AT for Paraprofessionals whats my role?
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This document discusses the role of assistive technology (AT) in special education. It defines AT as any item or equipment that helps a child with a disability function better. The key points are: - AT should be considered by IEP teams and trials conducted to see if a student needs specific AT devices or services. - If AT is included in a student's IEP, teachers and staff must know when, where, and how it will be used and ensure it works properly. - Progress monitoring of AT use is important to determine if it continues meeting the student's needs. Staff should collect and report AT usage data to the IEP team.
AT for Paraprofessionals whats my role?
- 1. Assistive Technology: What is my Role? Brian W. Wojcik, Ed.D., ATP University of Nebraska at Kearney
- 4. Assistive Technology 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 the functional capabilities of a child with a disability. (Authority: 20 U.S.C. 1401(1))
- 5. Assistive Technology 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 the functional capabilities of a child with a disability. (Authority: 20 U.S.C. 1401(1))
- 6. Assistive Technology 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 the functional capabilities of a child with a disability. (Authority: 20 U.S.C. 1401(1))
- 7. Assistive Technology 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 the functional capabilities of a child with a disability. (Authority: 20 U.S.C. 1401(1))
- 8. Assistive Technology 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 the functional capabilities of a child with a disability. (Authority: 20 U.S.C. 1401(1))
- 9. So AT is a tool or system of tools that allows a student to increase his or her performance on a task to an expected level that he or she would not be able to do without the AT.
- 10. When does technology become AT? With regard to students receiving services under IDEA, there is a two prong test: When the technology is used as a compensatory intervention. When an IEP Team decides that the technology is needed by the student.
- 11. AT Services Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, and use of an assistive technology device. The term includes (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the childs customary environment; (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; (d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; (e) Training or technical assistance for a child with a disability or, if appropriate, that childs family; and (f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child. (Authority: 20 U.S.C. 1401(2))
- 12. AT and IDEA 則 300.105 Assistive Technology (a)Each public agency must ensure that assistive technology devices or assistive technology services or both, as those terms are defined in 則則 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the childs (1) Special education under 則 300.36; (2) Related services under 則 300.34; or (3) Supplementary aids and services under 則則 300.38 and 300.114(a)(2)(ii).
- 13. UNDERSTANDING THE AT PROCESS
- 14. AT Process
- 15. AT CONSIDERATION
- 16. 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 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. The onus for AT consideration falls upon the entire IEP team and is not relegated to an individual or an outside evaluator
- 17. AT Consideration vs. AT Evaluation AT Consideration Brief discussion at the IEP team that determines need for AT Should consider existing data about student and determine if more data is needed AT Evaluation Process for collecting additional data about a student May involve: Task Demand Analysis Feature Match Analysis Tool Demand Analysis AT Trials and Data Collection
- 18. Documenting AT in a Students IEP Present Levels of Academic and Functional Performance IEP Goals and Objective Consideration of Special Factors Related Services Accommodations and Modifications Additional Information Support for School Personnel
- 19. Whats my Role? Contribute to Decision Process Help Implement Trials and Take Data Know How AT is to be Used in Students IEP
- 21. AT Implementation On What? AT Implementation When? How? What Happens Care? With Where? Relation To? if?
- 22. Whats my Role? Know When, Where, and How AT is to be Used by Student Ensure AT is Ready for Student Know How to Troubleshoot AT Issues Know What to Do When AT Breaks Down Monitor and Give Feedback of AT Use to Team
- 23. PERFORMANCE MONITORING OF AT USE
- 24. Why Performance Monitoring of AT Use? AT, like any other intervention, needs to be monitored to ensure that the intervention is working in the way that it is intended. The goal of monitoring a student's performance while using AT is to determine whether the AT continues to be needed and/or whether the AT continues to be meeting the needs of a student.
- 25. Time Series Concurrent Differential Approach (Smith, 2000)
- 26. Measurement Questions On what tasks will the student be using the AT? What is the behavior to measure? What is the unit of measurement? What is the frequency of measurement?
- 27. Developing the Variable to Measure Behavior (Observable, Measureable) Some Common Denominator
- 28. Progress Monitoring AT Use Is the AT still needed? Is the AT still working? Are there any anomalies or concerns? Are the anomalies/concerns explainable or acceptable?
- 29. Whats my Role? Know What is Being Measured Know How it is Being Measured Take Data and Report to Team
- 30. Your Questions