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Understand outcomes for using assistive technology to support inclusion of students with disabilities in general education classrooms. Become aware of  Guidelines for Assistive Technology for Service Providers in New York State and its Promising Practices, Describe and discuss barriers to achieving AT outcomes and no, low, and high solutions for integrating technology and students with disabilities into general education classes to help all students achieve higher standards. Describe and discuss other resources for planning how to integrate technology into the classroom. "&    F   Think Abouts&      Can students be helped to achieve new curriculum standards if we improve integration of technology into educational environments for children and adults with special needs? Why or why not? How can technology support integration of special education students with their non-disabled peers? What is the role of the teaching assistant in regard to the student s use of assistive technology? How can we best use assistive technology to promote inclusion? Do I use technology to provide instruction that supports students other curricular materials (e.g., texts, filmstrips) or is it in conflict with them? What can I do to help reach these goals? $&#    i   October, 1995 Field Memo,   vAssistive Technology is defined as a process, not a product. a process of matching the student with a disability to the: 1) tasks & activities to be performed by the student in various environments. 2) environments in which the tasks and activities are to occur 3) device(s) to be used . . . Each part of the process must be included when considering AT Neglect of any part places the entire process in jeopardy. Assures all have common frame of reference from which to provide appropriate assistive technology to a student with a disability, Emphasizes individual is one who determines technology, not other way around. >ML w  October, 1995 Field Memo .(    School District Responsibility Criteria/Evaluation: Assistive Technology is a process, not a product. Qualifications Use Outside of School Transfer of Technology $     c504 Implications Funding Non-Public Schools Private, SS/SO Schools BOCES Role Resources Appendix 6db d    Assistive Technology 300.308$   Each public agency shall ensure that assistive technology devices or assistive technology services, or both, as those terms. are defined in 300.5-300.6, are made available to a child with a disability as a part of the child's - a. Special Education under 300.17; b. Related Services under 300.16; or c. Supplementary aids and services under 300.550(b)(2). (Authority: 20 U.S.C. 1412(2), (5)(B)] Fl'l'     "Assistive Technology Device 300.5##$ #  P.L. 101-476, IDEA:  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 children with disabilities. $    #Assistive Technology Service 300.6$$$ $  Any service that directly assists a child with a disability to select, acquire, or use an assistive technology device. The term includes: evaluation of needs of child with disability purchase, lease, or otherwise acquire select, design, fit, customize, adapt, apply, retain, repair, or replace assistive devices Coordinate/use other therapies or services training or technical assistance for child Training/technical assistance for professionals .    The Reauthorized IDEA(   :Regarding Assistive Technology, the regulations state that on a case by case basis, the use of school-purchased assistive technology devices in a child's home or in other settings is required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE. See 300.308. z+   ;    The Reauthorized IDEA <((    Regarding consideration of the child's AT needs in Individualized Education Program (IEP), Section 300.346(a)(2)(v) of the regulations adopts verbatim the statutory requirement of consideration of each child's AT needs. Comments state that "in all instances, the IEP team must determine whether an individual disabled child should receive AT, and if so, the nature and extent of AT provided to the child." See 64 C.F.R. 12590. $   ;Intended Impact of the SED Assistive Technology Field Memo<< <  Assistive technology has tremendous potential to promote equity because it . . . redefines what s possible for children with disabilities, enabling them to be more independent, self-confident, productive and integrated into the mainstream of school and society. Technology is for all students - for students with disabilities, it may need to be more personalized.  