Assessing Students Needs for Assistive Technology

							Assistive Technology
  Tools & software
     Assessment


     Cindy Nankee
CESA #3 WATI Consultant
cnankee@cesa3.k12.wi.us
     www.wati.org
            Agenda

• Intro            • AT in the IEP
• Course outline   • STAGES
• ASNAT            • ATLAS
• Online Lending   • EvaluWare
  Library          • TASP
• NIMAS
            Course Intro

• 7 sessions
• 1 or 2 credits from Viterbo
• objecdtives
• assignment
       Session Objectives

• Participants will develop:
• Knowledge of best practices in the
  area of AT
• Competence in the use of AT
  assessment tools
• Competence in the use of AT tools
  and software
        Session Objectives

• Participants will develop:
• Ability to instruct students in the use of
  AT
• Ability to integrate AT into the
  classroom
• Ability to mentor and in-service fellow
  peers
          Final Assignment
• Paper summary of pre & post assessment,
  materials used, results of AT use, what you
  have learned.
• Class presentation 10-15 min.
  – Video pre and post session
  – Show any materials you may have developed
  – Demonstrate curriculum infusion/ class inclusion
• Plan AT in-service at your school
      Session I Assignment
• Select target student – video release
• Select AT focus (reading/writing/AAC)
• Video tape 3-5 min. student activity
  you anticipate being your focus
• Assess using one of the tools covered
  today
• Select and check out materials from
  loan library
• Schedule instructor visit
            Assessment
• Assessment: a group of activities
  conducted to determine a child’s
  Specific needs.
• Evaluation: a group of activities
  conducted to determine a child’s
  eligibility for special education.
                 ASNAT
• Assessing Students Needs for Assistive
  Technology
  – A Resource Manual for School District
    Teams
  – WATI (Wisconsin Assistive Technology
    Initiative)
  – www.wati.org
                    ASNAT
• Assessment Process
• AT for
  –   Computer Access
  –   Writing
  –   Communication
  –   Reading
  –   Recreation, Leisure & ADL’s
  –   Positioning Seating & Mobility
  –   Vision & Hearing
                 ASNAT
• Writing AT into the IEP
• Funding AT
• Appendix
  – References
  – Vendors
  – WATI product Catalog
• Assessment Forms
               The Law
              IDEA 2004
Laws and Policy
The Individuals with Disabilities Education Improvement Act of
2004 (IDEA) aligns IDEA closely to the No Child Left Behind
Act (NCLB), helping to ensure equity, accountability and
excellence in education for children with disabilities.
While regulations implementing the IDEA 2004 are being
prepared, the regulations implementing the 1997 law remain in
effect, to the extent that they are consistent with the IDEA
2004 statute.
(http://www.ed.gov/policy/speced/guid/idea/idea2004.html)
        Assistive Technology
Each public agency shall ensure that
assistive technology devices or
assistive technology services or both,
as those terms are defined …. Are
made available to a child with a
disability as required as a part of the
child’s
– Special Education
– Related Service
– Supplementary aids and services
602 (26) (A)(B) and (29) (A)(B)
  AT Law affecting Schools
Assistive Technology Device
   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 children with
   disabilities. 602 (1) (A)
   *EXCEPTION- The term does not include a
   medical device that is surgically
   implanted, or the replacement of such
   device. 602 (1) (B)
       Assistive Technology Service

