We Bought It, Now What?  Assistive Technology Implementation

New Bedford Public Schools.Professional Development Day 1/28/2013 Kate Ahern, M.S.Ed. Assistive Technology SpecialistEaster Seals of Massachusetts

What is AT?� AT Products: any item, piece of equipment, or

product system that may be used by a person with a disability to perform specific tasks, improve functional capabilities, and become more independent. It can help redefine what is possible for people with a wide range of cognitive, physical, or sensory disabilities.

� AT Services: any service that directly assists an individual with a disability in the selection, acquisition, or use of assistive technology devices that result in greater independence, safety of comfort of an individual.

Assistive Technology by Pacer Centerhttp://www.youtube.com/watch?v=DB9pKkZoJDc

Low Tech

Mid Tech

High Tech

Possible Results of Consideration

� No AT Needed� Continuation with current AT will be sufficient� AT is needed; can/will be explored, trialed, selected

and implemented by current IEP TEAM� Formal or more rigorous AT Evaluation is required;

referral made to in-district AT TEAM or specialist, or consulting AT TEAM or specialist

� This information is documented appropriately in IEP

Consideration at the Classroom Level� Gather SETT Info – Clarify the Questions

� Student� Environment� Task� Tools

� Explore Options� Trial Solutions� Implement AT

Let’s try it!� Split into teams.� Select a child most or all of you know.� Discuss and record:

� Student – information about the student� Environment – information about the setting

where AT may allow the child to complete tasks� Tasks – information on the tasks that AT may

be able to assist with

Created by Joy Zabala

Not yet!

Created by Joy Zabala

Now only write a list

of tools you have tried.No

recommendations yet!

Tools

Let’s try it!� Make a list of tools your team would like to

trial for your student � Think about how well each one may work

given the other SETT information

When further AT evaluation is needed…� TEAM decision� Referral process will vary by chosen provider� Provider will likely require

� A referral form� Copies of IEPS and recent evals� Conversations with some or all TEAM members� Observation of student and environment� Hands-on evaluation of student

� You can help by� Having specific referral questions and tasks in mind (example

- helpful Kristen needs a faster and less challenging way to talk classroom notes; not helpful Kristen needs an iPad)

� Having a prepared list of what has been trialed already

Models of AT Evals� Multidisciplinary AT TEAM Evals - often includes

Special Education and General Education Teachers, OT, PT, SLP and others such as social worker or teacher of the visually impaired as needed. May or may not include an assistive technology professional. All team members have some kind of AT training.

� Consultant AT Professional – typically conducts record reviews, observations, interviews with TEAM including parent and student and hands-on evaluation followed by recommendations to the TEAM

AT Implementation� How will we get it?� Who will pay for it?� What about repairs

and warranties? � Who needs to be

trained to use it?� Who will do the

training?

� Who is in charge of arranging training?

� How will the key players find time to be trained in AT?

� Where will it be used?� Where will it be

stored?� Will it go home?

What else should we be thinking about?

AT Implementation Video� http://www.setbc.org/setbc/curriculum/

gayl_bowser_implementation.html#

Student Information Point of Contact

– who is in charge?

Everyone involved –

includes paras and pare nts

List everything you will need – including velcro

and other ?”small items”

Remember daily tasks

like putting it in a bag to go home, backing it up, syncing.

This can include student, but there should be someone checking on them listed

You can write daily or weekly on Mondays,

etc.

Try breaking larger tasks

down. Paras, parents and peers may

benefit from training.,

Vendors, online videos, webinars are

good resources.

Be specific even with

online trainings.

How will you know if the training was

successful?

You can write in goal # and attach

IEP.

Try to avoid “all” or “when

writing” so support

staff knows when to

implement.

Consider having them

initial and date here to avoid, “I

Didn’t Know Syndrome”

Possibly also list where

the items are kept!

You might want to list e-mail addresses and Tech Support

numbers in the margins or on the back. Also consider a notebook or daily emails to check in with home.

What tasks must the student

master to be successful? Direct

instruction? modeling?

Using anchor charts?

Be detailed so data is uniform, but simple so data is taken.

Again consider

initials and dates here.

AT is more than a product!� AT in the service

delivery� Consultation for training

staff and family� Consultation time for

obtaining programming, scanning, and adapting devices and materials?

� Consultation for updating and arranging repairs?

� AT in the service delivery� Direct service to

student to� Train� Teach� Model� Support use� Individual or group,

push in or pull out?From whom and for whom? How often? Where? When? Who will

pay for this?

AT in the IEP� Present Levels of Performance� Accommodations and Modifications� Annual Goals and Benchmarks� Service Delivery Grid� Modifications Needed for State-Wide and

District Wide Assessment� Transition Plan

Let’s try it!� Create a couple of sentences for each area in

the IEP for your selected student� Present Levels of Performance� Accommodations and Modifications� Annual Goals and Benchmarks� Service Delivery Grid� Modifications Needed for State-Wide and

District Wide Assessment� Transition Plan

Thank You!� You can find the slideshow and handouts at:

� http://atimplementation.wikispaces.com/� You must apply to be a member of the wiki and

then you will have access to all of the files� Slideshow is also at https:/

/docs.google.com/file/d/1KvLcVMHr0anD4ZikKeE0WDr0jfeJcl0BwjcwUgMgiAk/edit