The IEP/IFSP (signed!) is a powerful tool to assist educators, parents, and students to develop effective ways of putting assistive technology solutions into educational programs which meet students needs and promote an equitable environment - one in which accommodations for them are seen as regular, normal and expected, (RESNA, 1992). XQgU   ;Intended Impact of the SED Assistive Technology Field Memo<< <  Most assistive technology is low in cost, but if we don t think ahead, the few high cost items will wreck havoc with school budgets. Costs depend on individual student needs & agency s use of existing resources. Know the costs of not providing Assistive Technology: students needs may go unmet less coordination of programs and services for all children district s technology resources (human/material) go unused increased potential for hearings and their financial drain on your district other . . . `!      ;Intended Impact of the SED Assistive Technology Field Memo<< <  $Districts are mandated to make assistive technology available to all students with disabilities. "In developing each child s IEP, the IEP team shall consider whether the child requires assistive technology devices and services. If the IEP team determines that a child needs a particular device or service (including an intervention, accommodation or other program modification) in order to receive FAPE, the IEP team must include a statement to that effect in the child s IEP." (Federal Register, Vol. 64, No. 300.346(a)(2)(v), p. 12441and Part 200.4(d)(3)(vi) of the January, 2000 Amendments to the Part 200 Regulations of the Commissioner of Education). ja~4         ;Intended Impact of the SED Assistive Technology Field Memo<< <  You have access to local, regional, and national resources to help you take control and create a desirable future for your students and yourselves . . . 4   ^What should be the outcomes of implementing the assistive technology requirements of the IDEA?__' _  The district s long range technology and special education plans, procedures, services, and budget include Assistive Technology. All staff are able to appropriately  consider students for assistive technology services and/or devices. Staff are trained to integrate technology in teaching to help students with disabilities gain skills and achieve higher standards - their own as well as the Regents . AT is used to support inclusion of students with disabilities in regular education placements 0#   HCriteria for Measuring Outcomes of Student Use of Assistive Technology: .IH  I  1. change in clinical status 2. change in functional status 3. improvement in quality of life 4. customer satisfaction 5. cost, including price of equipment and time to evaluate and train student, staff, and parents to use it. Jean Minkel, PT, Minkel Consulting, New Windsor, NY V44@          ICriteria for Measuring Outcomes of Student Use of Assistive Technology: <JH  J   The dollars available to pay for Assistive Technology are going to stay the same or decrease, so there will be greater competition for that pile of dollars. Those with good measures in place will receive those dollars. A high - tech solution is not always the best. As money becomes less available . . . we will shift back to lower technology that can achieve the same outcome. Frank DeRuyter, Director of Speech Pathology and Audiology, Department of Surgery, Duke University. 4/8/96 Xll@    "     4  )State Guidelines for Assistive Technology**#$ *  Guideline 1: District Planning, Training, and Staff Development Guideline 2: Evaluation of a Student s Need for Assistive Technology Devices & Services Guideline 3: Developing Recommendations for Assistive Technology Guideline 4: Coordinating Service Delivery Guideline 5: Review of Program Effectiveness Final Version Available Fall, 2000 1# 2K( # U  GUIDELINE 1: District Planning"    It is recommended that districts establish a multidisciplinary team to develop a plan to provide assistive technology devices and/or services as part of the district's existing special education plan, long range technology plan, or both. "   !Guideline 1: Promising Practices  "  _Under strong leadership, district AT planning teams can: encourage an integrated service delivery approach. Promote a combination of strategies based on maximum use of shared technology resources. Encourage all special & regular education administrators and teachers to promote use of technology as a means to ensure classrooms as environments where all students have equal access to the curriculum. Develop and share a vision of technology as a tool to: enhance the teaching and learning environment break barriers to equity strengthen the curriculum for all students, not just those with disabilities. d99   `  District AT planning teams can:     encourage activities which foster greater cooperation among regular & special educators to: take a closer look at how assistive technology could support least restrictive environment; examine the resource room, consultant teacher, and other special education models used in the district to develop innovative waivers; or, plan expanded roles for all educators that support the interface between general and special education. R\P\O    Guideline 1: Promising Practices !  