Any service that directly assists a child with a
  disability in the selection, acquisition, or use
  of an assistive technology device. Includes:
• Evaluation of needs including a functional
  evaluation, in the child’s customary
  environment;
• Purchasing, leasing, or otherwise providing
  for the acquisition of the AT devices;
• Selecting, designing, fitting, customizing,
  adapting. Applying, maintaining, repairing
  or replacing of AT devices;
• Coordinating with other therapies,
  interventions, or services with AT devices
• Training or technical assistance for a child
  with disabilities, or where appropriate that
  child’s family; and
• Training and technical assistance for
  professionals, employers or others who
  provide services to employ, or are
  substantially involved in the major life
  functions of children with disabilities. 602 (2) (A-F)
 National Instructional Materials
     Accessibility Standard
• Provide instructional materials to persons
  with print disabilities in a timely manner.
  – 2 years after enactment or July1, 2007
• State educational agency (SEA) is required
  to:
  – Contract with publishers to provide the National
    Instructional Materials Access Center with
    electronic files of print materials
                           OR
  – Purchase materials from publishers in specialized
    formats.
  613 (a)(6)(A) and (B) and 612 (a)(23)
 AT Roles and Responsibilities
Range of situations:
• No one responsible for AT
• One person responsible for AT - little or no
   reduction in responsibilities
• One person – with some reduction in
   responsibilities
• Small team with some reduction in
   responsibilities
• Building level teams
• Well trained AT teams in each building with
   back-up from district AT team!
            Consideration
• IDEA ’97 added the requirement that
  each IEP Team consider the need for
  assistive technology as part of the
  consideration of special factors.
  – The IEP Team shall …
    • consider whether the child requires assistive
      technology devices and services.
“Consider” – American Heritage Dictionary



―To think carefully about, to form
 an opinion about, or to look at
 thoughtfully!‖
Consideration vs. Assessment

• Consideration – short discussion

• Assessment – detailed look at abilities
  and difficulties, demands of
  environment and tasks
     Consideration Guide
• Brief process
• More than someone saying ―does not
  apply to my students‖
• 1 Person on an IEP team must have
  some knowledge about assistive
  technology
• Most of the IEP should be completed
  after the consideration occurs
  Consideration Conclusions
1. Current interventions are working and
   nothing new is needed
2. AT is already being used and is functioning.
   AT is written into IEP.
3. New AT should be tried. Describe type of
   assistive technology to be used on a trial
   basis-- including features.
4. IEP team does not know enough to make
   a decision. Need to gather more info.
WATI Consideration Guide
       Tools for the Team
• AT Checklist
• AT Consideration Wheel
• How Do You Know It? How do You
  Show It?
• Closing the Gap Resource Directory
  $15. www.closingthegap.com
• DESK
• www.abledata.com
               AT Checklist
• Computer Access         • Recreation &
• Writing                   Leisure
    – Motor Aspects of    • Activities of Daily
      Writing               Living
    – Composing Written   • Mobility
      Material
                          • Positioning and
•   Communication           Seating
•   Reading               • Vision
•   Studying              • Hearing
•   Math
     AT Consideration Wheel

• Federal definitions/
  resources/AT continuum
• Developed by
  Technology and Media
  )Division (TAM) of the
  Council for Exceptional
  Children (CEC) &
  Wisconsin Assistive
  Technology Initiative
  (WATI)
• http://www.cec.sped.org/
  bk/catalog2/best_sellers.
  html
www.abledata.com
Skip ahead to AT categories
 come back to assessment
          Computer Access
•   Keyboard using accessibility options
•   Word prediction, abbreviation expansion
•   Keyguard
•   Arm supports
•   Trackball/trackpad
•   Alternative keyboard
•   Mouth stick
•   Switch with morse code
•   Switch with scanning
•   Voice recognition software
Computer Access
               Writing
• Motor Aspects of Writing



• Composing Written Material
      Motor Aspects of Writing
•   Regular pencil/pen with adaptive grip
•   Adapted paper
•   Slant board
•   Prewritten words and phrases
•   Templates
•   Portable word processors
•   Computer with word processing software
•   Voice recognition software to word process
    Adapted
pen/pencil/paper
         •   Use Wikki Stix
         •   Writing guides
         •   Rubber stamps
         •   Raised line paper
             with glue
         Slantboard


• Can use 4 inch 3
  ring binders
• easel
Preprinted words/phrases
              • Magnetic poetry
              • Magnetic
                alphabet letters
                on cookie sheet
              • Software
                – Writing with
                  Symbols
                – PixWriter
                – Intellitalk III
     Portable Word Processors
•   Comparison chart
•   AlphaSmart 3000
•   DreamWriter
•   Laser PC6
•   Brother models
•   Dana
•   Neo
 Voice Recognition Software
• Available on Mac and PC’s
• Discrete vs. Continuous
• Digital Portable recorders
• ViaVoice by IBM for Mac
• Dragon Naturally Speaking 8.0 - PC
Composing Written Language
• Word Cards/books      • Talking Word
• Pocket dictionary       Processors
                        • Abbreviation
• Writing templates       Expansion
• Electronic talking    • Word Proc with
  dictionary/spell        word prediction
  checker               • Multimedia
• Word processor with     software
  spell checking,       • Voice recognition
  grammar checking        software
       Word Cards/Word
       Books/Word Wall

