Assistive Technology Susan Swanson, OTR/L, ATP October, 2010 - - PowerPoint PPT Presentation

Assistive Technology

Susan Swanson, OTR/L, ATP October, 2010 Kyrene School District

• What is assistive technology

(AT)?

• What are some examples of

how AT is used at school?

• What is the process for

acquiring it?

• What’s new in Kyrene in the

area of AT?

Assistive Technology Definition

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 the functional capabilities of a child with a disability. Assistive Technology Service--any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

More simply…

 AT can help students

– Address physical and sensory challenges (e.g., enable a child to move, speak, etc.) – Participate in lessons (e.g., talking book for child who cannot read book to obtain important information) – Become more efficient learners (e.g., produce higher quality written work, complete work more legibly or accurately) – Bypass lack of skills (e.g., a calculator that allows the child to demonstrate understanding of a concept without having to compute an equation)

• Assistive Technology must be

considered at every IEP meeting

• A.T. must be educationally relevant
• An assessment of effectiveness

should occur prior to any commitment to a device or software

• Use on a trial basis generally occurs

prior to being indicated as necessary in the IEP

• Implementation goals should be clear

to all team members

Areas of Intervention

 Writing  Communication  Reading, Studying and Math  Recreation & Leisure (O.T./A.P.E.)  Activities of Daily Living (O.T.)  Positioning & Seating (O.T./P.T.)  Vision (V.I)  Hearing (H.I)

AT for Mechanics of Writing

 Adapted paper – varying

line spacing, colors, grids, etc.

 Stop & Go Paper  Highlighted lines  Chalk board  Slant board  Buddy notes or

NCR notes

 Computer or portable

keyboard

AT for Mechanics of Writing,

cont’d.

AT for Alternate Computer Access

 Arm/wrist supports  Mouse options -

keyboard

 Head Mouse  Key guards  Key protectors  Touchpad  Touch Window  Scanning software  On-screen word

palettes

 On screen keyboards

AT for Alternate Computer Access, cont’d

AT for Alternate Computer Access, cont’d.

 Touch

Screens

 Touch

Pads

 Joysticks

AT for Alternate Computer Access, cont’d.

AT for the Writing Process:

 Prewriting: graphic organizers  Drafting: word processing, word

prediction software

 Reviewing: talking word processing,

text-to-speech

 Editing: talking word processing, text-

to-speech, phonetic spell checks, talking dictionaries, thesaurus

AT for Composing Written Materials

 Picture cards  Word cards  Word wall or word bank  Pocket Dictionary  Thesaurus  Franklin Speller  Voice Recognition software

AT for Composing Written Materials, cont’d.

AT for Composing Written Materials, cont’d.

• Picture supports (e.g.

using Boardmaker or Writing with Symbols)

• Word prediction (e.g.,

Co:Writer, Kurzweil, Read & Write Gold, WYNN)

• Text-to-speech
• Graphic organizers (e.g.,

Inspiration, Kidspiration, Draftbuilder)

AT for Reading Mechanics

 Changes in textSize

S p a c i n g

 Color of text

 Color of

Background

 White on black text may

be easier for the student to read

AT for Reading Mechanics,

cont’d.

• Adapted books

Page Fluffers Page Turners

• Magnifying glass
• Word window
• Book Holder
• Electronic dictionary
• Reading pen
• Computer Accessible

books

• Classmate Reader

AT for Reading Mechanics,

cont’d.

 Books on tape (RFB&D)  Digital text (Bookshare)  Text-to-speech (WYNN Reader,

Read & Write Gold, Kurzweil, Intellitalk, ReadPlease)

Read &Write Gold

• Transparent software
• Floating toolbar to use with any

application

– Reading

• - Writing

– Research – Study Skills

AT for Reading Comprehension

Picture Support Graphic Organizers Post-It Note Reading

Study Skills

• Approaching a Learning Task
• Organizing assignments
• Managing time/meeting deadlines
• Locating information
• Interpreting visual material
• Taking notes (higher order

cognitive skill)

• Taking a test

AT for Studying

• Color tabs on

papers

• Index tabs
• Color coded

folders

• Voice output

reminders for assignments or task analysis

• Memo Minders
• Highlight Text with

markers, highlighting tape,

• r via computer
• Templates

AT for Studying, cont’d.

 Software Support

Inspiration AutoSummarize Power Point

 Recorded Materials  Printed timelines

AT for Math

If a student uses AT for reading or writing----use it in Math too!

AT for Math Calculation

 Math Line  Math Pad software  Calculator  Calculator with print out  Calculator with large keys  On screen calculator  Talking calculator  Money Calculator

Math Calculation using MathPad

AT for Communication

• Objects
• Photos
• Picture symbols
• Letters
• words
• Communication Books/boards
• Simple voice output devices
• High-tech speech generating

devices

AT for Vision

• Eyeglasses
• Magnifiers
• Large print

books

• CCTV
• Electronic Text
• Zoom Text
• Screen

Magnifiers

• Screen Readers

AT for Vision, cont’d.

• Braille Translation software
• Braille printer
• Braille & Speak
• Braille/tactile labels for

keyboard

• Voice Recognition software
• Alternate keyboard with

enlarged keys (Intellikeys)

AT for Hearing

• Personal amplification systems
• Hearing aids
• FM system
• Phone amplifier
• Loop system
• Infrared system
• Flash Screen for alert signals on

computer

• Visual strobes for emergencies

How does a student acquire AT in the Kyrene School District?

Student Environment Tasks Tools

During an IEP meeting or an RED (review of existing data) meeting, the team engages in “the consideration process” using the SETT format.

S.E.T.T :

What are the student’s special needs and current abilities? What is the physical arrangement? What materials, equipment and support are currently available at school? What is the instructional content? What does the student need to do? What has already been tried? Success/Failure? Why?

If, after the consideration

process, no solutions have been identified or if the team wants more information, an assistive technology evaluation can be requested.

A “Request for AT Evaluation”

is sent to the assistive technology specialist.

What’s new in Kyrene?

• Arizona Department of

Education grant funding for staff development in the area

• f AT
• Movement toward universal

design for learning (UDL)

• Inclusive Practices Toolkits

In Conclusion

If a child needs a tool in

• rder to be successful--

it is

assistive technology.