Special educators should be encouraged to be members of building-level teams and/or peer problem solving groups who are planning new models for service delivery. These groups may be effective in generating assistance for all students. E.g., general education teachers may have more experience than special educators with various instructional software programs and can provide information to special education teachers about these programs. B   !District AT planning teams should""!  "  seek or offer models which promote interagency cooperation, sharing of scarce resources, ways to connect parents with similar interests/concerns. E.g., ways for parents to share and exchange "hand-me-down" equipment children have outgrown; sell "used" software no longer appropriate for their children which might be useful for others; enable parents to form "user groups" to assist the less experienced with assistive technology. Z   #District AT resource person should:"$# $  :conduct and/or coordinate assistive technology staff development opportunities with T.R.E, SETRC, Regional TRAID Centers, or other regional providers of assistive technology services. Share information gleaned from a variety of current resources, including the Internet. Help staff get their technology questions answered quickly and provide information on resources for troubleshooting and problem resolution (e.g., email) Use a "train the trainers" model to expand the district's capacity to provide timely information and technical assistance to district staff. ":; ;   Guideline 1: Promising Practices !  ?Ongoing training and staff development mean the district commits itself to systematic planning to ensure the availability of assistive technology services/devices. Commitment Indicators may include: a decision to conduct an AT needs assessment establish position to coordinate provision of AT Establish financial support to provide AT provide flexible use of time by the AT resource person; provide ongoing training and support for district assistive technology resource persons. Coordination within and beyond the school is critical to achievement of these indicators. Dvv @  \ GUIDELINE 2: Evaluation of a Student's Need for Assistive Technology Devices and Services <][ ]  ]Assistive technology must be considered when a student is initially assessed to determine eligibility for special education, as part of the annual review, and in transition planning. Assistive technology devices and/or services should be included in the IEP whenever it is necessary to meet the needs of a student in the least restrictive setting. P]C ^    Guideline 2: Promising Practices !  See handout of  Promising Practices Name a student with whom you currently work who needs to be (re)considered for assistive technology. Read and complete the Wisconsin AT Initiative Consideration Guide for this student. Share your answers with your partner.   #What are the barriers to using assistive technology to support inclusion of your student so s/he has a better chance of achieving higher standards ? .   Lack of awareness of  what s out there. Lack of trained staff Inadequate funds Other? W  $ What Solutions or Tools Can You Use to Integrate Technology and Students with Disabilities into the General Education Classroom to Help All Students Achieve Higher Standards? <    Wisconsin AT Consideration Guide Partnerships with other AT providers Networki with existing providers Develop an AT course for HS students Other: PLANNING!&F    O  % $ASSISTIVE TECHNOLOGY PLANNING STEPS%$  %  Know how Assistive Technology can help students with disabilities and their families Become aware of the issues affecting the way you provide these benefits. Know the meaning of assistive technology definitions and requirements. Know range of low- to hi- tech devices available and where you can acquire more information about them Help all persons [especially key decision makers and planning team members] to be aware of available assistive technology and the impact it can have on the lives of people who need it. (B. Romich, 1993)Nw&       (!