• Commonly used within elementary
  schools

• Personal word books

• WordMaker – Don Johnston software
         Writing Templates
• Setup with subjects --- verbs --- objects
  and modifiers
• May include ―Story Starters‖
• Writing with Symbols
• PixWriter
• Clicker 5
Electronic talking dictionary

              • Franklin Products
              • www.franklin.com
              • Speaking and
                nonspeaking
                models
              • Tool for ESL students
Talking Word Processing
             • Write OutLoud
             • Intellitalk III
             • Provide auditory
               feedback to the
               student as they
               write letters, words,
               paragraphs.
             • $100
Word Processing with word
       prediction


              • Co:Writer® 4000
              • Text Help! Read and
                Write
    Abbreviation/Expansion
• TypeIt4Me – Macintosh shareware
• Shorthand 4.0 – PC
• Feature often offered within regular
  word processing program
 Word Processing with Writing
          Support
• Co:Writer 4000 - The Total Vocabulary
  System - TVS - lets teachers provide concise
  vocabulary that lets students write on any
  topic. It consists of TVS Main Dictionaries,
  Personal Dictionaries, Topic Dictionaries and
  the Topic Dictionary Toolkit.
• Draft:Builder Framework for organizing
  thoughts and information to develop first
  drafts. Includes outliner, notetaker and draft
  tool.
             Draft:Builder
• Includes outliner,
  notetaker and draft
  tool
• Bibliographer tool
• $149
     Activities of Daily Living
              (ADLS)
• Non slip materials to     • Adaptive dressing
  hold things in place        equipment (button
• Universal cuff/strap to     hook, elastic shoe
  hold items in hand          laces, Velcro instead of
• Color coded items for       buttons, etc.)
  easier locating and       • Adaptive devices for
  identifying                 hygiene (toothbrush,
• Adaptive eating             raised toilet seat, etc.)
  utensils (foam handles,   • Adaptive bathing
  deep sides)                 devices
• Adaptive drinking         • Adaptive equipment
  devices (cup with cut-      for cooking
  out rim)
         Communication
• Communication board/book
• Eye gaze display
• Simple voice output
• Voice output with levels
• Voice output with icon sequencing
• Voice output with dynamic display
• Device with speech synthesis for typing
Communication
                 Reading
• Standard text           • Talking electronic
• Predictable books         devices/software
• Changes in text size,   • Single word
  spacing, color,           scanners
  background color        • Scanner with OCR
• Books adapted for         and talking word
  page turning              processor
• Use of                  • Electronic books
  pictures/symbols
  with text
         Low tech - Reading
• Highlight important
  words
  – Key vocabulary
  – Words beginning
    with
  – Key facts
• Highlight Tape
• Reading strips
• Transparent Post It
  notes
       Text, Spacing, Color
• Color Overlays
• Background Color for word processing
• Increase space between words, lines
  of text
Supplement Text with Pictures
• Picture IT by Slater Software
• Boardmaker
   Speaking Spell Checkers
• Franklin Products
• Dictionary
• Thesaurus
• Spell checker
         Electronic Books
• Start-to Finish Books by Don Johnston
  – Gold – Grade 2-3 readability
  – Blue – Grade 4-5 readability
• Each Book includes the Book, Book on
  CD, and cassette tape of book
• Teacher materials included
  Create your own e-books
• Kid Pix 2
• Hyperstudio
• Buildability
• Intellipics Studio
• My Own Bookshelf
• Clicker 5
• Power Point
• www.starfall.com
 Use Computer to Speak Text
• Talking Word Processing
  –   WriteOutLoud
  –   Intellitalk III
  –   Read & Write Gold
  –   Read Please
  –   WYNN
       Learning & Studying
• Print/picture       • Pagers/electronic
  schedule              reminders
• Low tech aids to    • Single Word Scanners
  find materials      • Hand-held scanners
• Highlighted text    • Hand-held computers
                      • Software for
• Recorded material
                        manipulation of objects
• Voice output
                      • Software for
  reminders             organization of ideas
• Electronic
  organizers
            Low Tech Aids
• Hefty tabs
• Highlight tape
• Erasable highlighter
                 QuickLink
• Lightweight: 3 ounces
• Captures up to 1000
  pages
• Recognizes 6-22 point
  size text, bold, italic,
  underlined.
• Uses either infrared
  (IrDA) or the Serial Port
  (9 pin) to transfer data
  easily. (USB Optional)
                     Math
• Abacus/Math Line
• Enlarged math
  worksheets
• Low tech answering
  keys
• Math Smart Chart
• Money calculator
• Tactile/voice output
• Talking
  watch/calculator
• On-screen calculator
• Alternative keyboard
      Recreation and Leisure
• Toys adapted with         • Ergo Rest or other arm
  Velcro, magnets,            support for
  handles, etc.               drawing/painting
• Toys adapted with         • Electronic aids to
  single switch operation     control/operate TV,
• Adapted sporting            VCR, DVD, CD player,
  equipment (lighted or       etc.
