Everyday Assistive Technology (AT) in the Classroom

Everyday Assistive
Technology (AT) in the
Classroom
Nina Gregory
FDLRS Gulfcoast Parent Services and Assistive Technology
Resource Teacher, Serving Pasco County Schools
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Training Specifics:
Component Title: ESE Technology Training
Component Number: 03-100-001
Inservice Points: 4
Training Objectives:
Participants will:
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Analyze the S.E.T.T Framework for considering Assistive
Technology (AT) in the classroom
Investigate current Assistive Technology already in place
in their school
Investigate possible tools that will assist students in the
classroom
Explore Assistive Technology options available from the
Assistive Technology Team
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Assistive Technology
!   The term assistive technology device means 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." (20 U.S.C. §1401(a)(25)).
!   Students with disabilities can use a variety of
assistive technologies and accommodations that
target accessibility issues, depending on their
challenge. Some have print disabilities and need text
converted into digital format to be read aloud or
altered in presentation. Some have fine and gross
motor limitations and need alternate keyboards or
switch access to control a computer. Others may
have visual impairments and require screen readers
or screen magnification.
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5 Step Model for
Considering AT
1. Review present levels of performance
2. Develop goals and objectives
3. Identify task necessary to accomplish
goals
4. Determine which tasks are currently
difficult or inaccessible by the student
5. Identify appropriate supports and
services, including Assistive Technology
resources, to access the classroom
curriculum
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What is the SETT Framework?
! Developed by Dr. Joy Zabala
! The SETT Framework is a tool that
helps T/IEP teams gather and organize
information that can be used to guide
collaborative decisions about services
that foster the educational success of
students with disabilities
! SETT is an acronym for Student,
Environment, Tasks, and Tools
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SETT Framework
Student
Tasks
Environment
Tools
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Low Tech – High Tech Considerations
The Assistive Technology Continuum
Devices to try if a student has problems with
Tasks
Needs
Environments
reading
writing
spelling / grammar
communication
worksheet completion
math
mapping
note-taking
organization / planning
learning another language
faster work
legible, understandable work
comprehension
same work as everyone else
modified, shortened, parallel work
visual / graphic / auditory presentations
independent work
fine motor practice
sharing of knowledge
correct grammar / spelling
classroom
resource / study hall
therapy
home
community
_____________________________
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Success
Problems
Low Tech Tools
Mid Tech Tools
High Tech Tools
specialized pens / pencils / crayons / markers / grips
specialized erasers, correction tapes
raised line paper, grid paper, colored papers
highlighters, highlighter tapes
color coding
Post-It notes, flags, arrows
colored filters, page overlays (clear acetate sheets)
NCR paper
reading / writing guides
slanted surfaces, dycem, copy holder
white board, markers, crayons
magnetic letters , tactile letters
magnifiers
rubber stamps, labels
specialized measuring and cutting tools
tape recorders
digital recorders
calculators
spell checker, dictionary / thesaurus (talking)
dedicated word processor
electronic organizer
audio books
music (tapes / CDs)
electronic eraser, stapler
mini-book lights
switch operated toys and appliances
alternative keyboard / alternative cursor control
word processing
word prediction
brainstorming, graphic organization
spell checker, grammar checker
word banks (on-screen, overlays)
text readers
on-screen math, computer calculators
communication devices / software
internet access
CD reference (maps, encyclopedias)
CAI
environmental control devices
_____________________________
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Judith Sweeney
©1998
Independence
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Who should be involved in
the SETT Process?
! All members of the student’s T/IEP team:
! Basic Ed Teacher
! ESE Teacher
! Speech Therapist
! OT/PT
! Vision Teacher
! DHH Teacher
! PI Teacher
! Administrator
! Parent
! Student
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Student
!  What is the individual expected to
accomplish?
!  What are the individual’s special
needs as related to the task?
!  What are the individual’s current
abilities?
!  What are the functional areas of
concern?
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Environment
!   What are the structural and physical
arrangements of the environment?
!   What supports are available to both
student and staff?
!   What materials and equipment are
currently available?
!   What are the physical, instructional,
and technology access issues?
!   What are the attitudes and
expectations of the staff and family?
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Tasks
!  What specific tasks occur in the
individual's environment that
enables progress toward mastery
of IEP goals?
!  What specific tasks are required
for active involvement in the
identified environments – such as
communication and participation?
