1	“State of the State:” Assistive Technology Services in New York State Commissioner’s Advisory Panel September 21, 2000
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3	LEARNING GOALS What is the overall picture of Assistive Technology in New York State? SED Field Memo on Assistive Technology and its intended impact SETRC “State of the State Survey” TRE Center Pilot Study on AT Use Do All students have access to trained specialists/assessment teams? Survey Results RESNA ATP List What do they do if they do not have access? “Guidelines for Assistive Technology for Service Providers in New York State” RIATT@NASDSE Online Courses Tre Center Web page Mulitple Options for the Determined Discussion: barriers to achieving AT outcomes for integrating technology and students with disabilities into general education classes to help all students achieve higher standards.
4	Assistive Technology Device ß300.5 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.”
5	Assistive Technology Service ß300.6 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
6	What is the overall picture of Assistive Technology in NY? SED Field Memo on Assistive Technology SETRC “State of the State Survey” TRE Center Pilot Study on AT Use Lifelong Services Network TRAID Project
7	October, 1995 Field Memo Assistive 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.
8	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 504 Implications Funding Non-Public Schools Private, SS/SO Schools BOCES Role Resources Appendix
9	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 mainstream of school and society. Districts are mandated to make assistive technology available to all students with disabilities. 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 help educators, parents, and students 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).
10	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 may 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 . . .
11	Intended Impact of the SED Assistive Technology Field Memo "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).
12	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.
13	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
14	Intended Impact of the SED “State of the State” Survey You have access to local, regional, and national resources to help you take control and create a desirable future for your students and yourselves . . . 70% of respondents offer some type of AT service (N = 20) 55% plan to offer some type of AT Service in the next year 75% rank Awareness Issues in their top 3 training need. 75%would like to see more AT Course Offerings from IHE’s. Next steps -
15	Criteria for Measuring Outcomes of Student Use of Assistive Technology: 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
16	Criteria for Measuring Outcomes of Student Use of Assistive Technology: “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
17	TRE Center’s Pilot Outcomes’ Study: Teams that successfully used AAC and worked in collaboration tended to: communicate frequently among themselves to determine needs and goals determine ways to facilitate use in everyday environments and to include everyday people in its use and programming, anticipate future needs Teams with widely disparate responses often noted the need for: training for the student and/or everyday people, highlighted the need for educating about and encouraging the use of the system support to develop a communication plan
18	Next Steps Share results with TRE Advisory Committee and seek recommendations Continue the study with new teams at TRE Enlist other Centers, Agencies, Vendors to replicate the study Publish results in TRE Matters newsletter Apply results to improving practice via State Guidelines Dissemination”Roll Out”
19	Do All Students Have Access to Trained AT Specialists? State of the State Survey Results RESNA ATP List for NY RIATT @NASDSE Training Plan 15 instructors - at least 1 per RSSC Train AT Assessment Teams as needed Online or the new “6 x 6’ plan.
20	What do we do for students who do not have access to trained AT Specialists? State Guidelines Available, Spring, ‘01 Lifelong Services Network http://www.vesid.nysed.gov/lsn/home.html TRE Center Web page TRAID Project Access a wide variety of resources
21	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 Spring, 2000
22	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.
23	ASSISTIVE TECHNOLOGY RESOURCES Call the TRE Center for assistance, training, and resources. Call SETRC and/or RSSC 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 Choose to develop your own professional development plan to learn as much as you can about AT
24	ASSISTIVE TECHNOLOGY RESOURCES Use Guidelines for Assistive Technology to realize your vision. Become trained to implement the State Guidelines 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.
25	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
26	What are the barriers to using assistive technology to give students a better chance of achieving higher standards ? Lack of awareness of “what’s out there.” Lack of trained staff Inadequate funds Lack of clarity on AT as test accommodation Lack of access to devices for trial use Other?
27	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 as a tool? If yes, do I provide instruction that supports students’ other curricular materials or is it in conflict with them? What can I do to help reach these goals?
28	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 Consider-ation Guide www.wati.org Form collaborative partnerships with other providers Develop an AT course for HS students Use the State Guidelines to do PLANNING!
29	QUESTIONS?