  beeping ball)             • Software
• Universal cuff/strap to   • Completion of art
  hold crayons, markers,      activities
  etc.                      • Games on computer
• Modified utensils         • Other computer
  (rubber stamps,             software
  brushes, etc.)
     Activities of Daily Living
              (ADLS)
• Non slip materials to     • Adaptive dressing
  hold things in place        equipment (button
• Universal cuff/strap to     hook, elastic shoe
  hold items in hand          laces, Velcro instead of
• Color coded items for       buttons, etc.)
  easier locating and       • Adaptive devices for
  identifying                 hygiene (toothbrush,
• Adaptive eating             raised toilet seat, etc.)
  utensils (foam handles,   • Adaptive bathing
  deep sides)                 devices
• Adaptive drinking         • Adaptive equipment
  devices (cup with cut-      for cooking
  out rim)
Activities of Daily Living,
Recreation and Leisure
          ADL Resources
• Abledata, a database of over 19,000
  devices www.abledata.com
• Atstar offers AT Strategies, tools,
  accommodations and resources
  www.atstar.org/at_daily_living.htm
• Sammons Preston Rolyan is a catalog for
  rehab specialists
  www.sammonspreston.com
• Tech Connections website that connects
  people with AT
  www.techconnections.org/resources/pubsL
  ev3cfm?category=3&subcat=1405
    Positioning and Seating
• Non-slip surface on chair to prevent
  slipping (Dycem)
• Bolster, rolled towel, blocks for feet
• Adapted/alternate chair, sidelyer,
  stander
• Custom fitted wheelchair or insert
                Mobility
• Walker
• Grab bars and rails
• Manual wheelchair including sports chair
• Powered mobility (Cooper Car, GoBot)
• Powered scooter or cart
• Powered wheelchair w/ joystick or other
  control
• Adapted vehicle for driving
Positioning, Seating & Mobility
                   Vision
• Eye glasses             • Screen color contrast
• Optical aids            • Screen reader, text
• Large print materials     reader
• Auditory materials      • Braille notetaker
• Dictation software      • Braille translation
  (voice output)            software
• CCTV (closed circuit    • Braille embosser
  television)             • Enlarged or
• Screen magnifier          Braille/tactile labels for
  (mounted over screen)     keyboard
• Screen magnification    • Alternate keyboard
  software
                   Hearing
• Pen and paper           • Computer aided note
• Computer/portable         taking
  word processor          • Screen flash for alert
• TDD for phone access      signals on computer
  with or without relay   • Phone amplifier
• Signaling device        • Personal amplification
  (flashing light or        system/hearing aid
  vibrating pager)        • FM or loop system
• Closed captioning       • Infrared system
• Real Time captioning
Vision and Hearing
    Online Lending Library
• www.wati.org
  release form
• www.cesa3.k12.wi.us
  handout
   WATI Assessment Process
• Not a standardized tool
• PROCESS
• Involves team of professionals
• Designed as a tool to provide a
  process for teachers/therapists to
  assess a students need for assistive
  technology
Who completes the assessment?
5 components of
   team:
1. Student/parents
2. Curriculum
3. Language
4. Motor
5. Administrator
            WATI Forms
• WATI AT Assessment
  Directions/Procedure Guide
• WATI Student Information Guide
• WATI Environmental Observation
  Guide
• WATI Assistive Technology Decision
  Making Guide
• WATI Assistive Technology Checklist
• WATI Trial Use Guide and Summary
www.wati.org
    WATI Assessment Procedure
• Information Gathering
  – Student Information Guide
  – Environmental Guide
• Decision Making
  – AT Decision Making Guide
• Trial Use
  – Extended Assessment Plan
      WATI Assessment
 Directions/Procedure Guide
1. Gather information            4. Prioritize List of Tasks for
  1. Formal testing                 Solution Generation
  2. Student Information         5. Solution Generation
     Guide                          1. AT Checklist
  3. Observations –                 2. ASNAT Manual
     Environmental                  3. Closing the Gap
     Observation Guide                 Resource Guide
2. Schedule Meeting              6. Solution Selection
3. Decision Making               7. Implementation plan
  1. Complete Problem            8. Implement Planned
     Identification Portion of      Trial
     AT Decision Making          9. Follow-up on Planned
     Guide                          Date
     Information Gathering
• Student Information Guide
• Not a‖test‖
• Review what is all ready known
  – What AT is currently being used/past use?
• Identify what we do not know
  – Administer test
  – Interview
  – Observe child
   Complete the
 Referral/Question
Identification Guide
  Student Information Guide
For this course please choose one of the
  following categories:
• Writing
• Reading
• Communication
Also complete section 13 ―General‖ for
  all students
       Information Gathering
• Environmental Observation Guide
• Attempt to observe the child in several
  different environments
• Consider all customary environments
  –   Lunchroom
  –   Playground
  –   Classrooms
  –   Assemblies
  –   Home
     Information Gathering

