My Journey Through Assistive Technology

     I certainly have learned a wealth of information in regards to assistive technology. When I first enrolled in the course, my initial thoughts on the use of assistive technologies were the use of computers and iPads. But I have learned through the sixteen week course that these devices are just a small portion of what assistive technologies really are. Assistive technology can be as basic as a pencil grip, slant board, or weighted pencil. These devices are still consider as a piece of technology but specifically a low tech device. Moving towards more complex devices, mid tech devices can include recorded books, switches, and amplification systems. High tech devices can include alternate keyboards, text-to-speech software, and augmentative communication devices. 

     This information certainly will help me as an educator. Knowing your students is a critical component as a teacher. You must know the strengths and weaknesses of every child in your class, especially students with special needs. One you know the students needs, you can assess whether you think any form of low to mid to high tech devices would be appropriate to increase academic, social, or behavioral issues in the classroom. 

     Looking back at my earlier posts in the class, I found in my very first posts that I posted "I am extremely interested in expanding my knowledge on using and implementing assistive technologies in the school setting." I feel that I certainly have expanded my knowledge with what I have discussed above. I also have found some amazing resources that I will continue to refer back to. Starting from the first day that I have blogged to the very last, I have created a user friendly blog which incorporates informational videos, pictures, and charts. I found that earlier posts talked about assistive technologies that talked over a broad range of academic areas. Towards the end of my blogging, I really honed in on specific subject areas and effective assistive technology devices that could be used.

     I had a wonderful time blogging about all the information I have learned over the sixteen week course. I certainly will refer back to my blog as I continue my educational career!

Implications of AT use in College

     Students with disabilities who move on from high school and into post secondary institutes like college may find certain implications when it comes to assistive technology. One of the big differences that these individuals find is between IDEA and ADA. In my previous post, the chart adequately shows the discrepancies between the two. This has proven to be an extreme barrier for students going to college. 

     Transition planning must begin at the age of 16 mandated by IDEA. These plans require students to have developed two specific skills:

1. Assistive technology skills for independence 
2. Self-advocacy skills 

Assistive technology skills for independence:

• Opertaional skills- the technical skills that are needed for operating the device
• Functional skills- knowing how to do the tasks for which the device is intended and how to use the assistive technology tool to help with that task, such as writing or expressive communication
• Social skills- knowing how to use the technology appropriately around other people

Self-advocacy skills:

• People who can speak up in logical, clear, and positive language to communicate needs
• Take responsibility for themselves
• Learn to understand his or her particular type of disability, and resultant academic strengths and weaknesses 
• Need to become comfortable with describing to others both their disability and the academic related needs

     These are all skills that need to be implemented and practiced over and over in high school. If students can master these skills in high school, they have a greater chance of being successful in college. 

IDEA vs ADA

     There are some significant differences between the IDEA and ADA in regards to accommodations for their students. IDEA covers students from P-12. ADA covers students in college. However, there are significant differences when it comes to certain questions and how the institutions handle students with disabilities. The chart below shows the discrepancies between the two:

	IDEA (K-12)	ADA (College)
Rights guaranteed by the law	Free appropriate public education (FAPE)	Prohibits discrimination on the basis of disability
Who is covered	Every child; concept of zero reject	Students who are “otherwise qualified”
Identification and evaluation of students with disabilities	District responsible for identifying students with disabilities, evaluating them, and covering the costs	College has no such responsibility. Students must self-identify and provide appropriate documentation. If an evaluation is needed, the expense is the student’s responsibility
Determining services	Individualized education plan (IEP) developed by team. Curriculum modifications and special programs are common	Reasonable accommodations, including auxiliary aids and services, must be requested by student. Academic adjustments that equalize opportunity for participation are required; substantial modifications to curriculum and lowering standards are not required
Personal devices and services such as wheelchairs, hearing aids, and personal care attendants	Provided by district if determined to be necessary (and included in IEP)	Colleges are not required to provide these
Role of parents	Parents must be included in decision making	College students are older than 18 and are considered adults. No parent consultation is required.
Appeals process	Right to due process as spelled out in the law	College grievance procedures and then a complaint with the U.S. Department of Education’s Office of Civil Rights must be filed.

Oregon Technology Access Program

   


  The Oregon Technology Access Program is a user friendly website that provides information on assistive technology, assistive technology conferences, resources, professional developments, and so much more! 

Electronic Resources
There is an entire list of electronic resources available to  the public! One of the resources listed is a resource we learned about early in the semester. It is called bookshare. Click on the link above to view the many electronic resources they provide!

Conferences
They also provide information on conferences available to attend. This is a great resource for educators who are passionate about assistive technology. It provides a conference with professionals who have many years experience. Click the link above to see the next available conference!

Professional Development
All schools provide teachers professional development days. These are critical sessions for educators to stay fresh on the new concepts within the schools. As technology continues to grow and we see and expanding use in schools, this provides wonderful opportunities for educators (in close proximity) to the PD site to further their knowledge on assistive technology. Click on the link above to see where these PD are located!

     I found this site to be very informational. Visit the site to find out more about the Oregon Technology Access Program

UKAT Toolkit

      The University of Kentucky Assistive Technology (UKAT) Toolkit is a series of tools developed to guide professionals through the AT service delivery process. The toolkit is based on 6 years of research between the University of Kentucky and the Kentucky Public Schools. 

    The toolkit is broken down into 8 sections:

1. Foundation
2. Consideration
3. Pre-Assessment Profile
4. Assessment Data Collection
5. Assessment Report Outline
6. Trial Implementation
7. AT Implementation
8. Knowledge and Skills Survey 

     The framework of the UKAT is the Human Function Model. This means that the demands implicated by the environment and context are placed on the individual. Below will be a link to the tools used in the UKAT Toolkit.

• Consideration
• Pre-Assessment Profile
• Assessment Planning and Data Collection 1
• Assessment Planning and Data Collection 2
• Assessment Report Outline
• Trial Implementation
• AT Implementation
• Knowledge and Skills Survey

To find out more information, visit the UKAT Toolkit  on their website!

Also check out the Power Point that provides a wealth of information on AT!

Meeting Communication Needs in the Community

     The last post discussed the importance of using augmentative communication devices at home and in the community. However, it is important that the devices are meeting the communication needs in the community. Below will be a list of tips that can promote effective use in the community and at home.

     Tips for Guiding Parents:

1. Provide direct instruction on the use of the system
2. Identify vocabulary that is relevant at home
3. Teach family members to provide opportunities for communication and to wait
4. Provide simple data and evaluation sheets for home and community use
5. Give parents permission to expand the child's communication
6. Keep it simple
   

       Tips for the community:

1. Just be yourself
2. Talk to the user at an age-appropriate level
3. Talk to the user, not to the person who is with them
4. Always ask if you can read their screen or if you can guess what the user is saying
5. If you are having a regular conversation, try not to praise the user

Home and Community Life with Augmentative Communication

     My previous post discussed augmentative communication within the school setting. However, it is vital for students who use these devices to properly and effectively use them in the home and community setting. It is vital because it reinforces the communication skills learned in the school and helps generalize them to other settings. It is also important that the devices are programmed to meet the needs of the community places the student goes to. Families should also know how to program and operate the students augmentative communication system. This is vital for the effectiveness of the students use.