Sunday, January 26, 2014
Utah Assistive Technology Program: Assistive technology resources for seniors
Utah Assistive Technology Program: Assistive technology resources for seniors: Did you miss our 'Assistive Technology for Seniors' webinar by Amy Henningsen? Now you can watch it in our archives . Hennings...
Saturday, January 25, 2014
How do you know if your child needs assistive technology?
The truth is, you really can't know, as a parent. Even your child's teacher, case manager, social worker, counselor, or therapist doesn't know. Even I, as an AT Specialist, can only guess if a student will benefit from technology. No one on the IEP team will know until after some very specific things happen:
1) The student has an Assistive Technology Screening or Evaluation. This evaluation is mandated by law if your child has an IEP or 504 Plan:
http://www.ldonline.org/article/6246/
The evaluation should incorporate the SETT Process:
http://www.joyzabala.com/Home.php
SETT is an acronym for
Student
Environment
Task
Tool
The Assistive Technology Specialist uses this formula to determine what, if any, technology the student should use to increase success in school. The ATS first looks at the Student; reviewing grades, test scores, testing done by therapists and psychologists, etc. The ATS also interviews the student and parents. Then the Environments that the student functions in are explored; classroom observations are the key component of this stage. Lastly, the Tasks the student is asked to do are examined. Only then can Assistive Technology Tools be considered. Thus, it becomes a math problem:
Student+Environment+Task=Tool
This process takes time, at least 30 days from the referral. When the ATS has some initial findings, then those results can be presented to the IEP Team. The IEP Team should always consider the student's input to be the key component. It is the student who will be using whatever tool is given. If the student is not motivated enough to use a tool, another tool can be considered. Thus, the term "AT Toolbox" - the student should be offered a selection of tools, to be used in different situations. No one tool can be used in all tasks, just like a hammer cannot be used to cut paper.
1) The student has an Assistive Technology Screening or Evaluation. This evaluation is mandated by law if your child has an IEP or 504 Plan:
http://www.ldonline.org/article/6246/
The evaluation should incorporate the SETT Process:
http://www.joyzabala.com/Home.php
SETT is an acronym for
Student
Environment
Task
Tool
The Assistive Technology Specialist uses this formula to determine what, if any, technology the student should use to increase success in school. The ATS first looks at the Student; reviewing grades, test scores, testing done by therapists and psychologists, etc. The ATS also interviews the student and parents. Then the Environments that the student functions in are explored; classroom observations are the key component of this stage. Lastly, the Tasks the student is asked to do are examined. Only then can Assistive Technology Tools be considered. Thus, it becomes a math problem:
Student+Environment+Task=Tool
This process takes time, at least 30 days from the referral. When the ATS has some initial findings, then those results can be presented to the IEP Team. The IEP Team should always consider the student's input to be the key component. It is the student who will be using whatever tool is given. If the student is not motivated enough to use a tool, another tool can be considered. Thus, the term "AT Toolbox" - the student should be offered a selection of tools, to be used in different situations. No one tool can be used in all tasks, just like a hammer cannot be used to cut paper.
Thursday, January 23, 2014
Glenda's Assistive Technology Information and more...: Chrome and Assistive Technology Applications
The Chromebook is widely used in many schools - in fact, it's very likely that your child will be issued one to use throughout the school year. Fortunately, there are many accessibility features on the Chromebook for persons with disabilities:
Glenda's Assistive Technology Information and more...: Chrome and Assistive Technology Applications
Glenda's Assistive Technology Information and more...: Chrome and Assistive Technology Applications
All about me:
I am an experienced educator and youth advocate, with over 25 years under my belt. My career began during college as a summer camp counselor for United Cerebral Palsy. After graduating with a psychology degree, I worked as a case worker for Big Brothers/Big Sisters of Metropolitan Chicago. While raising my four children, I was lucky enough to be able to work where they attended preschool. One of those preschools was the McGaw YMCA, where I spent many happy years, teaching 3 and 4 year olds. My first job as a program director was with the Y's Project SOAR, a very successful mentoring and tutoring program. Subsequently, I obtained my master's degree in Elementary Education and taught kindergarten through second grade. Currently, I am the Assistive Technology Coordinator for Evanston Township High School. I coordinate all the AT services for the district, conduct assessments and evaluations, provide equipment and training, and manage a caseload of students with IEPs and 504 Plans.
I love my job!
I am an experienced educator and youth advocate, with over 25 years under my belt. My career began during college as a summer camp counselor for United Cerebral Palsy. After graduating with a psychology degree, I worked as a case worker for Big Brothers/Big Sisters of Metropolitan Chicago. While raising my four children, I was lucky enough to be able to work where they attended preschool. One of those preschools was the McGaw YMCA, where I spent many happy years, teaching 3 and 4 year olds. My first job as a program director was with the Y's Project SOAR, a very successful mentoring and tutoring program. Subsequently, I obtained my master's degree in Elementary Education and taught kindergarten through second grade. Currently, I am the Assistive Technology Coordinator for Evanston Township High School. I coordinate all the AT services for the district, conduct assessments and evaluations, provide equipment and training, and manage a caseload of students with IEPs and 504 Plans.
I love my job!
What is Assistive Technology?
Assistive Technology is an umbrella term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and also includes the process used in selecting, locating, and using them. AT promotes greater independence by enabling people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to, or changing methods of interacting with, the technology needed to accomplish such tasks.
How can AT help my child?
Assistive Technology is an umbrella term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and also includes the process used in selecting, locating, and using them. AT promotes greater independence by enabling people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to, or changing methods of interacting with, the technology needed to accomplish such tasks.
How can AT help my child?
Assistive technology can provide accommodations, modifications or adaptations made to the environment, curriculum, instruction, or assessment practices. As inclusive schools become the norm, creative curriculum design may depend on assistive technology.
A student with poor vision might use enlarged text. A student with motor difficulties might use an enlarged, simplified computer keyboard. A non-verbal student can be the “caller” for a game of “Red Light/Green Light” by using a talking switch. A student who can comprehend history at the 6th grade level, but can read only at the 3rd grade level, might read a textbook with the help of a computer that scans and reads text. The flexibility of assistive technology allows a teacher to build tools and materials that address students’ strengths as well as their weaknesses.
For students with disabilities that interfere with their communication, learning, social relationships or active participation, assistive technology supports their participation in learning experiences in the least restrictive environment. Assistive technology can be the lifeline that increases a student’s opportunities for education, social interactions, and meaningful employment.
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