• Environmental Observation Guide
• What are the tasks being conducted?
• Is the student an active participant?
• What adaptations or modifications are
  being used?
• What AT does the student currently
  use?
Environmental Considerations
• Who are the primary people interacting with
  student? Where are they positioned?
• How is instruction currently being delivered?
• What modifications are typically made?
• Where is the student positioned in the room
  and why?
• What are the typical auditory and visual
  stimulation levels in the room?
• Other sensory considerations (touch,
  movement, proprioception, smell, tastes,
  textures, small spaces vs. large spaces, etc.)
  AT Decision Making Guide

• Problem Identification
• Solution Generation
• Solution Selection
• Implementation
• Follow up
    WATI Assessment Materials
   Incorporate SETT Framework
     (Zabala, 1994) – Problem
          Identification
• Student –Describe abilities and
  difficulties
• Environment – where student learns,
  works, lives, and plays
• Tasks – curricular tasks
• Tools - to help child succeed
    Throughout the Process
• Present information in written format
  where everyone can see it
  – White board, flip chart, overhead
    projector
• Create a shared group memory
• Share roles and responsibilities
  – Facilitator
  – Recorder
  – Timekeeper
       Solution Generation
• Discuss brainstorming ―rules‖ to create
  a climate of trust
• All suggestions are written on chart
  paper
  – AT Checklist
  – AT wheel
         Solution Selection
• Encourage combining, sequencing,
  and prioritizing
• Obtain consensus from all participants
• Avoid:
  – Majority rule
  – Minority rule
  – Authority rule
    Complete Assistive
Technology Decision Making
      Guide Process

• Student: 5 –10 minutes
• Environment: 5-10 minutes
• Tasks: 5-10 minutes
• Solution Generation : 5 minutes
• Solution Selection : 20 minutes
• Follow-Up Plan: 2 minutes
            Class Act

• Yellow Handout
• Flip chart
• Facilitator
• Recorder
• Time keeper
 Trial Use Guide – page 60 - 62
• Acquisition
• Training
• Management/
  Support
• Student Use

• Trial Use Summary
     Writing AT into the IEP
• Many ―right‖ ways to include AT in the
  IEP -Brent Odell DPI

