing along with songs at Greeting Time “play” or “participate” join in play with a peer ride a trike use materials purposefully during Work Time BE SPECIFIC Instead of: stay at the table for Small Group Time “attend” or “stop complete a multi- hitting” step fine motor task follow verbal directions calm when upset Question #4 - Describe materials/strategies that have been used already and the results Documents your efforts Helps rule out tools/strategies already tried May help you decide to refine tool or strategy already tried Gives SWAT team background info in order to assist you Adaptation Station The Adaptation Station (pages 2 & 3) is a foundation of the Assistive Technology Implementation Plan (ATIP) document It is a compilation of classroom materials, instructional strategies, and assistive technology devices that are recommended for use with young children with disabilities to access the curriculum. Adaptation Station: http://prekese.dadeschools.net/ adaptationstation.html Each entry corresponds to an item on the Adaptation Station pages of the Pre-K SPED website. It is essential to become familiar with the resources in the Adaptation Station in order to write a comprehensive ATIP for a student. Adaptation Station On pages 2 & 3, use only the sections that correspond to the tasks you have chosen This is not a shopping list - the idea is to focus on the one or two “best” tools for now Indicate (checks, highlighting, etc.) items that have been tried and items that will be tried, skip items if N/A Adaptation Station If you choose a tool for Communication - you must choose one or more strategies from the AAC Strategies section Devices are not magic! Appropriate and consistent strategies are what make communication experiences meaningful, not just devices or pictures. Question #6 - Make a Plan! No ATIP is complete until at least one table is filled in, including documentation of results after an appropriate implementation period. Writing the Plan WHAT: Fill in the task directly from Question #3. Fill in the tool(s) you chose on the Adaptation Station WHERE: Check off where the tool will be obtained - if “Tech Team” be sure to request item(s) by contacting us WHEN: Think about the student’s needs throughout the daily routine and check off the times that this task will naturally occur Writing the Plan HOW: Describe specific instructional strategies for the use of the tool Be detailed enough that someone can get a picture of the interaction just from reading it This is THE MOST IMPORTANT STEP in a successful ATIP! When progress is not made, this is the first stop in looking for revisions - ESPECIALLY for Communication and PBS tasks Writing the Plan RESULTS: What does “appropriate implementation period” mean? Document (on the original) how the tools/strategies are working Writing the Plan What if it is working? – GREAT! – Keep it up or fade if not needed over time (PBS) – Expand the use if appropriate (AAC) to other parts of the daily routine – Contact Tech Team if student will need more comprehensive AAC – Send materials or arrange for similar AAC device if student changes class or transitions to kindergarten Writing the Plan What if it is not working? – Make sure your tool does what it is you thought it would do for the particular task; if not, change tool – Make sure you are consistently providing the tool and using the strategies – Give it time, especially with Comm. and PBS – Observe (and only observe) with an eye toward revising the strategies – Try different strategy, repeat – Contact (email) SWAT Team ANYTIME to ask for help Communication, Behavior & Physical Access Very common areas of need for our students in Pre-K SPED Very common reasons for writing an ATIP Let’s look at these areas in more depth... Communication A child has been in your class 1-2 months and demonstrates: receptive language difficulties expressive language difficulties reduced participation in oral activities difficulty with concept development (cognitive issues) Does “cognitive” really belong with Communication / AAC? If you have a way to talk about what you are learning, you are more likely to learn When you see it, hear it, do it, practice it, you can learn more – EX: difficulty with shapes, colors, matching/sorting, number concepts, multi- step tasks, etc. Can every child communicate and learn? Yes. If we believe they can, they can Yes! Usually more than we give them credit for Yes!! If given the support and understanding they need Communication - Why is language support so important for a child who is minimally verbal? Typical children learn to talk and then talk to learn. If learning to talk is too difficult and has not been very successful, they are not able to talk to learn without some form of AAC. Communication - Why is language support so important for a child who is minimally verbal? Lack of opportunity to participate verbally (even via AAC), may keep a child from showing what they know as well as learning what they can. It is through meaningful interaction that children learn how the world works and begin to understand what words mean. Communication - Why is language support so important for a child who is minimally verbal? Lack of verbal language does not indicate lack of intelligence. Presence of verbal language does not necessarily indicate higher intelligence. Communication - Why is language support so important for a child who is minimally verbal? Children who have language difficulties are at risk for social- emotional difficulties Communication - Why is language support so important for a child who is talking, but does not understand what you say? A child who is talking can be very social and appear like s/he is learning when s/he is not taking in the higher level academic information or is struggling with comprehension in pre- academic tasks Communication - Why is language support so important for a child who is talking, but does not understand what you say? Children who do not understand what you are saying may appear as behavior problems Communication - Why is language support so important for a child who is talking, but does not understand what you say?`` Children who do not understand may fail to make connections between oral language and the activities in which they participate and may fail to gain even basic concepts Positive Behavior Support / Organizational Strategies (PBS) A child has been in your class for 1-3 months and still has difficulty with: self control following routines staying with the group maintaining attention to activities playing (purposefully) alone or with others interacting with peers in socially appropriate ways Behavioral - Why is PBS important for a child who has little self-control? The child will... learn what is expected learn how to regulate him/herself when feeling out of control need less verbal attention from the teacher, resulting in fewer interruptions of the class will develop positive self-esteem Behavioral - Why is PBS important for a child who has trouble following routines? PBS... gives the message that you believe they can do it! decreases classroom disruption for redirecting or helping children builds receptive language skills helps child learn to attend and seek out supports when needed Behavioral - Why is PBS important for a child who can’t stay with the group? PBS... make expectations clearer and more understandable keep teachers from having to stop so often to physically redirect With the group = available to learn With the group = awareness that there is a place and time for everything Behavioral - Why is PBS important for a child who has difficulty playing? PBS helps child ... learn how to join ongoing play with others follow group rules/expectations learn what to do with materials learn to play independently or in groups understand that the teacher believes they are capable! Behavioral - Why is PBS important for a child who has difficulty interacting with peers? PBS gives the child tools to... accept and respond to social greetings to greet and engage peers to ask for and give toys/materials express frustration (and other feelings) in social situations Physical Access Positioning/Seating/Mobility Play/Participation Pre-Writing/Creative Representation Activities of Daily Living/Self-Help Computer Access Vision Hearing Physical - WHEN do I write an ATIP for Physical Access needs? A child has been in your class for one day - 2 weeks and: what you are doing in class is not helping them to participate actively you think they should be able to do more, but you are just not sure how child cannot sit, stand, or move independently/safely child has difficulty grasping/using writing tools or fine motor toys child cannot access playground equipment or outdoor play child has a visual or hearing impairment Physical Access - WHO can help? Pre-K Tech Team if there is no OT/PT on the case OT/PT Vision/Hearing Itinerant Parent of the child will know what is being used at home or what has been used in the past The “I” is for Implementation! It’s time to get in the classroom and give your plan a try...
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