Assistive Technology Assessment Models

Matching Person to Technology

     This model takes all aspects of an individual learning into consideration when applying the use or non-use of technology. The assessment/questionnaire examines three key areas; milieu, person, and technology. When used with school age children they will go into more detail and take into account learning objectives, past use of technology, and students characteristics. The goal of this process is to ensure that the person receives the technology which will best fit for their success.

Lifespan Access Profile with Severe or Multiple Disabilities
   
    To assess student needs this model looks at and examines individuals and their behaviour within their environments.  After the team based observations have been completed and collected, they set forth in completing a comprehensive plan to implement the appropriate technology.  LAP which is implemented  for individuals with severe disabilities.  They examine several key areas which include: tolerance, distractibility, reinforcers, general health, and understanding cause and effect.  Once all of these baselines have been established they are then compiled and examined by priority.  Based on these findings AT is then assigned to the individual.

SETT

The SETT Framework is used by schools when gathering data surrounding decisions regarding the assistive technology needs of their students. Each letter stands for an aspect that needs to be examined (Student, Environment, Tasks, Tools). The needs and abilities of the student are first examined. With respect to environment, questions regarding the physical and instructional/classroom environment are asked to see what is needed to ensure success. Next, with regards to tasks, the activities that the student will be completing and any barriers that the student may face are examined. The fourth component is tools, which would examine the Assistive Technology available to the student .  Throughout the process, the goal is to ensure all areas are examined and that the needs of the student are being met with the suggestions that are given.

The Learning Team are a crucial component to ensuring the best decisions are made in the interest of the student and their needs. This team is comprised of the classroom teacher, educational assistants, special education teacher, clinicians, parents, and the student.

Education Tech Points

Education Tech Points (ETP) is “a tool to help school districts to determine and meet the assistive technology needs of individual students and to evaluate and improve their assistive technology services system wide” (Reed & Bowser, 1998, p. 1).  

There are six Tech Points that are the center of this framework. Within each point questions are asked to determine the need of Assistive Technology to the student.

Tech Point #1-Referral-this is the first step where the student in need of services is identified and how the AT will assist them.

 Tech Point #2, Evaluation- examines whether or not the student is in need of Assistive Tech during the evaluation process and if the AT is needed as part of curricular modifications. What types of AT will enhance the students performance or academics?

Tech Point #3 - Extended Assessment - involves a trial period with one or more AT devices to ensure it is meeting the needs to the student.

Tech Point #4 - Plan Development- consisting of documenting that AT has been considered in the development of the IEP/SEP. Will the student need the AT to meet the goals outlined in their IEP/SEP?

Tech Point #5- Implementation-Three critical areas are identified: student training, staff training, and equipment management. It is important that the AT is used effectively so therefore all members need to have training. Also, for the AT to be effective it will need to be serviced and fixed/updated when necessary.

Tech Point #6-Periodic Review- the team reviews the implementation data and determines whether changes are needed. This includes any transitioning that may need to be done in the future.

The ETP process has outcomes built in at each Tech Point. The ultimate outcome is that the student receives the AT devices and services needed to access the curriculum and meet their  IEP/SEP goals and objectives. 

Wisconson Assistive Technology Initiative
   
    With the use of the resource manual, the goal of WATI is to offer a thorough assessment of an individuals AT needs.  This assessment targets school age children and includes 10 different sections.  Each of the sections focuses on a different area such as, environment, communication, writing, etc.  The information generated form this assessment is then used to aid IEP students in attaining their curricular goals by assigning the appropriate AT.

Comparison/Analysis

   When examining these 5 assistive technology models there are some glaring similarities.  Each of these processes are assessing individuals with the goal of getting them the proper AT to meet their needs.  These evaluations also examine primarily similar aspects of each student(milieu, person, communication).  That being said the assessments are not all the same.  LAP for instance assess through the use of observation while at the other end of the spectrum you have WATI which uses an assessment with 10 different sections.
A final difference is that SETT and LAP can be used for both school age individuals as well as adults.


   

Apps for students with autism

Within this presentation there were two items mentioned that really intrigued me, they were Fluid 2 and the idea of App smashing.  Fluid 2 would be a wonderful App for a number of students.  As mentioned, it can be used as a sensory tool that calms students while giving them an outlet.  It could also be used when become agitated or frustrated in any situation to simply bring them back down to a comfortable level.  App smashing on the other had in the idea of combining two Apps together to make a combination App.  This is something that I am yet to try, but I love the thought of combining two great Apps to make one super App.

Exciting New Apps for LD's

     Piper is a highly intelligent and motivated young women.  She as many other videos I have seen take right into the mind of those who struggle in school.  What is frightening about this is that this can be alleviated with the proper approach.  When I see examples such as this it makes me want to find that one missing element no matter what it may be to aid a student realize their potential and self-worth.
     With a powerful tool such as advanced text book, which would offer students like Piper to view and understand a text.  Voice to text would also give individuals with LD's such as Dyslexia a viable and convenient option for writing their own information and then sending to the teacher with the touch of a button.  This technology is the key to unlocking and relieving challenges for school children.