• Most important points:
  -clearly communicate what services
  the district will provide and,
  -the intended outcomes for the
  student
        Writing AT into the IEP
• ASNAT www.wati.org
• Writing Measurable IEP Goals & Objectives by
  Barbara D. Bateman & Cynthia M. Herr
   – $25.00
• Using AT to meet Literacy Standards by Sherry L.
  Purcell, Ph.D. and Debbie Grant, M.A
   – For grades K-3
   – For grades 4-6
   – $49.00
• Attainment Company
  www.AttainmentCompany.com                   1-608-
  845-7880
   Consideration of Special
           Factors
• IDEA ’97 added the requirement that
  each IEP Team consider the need for
  assistive technology as part of the
  consideration of special factors.
  – The IEP Team shall …
    • consider whether the child requires assistive
      technology devices and services.
Consideration vs. Assessment

• Consideration – short discussion

• Assessment – detailed look at abilities
  and difficulties, demands of
  environment and tasks
  Individual Education Program
(I-10)Special Factors Worksheets


• One of the places assistive
 technology needs to be addressed is
 on the SPECIAL FACTORS WORKSHEET
  (1-10).
  WATI Consideration Guide
• Brief process
• More than someone saying ―does not
  apply to my students‖
• 1 Person on an IEP team must have
  some knowledge about assistive
  technology
• Teams find it more logical to complete
  goals and objectives then come back
  to consideration
  Consideration Conclusions
1. Current interventions are working and
   nothing new is needed
2. AT is already being used and is functioning.
   AT is written into IEP.
3. New AT should be tried. Describe type of
   assistive technology to be used on a trial
   basis-- including features.
4. IEP team does not know enough to make
   a decision. Need to gather more info.
               AT Checklist
• Computer Access         • Recreation &
• Writing                   Leisure
    – Motor Aspects of    • Activities of Daily
      Writing               Living
    – Composing Written   • Mobility
      Material
                          • Positioning and
•   Communication           Seating
•   Reading               • Vision
•   Studying              • Hearing
•   Math
     AT Consideration Wheel

• Federal definitions/
  resources/AT continuum
• Developed by
  Technology and Media
  )Division (TAM) of the
  Council for Exceptional
  Children (CEC) &
  Wisconsin Assistive
  Technology Initiative
  (WATI)
• http://www.cec.sped.org/
  bk/catalog2/best_sellers.
  html
                I-11,I-12,
  Present Level of Educational Performance
   Annual goal or in short term objectives


Write this in terms of functional use of AT.
                 PLEP:
• Eric participates in regular education
  programs for his academic subjects.
  His hand strength is limited and he
  fatigues quickly when doing
  handwriting task. Civics and English
  homework are a particular problem
  because of lengthy assignments and
  reports that need to be completed.
           Annual Goal:
• Given a computer or portable word
  processor Eric will complete
  assignments in 10th grade English and
  Civics classes.
                 Objectives
• STO 1: Eric will review and practice keyboarding
  skills to input information into a computer or
  portable word processor at a functional rate of at
  least 15 words per minute when tested on a
  standard keyboarding assignment.
• STO 2: Eric will use a portable word processor at
  home or school to complete 100% of English and
  Civics homework assignments each day as
  reported by respective teachers.
• STO 3: Eric will learn to transfer documents from
  portable word processor to computer, use spell
  checker, use other computer features to reformat
  appropriately (e.g. cut, past, bold, tab, etc.) and
  operated printer 100% of time as reported by
  respective teachers
     I-13 Transition Planning
• This page is currently in transition. There has
  been a second page added to the
   I-13 that specifically asks for measurable
  postsecondary goals based upon age
  appropriate transition assessments related to
  the following areas: Training, Education,
  Employment, & Independent Living Skills.
Consider whether AT is needed to attain these
  postsecondary goals in the areas of
  Communication, Writing, Reading,
  Independent Living Skills should be
  considered
          I-13 Transition

• It specifically asks for transition services
  as well as course(s) of study needed to
  assist the student in reaching the above
  goals.

• It would be appropriate to write assistive
  technology into services required to
  attain goals in any or all of the
  categories.