#ASSISTIVE TECHNOLOGY PLANNING STEPS$$  $  r Learn the range of costs that may be involved . . . 1991- 99: TRE recommended from $0 to $230 to $5311 N = 375: Avg cost of systems recommended = $1916 know these costs depend upon individual student needs, agency s use of existing resources, and ability to plan ahead for warranty, repair, insurance costs. V:3 &r      )"#ASSISTIVE TECHNOLOGY PLANNING STEPS$$  $  'Know funding sources: P.L. 94-142 (Part B); P.L. 99-457 (Part H); Chapters 1 and 2; Part H; Independent Living Services (VESID); Private Health Insurance; Medicaid/Medicare Grants; SSI; Head Start . . . . . . and develop a trusting relationship with those in charge of authorizing expendituresJ(Z (  *##ASSISTIVE TECHNOLOGY PLANNING STEPS$$  $  Select an Assistive Technology resource person to help modify existing Special Education and Technology plans\ Assess resources and needs. With Computer & Staff Development Coordinators, Special and Regular Educators, Assistive Technology Consultant . . . Inventory Equipment, Devices, Software Survey Staff Resources: Training/experience in AT Survey Staff: training needs (Part of CSPD) Predict # of students who may require assistive technology services, devices, or both. Use State Guidelines criteria for referral & assessment to determine student needs. Determine difference between the  is & the  ought h/@wh k  +$#ASSISTIVE TECHNOLOGY PLANNING STEPS$$  $  JAssistive Technology resource person compiles & analyzes results and shares with school administration & planning team. Planning team develops a philosophy, mission, and goal statements for AT in the district. Planning team develops a plan for AT service delivery using NYS Guidelines for AT to match resources & student needs. zK@86$6BJ      District Board of Education indicates support for the plan as part of its long range plan for special education technology, or both by an official vote of approval. KEY: Regular and Special Educators work together to plan ways to address training needs of all staff. X;kc   ,%ASSISTIVE TECHNOLOGY RESOURCES    Use Guidelines for Assistive Technology Become trained to implement the State Guideline via NY-RIATT@NASDSE distance education courses Replicate Model Practices for CPSE/CSEs (SED 2/96 Field Memo) Take LRE Training available from SETRC . Use Model Schools Program. Call local BOCES or Lynn Reuss, SED: 518 - 474-1280 Use Test modifications handout for students who need & benefit from Assistive Technology. p_     ?    E        q  0 U 0_k1 U 0.'NY-RIATT@NASDSE TRAINING$   Why the need for statewide training & regional expertise? All Students who require AT need access to AT Resource Person in their district Need access regionally until goal is met. Contact Local BOCES SETRC 20 courses available (Overview, etc.) Competency-based, cost-effective, accessible and offered by NY Instructors Visit http://www.trecenter.org or phone 1-800-248-9873 for additional print information J::>O         =  U 0O`/&ASSISTIVE TECHNOLOGY RESOURCES    (Call the TRE Center for assistance, training, and resources. Call SETRC and/or Joint Management Team for assistance. Call on National Center for Disability Services Research Training Institute (RTI) for assistance at 516-747-5400. Call on other local resources for assistance: UCP, ILC, IHE Call the Office of Advocate for Persons with Disabilities TRAID Project: 800-522-4369 Continue to support your Regional Assistive Technology Initiative- Annual AT Fair Choose to develop your own professional development plan to learn as much as you can about AT$)( )  1)TOOLS OF THE FUTURE    www.masie.com ITTA.org Others: ! V               U 0U 0 U 0 0( QUESTIONS?     F, ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,?FKd@   d uA@  d`"  n?" dd@   @@``@n?" dd@  @@``PR    @ ` ` p>> ''!!h'(   dm  $F y  yx  H) @)?x$N y  y`N y  y   BCDEF ) @)?FF,!N*tJ$QrE^rwQ$"st*=n,sXPn=3}#Ihl~j~hbI#8t? \4AF^A4 `}t:8brUN,@ y `B  08c?`B  08c?* A    c BICDExF1?bP,AY+ :7x/B4RHl&z``Uxmb=@@`B  08c?wK @N  p    px2   H) @)? pbN 6 o   6 o  c BCDEF)?  @    c BCDEF)? @    c B3C0DE,F4)? 2 # /)/2#2@, _ z  c JBCKDEF)?77kc@/8K_ 8D  ?v,JF.0@?VRuzqutmhG6k]A]AB2A(E6AN5/ kop@ 3*  c BCDE4F<)?   @{ !   c BDCaDEF$)?004C7`P0@ V    c BuC^DE$F,)? 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Grapka, Project Coordinator Technology Resources for Education (TRE) Center Capital Region BOCES - Maywood School 1979 Central Avenue Albany, NY 12205 518-456-9290 (Voice and TDD) 518-456-9289 (FAX & BBS) Toll Free in NY State: 1-800-248-9873 Internet Web Page: http://www.trecenter.org Email: trecenter1@AOL.com(LL2          . 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