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Tools
!   Is it expected that the student will not be able
to make reasonable progress toward
educational goals without assistive
technology devices and services?
!   If yes, describe what a useful system of
supports, devices, and services for the
student would be like if there were such a
system of TOOLS
!   Brainstorm specific Tools that could be
included in a system that addresses student
needs
!   Select the most promising Tools for trials in
natural environments
!   Plan the specifics of the trial (expected
changes, when/how tools will be used, cues,
etc.)
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Assistive Technology
Currently in Place
!   What Assistive Technology is
currently being implemented at
your school?
!   Which student population is
using Assistive Technology ?
How? Why?
!   Is Assistive Technology being
used in classrooms to assist
students with curriculum access?
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Assistive Technology Tools to
Assist in the Classroom
Building Access Stations in the Classroom
Access to Curriculum: It’s the Law!
ALL students have the legal right to access general education curriculum. This means that ALL
students deserve the opportunity to experience instruction in the same curriculum which ALL students
are expected to be able to learn and to do.
Teachers can provide access to the general education curriculum for students with special needs by
making appropriate changes in the ways they expect students to learn and and to demonstrate what
they have learned. These changes in HOW students learn and HOW they demonstrate what they have
learned are called “accommodations”.
According to the law, educators can make accommodations for special needs in the general
education curriculum (and still be fair to all students) in five areas:
•
methods and materials for instruction,
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assignments and assessments,
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learning environment,
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time demands and scheduling,
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special communication systems.
Many of these accommodations, or changes in how students learn and demonstrate what they know,
are just good teaching practices which benefit all students. Some of these changes may be
accomplished easily and effectively with technology. For example, technology tools can help students
read to learn, organize their thoughts, and write more effectively.
Teachers can provide accommodations for special needs, and benefit all students at the same time,
by providing reading, writing and organizational tools on one or more computers in the classroom.
Teachers may also need to provide changes in the physical setting, or ways to input and/or output
information, so that ALL students will be able to use the tools to help them learn and demonstrate what
they have learned.
Use Technology to Help Students Read to Learn
Students who have limited reading ability cannot learn by reading the required content material, or
independently do worksheets which require reading, or read questions on tests. One accommodation teachers
can provide for these students is to have the computer read the material to them. Content to be read can be
scanned into the computer and translated into a program which can speak the text. Students can independently
complete the assignment or take the test. Earphones help the students maintain privacy and prevent other
students from becoming distracted.
Suggested equipment for this “access to reading” station includes a computer, a scanner, OCR software which
will translate the print material into readable electronic text, a program that will read the text to the student, and
earphones.
Access to Reading Station
Product
Scanner
OCR Software
Example
Microtek X6
TextBridge Pro
Company
Microtek
ScanSoft
Text Reader
Computer (min. 64 MB RAM)
CAST eReader
CAST
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Assistive Technology Tools to
Assist in the Classroom
!  Technology Resources:
!  FDLRS Gulfcoast Wikispaces…
! https://
techtoolsforsuccess.wikispaces.com
!
https://
digitaltextessentials.wikispaces.com
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!   Exploring New Territories
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Funding Assistive
Technology
!   There are many ways to fund Assistive
Technology Resources for the classroom
!   Discuss availability of funds with
Administration
!   Coordinate with Technology Specialist
regarding funds available for Assistive
Technology resources that can benefit all
students
!   Lead Money
!   SAC/PTSA money
!   Grants
!   Fundraisers
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as Autism Walks) Page 17
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Assistive Technology/CORE
Team Options & Assistance
!   REMEMBER – The AT/CORE Team is available to help
with implementation/training at any time during this process
!   School based AT Liaisons (trained by the AT/CORE Team)
are also available to assist with the S.E.T.T. process and
AT evaluation process, if needed
!   Some of the services available include but are not limited
to:
!   Equipment loan
!   Modeling the use of recommendations
!   Training (teacher/student)
!   Creating materials
!   Working with teams to evaluate progress and revise
recommendations
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AT/CORE Team
Contact Information
!   Office located at Charles Rushe
Middle School
!   Phone:
!   Ext. 61354
!   813-346-1354,
727-246-1354 or 352-526-1354
!   Fax: 813-346-1291
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Questions
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FDLRS Contact Information
!   Nina Gregory
FDLRS Gulfcoast Parent Services and
Assistive Technology Resource Teacher
!   agregory@pasco.k12.fl.us
!   Phone: 727-774 2630
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