• However, if it is already written elsewhere
        Related Services (I-14)
• If the IEP team feels that AT is best included
  for this child under Related Services, it will be
  written on I-14. AT is best listed here when it
  is not an integral part of the student's
  educational program, but is necessary in
  order to access or benefit from the
  educational program, e.g. a walker or
  wheelchair. Remember frequency and
  amount of AT services must be identified.
Supplementary Aid or Service
• If the AT is more appropriately viewed as a
  Supplementary Aid or Service, it will appear
  in question III on I-14 (page 2). It makes most
  sense to list it here when the AT tools and
  services enhance the placement of a
  student in the LRE. It helps to remember that
  it should be listed here when it requires little
  instruction for the child to use and/or allows
  the student to be more independent, e.g.
  talking spell checker, portable word
  processor for a student who already knows
  how to use it.
  Supports for School Personnel
      Question IV on I-14
• (Page 2), is another place that may
  need to be completed if school
  personnel need specific training or
  technical assistance in use or
  operation of the assistive technology
  device or software.
• Any needed staff training should be
  listed here.
   Participation in Statewide
     Assessments (I-9-A)
• Assistive technology may be listed as an
  accommodation under PARTICIPATION IN
  STATEWIDE ASSESSMENTS or PARTICIPATION
  IN DISTRICTWIDE ASSESSMENTS or both.
• A child should not use assistive technology
  as an accommodation in testing unless they
  are familiar with it and using it in other
  aspects of their Individualized Education
  Program.
  What if you are doing trials?
  Where does it go in the IEP?
• It depends, on what the team
  decided
• If they decided, Oh, we don't know for
  sure, lets try some AT to see
  if he needs it—then that is an
  assessment and the "trials" would be
  listed under related services most likely
  as an evaluation.
• If the team decided, "yes", he definitely
  needs AT, but we are not sure
  what exact brand or model, then it might be
  listed anywhere any other
  service is listed, as part of a goal, as a
  supplementary aid and
  service, as a related services. It doesn't
  matter, the point is to
  make it the most understandable place you
  can.
• It’s the decision that needs to be
  communicated and where it is written
  isn't very important. It is equally as
  strong any place.
                     Funding AT

•   Schools (IDEA) (borrow/rent/seek 3 party payment)
                                       rd


•   Vocational (Rehab Act of 1993)
•   Medical Assistance (Medicaid)
•   Private Insurance
•   Service Clubs
•   Grants
•   SSI (Supplemental Security Income)
• Resources pg. 258
Nothing is
Impossible!
Team
Work!
          LoTTIE Kit
  Low Tech Tools for Inclusive
          Education

             by
Onion Mountain Technology Inc.
              LOTTIE Kit
• Low Tech Tools for Inclusive Education
• Basic
• Literacy
• Math
• Special Papers
• Colors
• Little Kids
• Personalize My LoTTIE Kit
             LoTTIE Kit
• Designed as an informal tool for
  assessment or for student trials
• Includes a handbook with a
  variety of curriculum and
  evaluation ideas
• Each kit includes 20 to 30 or more
  items
              LoTTIE Kits
• Onion Mountain Technology Inc.
• www.onionmountaintech.com
• 1-8600693-2683
• Judi Sweeney
• Prices vary from $400.-$425 plus S&H
   Assistive Technology Tools &
   Strategies Assessment Kit for
       Children with Autism
• Set of materials to assess the impact of
  assistive technology for students with Autism
  Spectrum Disorder
  – Communication boards/talking picture
    frame/visual timer/picture cards/visual schedule
    maker/folding easel etc.
• Guide
  – Assessment tool focuses on sensory,
    communication, academic, behavior, social and
    transition
  – WATI assessment forms
            ATLAS
Assistive Technology & Language
        Assessment Software



         By Laureate
                       ATLAS

• Low and High tech assessment to determine
  appropriate software from Laureate collections
• Laureate has 50 programs, ATLAS includes 12 of
  these programs
• www.laureatelearning.com theory and practice
  correlated to state standards
• PDF standards (not Wisconsin’s)
• ESL use this to assess where their at with English
         3 Easy Steps to ATLAS
              Assessment

