1. I learned to make a Blog, which is fairly obvious since I’m posting this on my Blog. It’s pretty easy and I have some good information on - Blogs, Wiki’s, Podcasts, and Webcasts: New Tools for Students with Disabilities.
2. The Tango is a new Augmentative and Alternative Communication device that has changed how AAC looks and works. Designed for kids, it looks cool and prioritizes the focus of AAC to make social conversation quickly and easily accessible, while sentence construction (cleverly designed also) which takes more time and effort to generate takes a back seat.
3. Data collection – How to collect it, What to collect, How to analyze it, What to do with it.
4. Special Education Research – what does the research show? Check out this website
http://www.uwm.edu/~edyburn/what.html for a look at the top 12 research articles in 2004 and 2005.
5. For students who struggle with the process of writing: there are some simple, and easy ways to use record their answers on tests, writing ideas, and more using a microphone and Microsoft Word!
6. Students who cannot physically write or type might need more than voice recording; typing with voice (Speech Recognition or Voice Recognition) is more difficult to use, but is an option available for highly motivated students.
7. For students who struggle with reading there are many ways to access digital text that can be read on a computer screen. We have several options available in District 97.
8. Macros! Wow! This is a great tool to help students who need computer steps reduced because of physical needs, or because of memory or cognitive needs. Students can use one mouse click to automatically perform several functions in sequence, such as opening and logging into email.
9. For students with severe disabilities ask me about the “Early Literacy Engagement Progress Monitoring Checklist” (by Pati King-Debaun, M.S. CCC-SLP) as a way to collect data on literacy skills.
10. No time to make Augmentative and Alternative communication materials? Take a look at the ideas in Augmentative Resources http://www.augresources.com/
For information on any of these topics, contact me through email.
Monday, October 23, 2006
Friday, October 20, 2006
Overview of the Assistive Technology Evaluation
An Assistive Technology Evaluation is the process of determining what technology tools or strategies are needed to support or improve student learning. The AT evaluation is carried out by the student’s IEP team, which includes all special services providers (Resource teacher, OT, PT, Speech), their classroom teacher, and parents.
In a Formal AT evaluation the student's team will identify the school tasks of concern, assess the student’s abilities and needs, determine the IEP goals related to the task, identify assistive technology tools or strategies to try, obtain trial equipment, and document the effectiveness of the trial use.
Phase 1 Information gathering
The student’s IEP team meets to gather information about the student’s needs and abilities. Using the WATI Assistive Technology Consideration Guide, the team determines specific tasks, and what the student goals are for these tasks. During this phase questions which should be addressed include the specific difficulties the student is experiencing, information about challenges and needs as well as strengths, and areas in which assistive technology might be of assistance to the student.
Phase 2 Brain Storming & Idea Generating
Focusing on the specific features the student needs, the team discusses and identifies several assistive technology tools and strategies to try, then selects the best ideas to try.
Phase 3 Trial the Best Idea
The team obtains any equipment needed, determines goals (related to the students IEP) that this technology will address, the length of time for a trial (usually a minimum of 2 to 4 weeks), and begins the equipment test in specified learning environment(s). Information, or data, is collected during the trial period. At the trial review date the team reviews the results of the trial and decides the next step.
Phase 4 AT Plan in Practice
The student’s team puts the recommended assistive technology into practice, and monitors it’s effectiveness. Assistive technology assessment is an ongoing process, as the needs of students change over time.
In a Formal AT evaluation the student's team will identify the school tasks of concern, assess the student’s abilities and needs, determine the IEP goals related to the task, identify assistive technology tools or strategies to try, obtain trial equipment, and document the effectiveness of the trial use.
Phase 1 Information gathering
The student’s IEP team meets to gather information about the student’s needs and abilities. Using the WATI Assistive Technology Consideration Guide, the team determines specific tasks, and what the student goals are for these tasks. During this phase questions which should be addressed include the specific difficulties the student is experiencing, information about challenges and needs as well as strengths, and areas in which assistive technology might be of assistance to the student.
Phase 2 Brain Storming & Idea Generating
Focusing on the specific features the student needs, the team discusses and identifies several assistive technology tools and strategies to try, then selects the best ideas to try.
Phase 3 Trial the Best Idea
The team obtains any equipment needed, determines goals (related to the students IEP) that this technology will address, the length of time for a trial (usually a minimum of 2 to 4 weeks), and begins the equipment test in specified learning environment(s). Information, or data, is collected during the trial period. At the trial review date the team reviews the results of the trial and decides the next step.
Phase 4 AT Plan in Practice
The student’s team puts the recommended assistive technology into practice, and monitors it’s effectiveness. Assistive technology assessment is an ongoing process, as the needs of students change over time.
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