Executive Function

Prior to this presentation I had no idea executive function could play such a large role in turning a student/individuals life into chaos.  Not being able to connect past events to a present situation does not allow them to learn from past mistakes.  It is for this reason that interventions are needed to aid their focusing and organization.
     Apps that are as simple as the calender or the charts give them the chance to plan and keep track of their work.  These students are not only potentially disorganized, but they are often off task.  Using such things as a calm counter will allow them to get to a good place, refocus and return back to work once they are in a better place.

Top Free Apps in Special Education

Their school surveys were very well done.  The visual representation offered another very effective way of analysing data.  Those who were surveyed appeared to be very involved in the use of technology.  I was very shocked to see that 82% used mobile devices frequently.  I am so jealous of their accessibility to these devices.
Science 360 seems to be a wonderful app.  My science students would to click on an image and instantly view a video.  I have some students who are very active and love to see visual effects that relate to the subject matter.  This app would give them the chance to access this information and to increase engagement with the touch of any body part.

New Apps for Learning Disabilities

What first struck me about this presentation was how closely it mirrors some of the programs that were present in our webinar.  Paperport Notes appears to offers LD's with output difficulties a simple and easy way to express themselves.  I love the fact that it is a simple program that offers enough tools that it can function all the way through a child's education.  
Book Creator is another app that allows students to record voice and to create on their own.  This app is similar to Paperport Notes in that it offers students organizational aids and a higher level of engagement as well.
To conclude, for someone who has relatively no experience with mobile devices in the classroom I enjoy hearing about how they are integrated into classrooms.  School A appear to be doing extremely well with their mobile devices as they are being used at all levels.

Assistive Technology for LD's

     Last week was a week of awakenings.  My week began with the of the webinar for students with learning disabilities.  Although, I presently own an ipad I was not thoroughly aware of their potential.  I immediately found myself comparing present technology, such as the accessibility options and ibook app to what my sister (legally blind) had while she was getting a high school and university education.  My sister used to sit at the table with a very simple object that would simply elevate whatever she was reading.  I can only imagine how her education would hopefully be different with the presence of an ipad.  With these functions she would be able to enlarge the text, change the colour, zoom on images, and speech selection to name a few.  Although, she did well in school without the benefits of a mobile device and these applications, I can only imagine the success and potential that may not have been attained.
     My second awakening occurred when I collected my school data.  It was at this point, I saw a province that was once ahead of the game in terms of technology that is now coming up short.  Not long ago the province of NB was piloting a project that would see every student with a notebook, to the somewhat stagnant approach today.  While teachers seemed very willing to integrate technology it appears that there is a subsequent lack of mobile devices within our school.  Presently, few teachers are using mobile devices in their classrooms as the only access they have is to the personal devices of students.  Although, this approach may work, not all students have this access and this creates a haves and have nots classroom environment.  If we are to get the needed technology into the hands of students with LD's a strategic approach needs to be employed.    
 

Autism is a World

Susie Rubin "Autism is a World"

In the case of Susie Ruben presumed competency is acknowledging her understanding and comprehension of the world around her.  It is only through the use of her assistive technology that she can express her thoughts and opinions.  In the case of presumed competency were a not examining what is on the outside and then judging, we are acknowledging that individuals are competent and have age appropriate understanding.  When Susie expressed how she felt my heart sank,  the little girl inside was not able to get out and express her thoughts and ideas until she gained access to assistive technology.  Once this revelation was revealed it had a grave impact on the individual around her as now she was able to demonstrate her understanding and opinions to others.  The assistive technology had a grave impact on those around her as they could now gage her understanding and meet her needs both at home and in scholl. Presumed competency and realizing that all individuals have the ability to understand and comprehend the world around them. It is very important that we presume competency as it can be detrimental to the individual who is lacking the assistive technology required.

Week Number One of Assitive Technology

     As I began to navigate through the material covered in class, I soon realized that I was now beginning a journey that would pay great dividends to me and my students. Whether we were examining the principles of UDL, convergent technologies, or assistive technologies, each have the potential to transform my teaching practices.
     Having recently attended professional development on the principles of UDL, it is interesting to see this approach applied from a different perspective.  My first impression of UDL was not of something that would apply or could apply a large amount of technology.  The UDL presentation that I received was more so for the general population of the school.  The focus was to increase student interest and motivation all the while taking a different approach to assessment.  It was not until this class and the realization that convergent technology and assistive technologies meshed with the UDL model can make for a very inclusive classroom.  The incorporation of these technologies allows for students to take on an active role in the classroom while realizing their potential.
     The incorporation of UDL methods within the classroom can change the way students view their learning.  Individuals with learning difficulties now can gain access to assistive technology and convergent technology are able to participate while they and their classmates take an active role in the learning process with the incorporation of UDL principles.