• Low tech: Fill out Assessment Questionnaire
• High Tech: Go to corresponding Stage in
  notebook, Use Assessment Programs listed to
  begin evaluation
  – Runs off the CD, no installation
• Low Tech: Fill out Assessment Summary form
  with observations and recommended Core
  Training Programs
 Linguistic Hierarchy (7 Stages)
• Interpreted communication
• Intentional Communication
• Single Words
• Word Combinations
• Early syntax
• Syntax Mastery
• Complete Generative Grammar
   Each Category includes
• Language Characteristics
• Training goals
• Primary Assessment Program
• Core Training Programs
• Software Descriptions
       ATLAS Demo/Hands On
• Insert CD
• New Educator/new Student
• Program Settings
    – Activity/intro/background/direct select or scanning/mouse
      or touch window/response time/cursor/verbal
      prompts/duration time
    – Back to menu
•   Go
•   Demo version will allow a limited number
•   Demo will compile/file/print reports
•   www.laureatelearning.com theory and practice
       ATLAS Purchase info

• www.laureatelearning.com
• 1-507-248-3294
• www.laureatefamily.com 50% savings
• Hybrid (Win/Mac)
• $495 ATLAS software + full day training
                STAGES
Alternate assessment framework to help
    identify learning needs, assess skills,
   report progress over time and select
  appropriate educational software for
        learners with special needs

                    By
        Assistive Technology, Inc
              STAGES
• Stages Book
• Stages Assessment Software
• Data Collection
• Report Wizard
• Software Feature Comparison Charts
• Curriculum software
              STAGES
• Stage One: Cause and Effect
• Stage Two: Language Readiness
• Stage Three: Emerging language
• Stage Four: Early Concepts
• Stage Five: Advanced Concepts
• Stage Six: Functional Learning
• Stage Seven: Written Expression
  Assistive Technology, Inc.
        Software Demo
– Assessment software/STAGES demo
– State Standards
– Software Search
  http://64.65.232.102:591/chartsonline.htm
– File/Explore A Stage
– Activity Samples
  • About this Stage
  • About Learner
  • Assessment Activities
 STAGES Assessment Activity
• Choose Activity
• Change Settings
  – Input (mouse/touchscreen)
  – Animation speed
  – Prompt type/frequency
• View Report
  –   Report summary
  –   Print
  –   Save
  –   Done
     STAGES Purchase Info

• Assistive Technology, Inc.
• www.assistivetech.com
• 1-800-793-9227
• Madalaine Pugliese
• Hybrid (Win/Mac)
• $795.
              EvaluWare

• EvaluWare is a software program that helps
  identify the best computer access methods
  and ideal AAC setups for users with special
  needs.
• EvaluWare combines several types of
  assessments into one package to identify
  the best settings and preferences for the
  user based on motor/access, looking,
  listening and other related skills.
                EvaluWare
• EvaluWare Features & Benefits


  – Motor/Access Skills are assessed through
    identifying the learner's:
       – appropriate input method - touchscreen, mouse,
         switch, keyboard or alternative pointer
       – ideal settings for that access method
                EvaluWare
• EvaluWare Features & Benefits

  – Looking Skills are assessed through
    identifying the learner's:
       – ideal visual target - select size of square target,
         thickness of border and text size
       – optimum number of targets - select up to 24 targets
         displayed per screen
       – type of image used as target - select photographs,
         color symbols, drawings or text
                EvaluWare
• EvaluWare Features & Benefits

  – Listening Skills are assessed through
    identifying the learner's:
       – preferred type of feedback - up to 6 sounds
         available when a target is selected
       – preferred voice - choose from 3 male, 3 female,
         boy, girl or 3 fun voices
                EvaluWare
• EvaluWare Features & Benefits

  – Other Related Skills are assessed through
    identifying the learner's:
       – ability to use an on-screen keyboard
       – readiness to use word prediction software
              EvaluWare
• EvaluWare Features & Benefits

  – Build A Screen
    • Build a custom screen based preferences you
      select
  – Recording Results
    • Onscreen report form
    • Print report form
    • Does not gather data
Assistive Technology, Inc.
      Software Demo
   EvaluWare Purchase Info


• Assistive Technology, Inc.
• www.assistivetech.com
• 1-800-793-9227
• Hybrid (Win/Mac)
• $125.
            Assignment


• Select target student
• Assess using one of the tools covered
  today
• Select and check out materials from
  loan library
• Collect data using the Trial Use Guide
       Thank You

Contact me with any questions
       Cindy Nankee
  cnankee@cesa3.k12.wi.us
       1-608-822-3276