Thank You for your support of youth who are blind or visually impaired

Assistive Technology Camp Students Thank You

A Child with Blindness -- The Planson Family -- Our Special Life -- Epis...

Definition of Blindness:

1.     Definitions for the condition:

a.      A medical condition of the eyes that involves a severe impairment in vision, not corrected by glasses. (http://www.teachspeced.ca/blind-and-low-vision?q=node/673)

b.     In Canada, a person is legally blind if his or her best eye has less than 20/200 vision with the help of glasses or contact lenses. Having 20/200 vision means that a person cannot be more than6.1 m (20 ft) away to see what a person with normal vision can see from 61 m (200 ft) away.  Legal blindness does not mean that a person cannot see at all. People who are legally blind often have some vision, but their field of vision may be very narrow or blurry. Or they may have blind spots that glasses cannot correct. (https://myhealth.alberta.ca/health/pages/conditions.aspx?hwid=stl17646&)

Assistive Technology for blind students-low tech to high tech

Low tech-Braille-is writing system which enables blind and partially sighted people to read and write through touch. It was invented by Louis Braille (1809-1852), who was blind and became a teacher of the blind. It consists of patterns of raised dots arranged in cells of up to six dots in a 3 x 2 configuration. Each cell represents a letter, numeral or punctuation mark. Some frequently used words and letter combinations also have their own single cell patterns.
There are a variety of different formats of Braille:

• Uncontracted or Grade 1, which consists of the 26 standard letters of the alphabet and punctuation. It is only used by people who are first starting to read Braille.
• Contracted or Grade 2, which consists of the 26 standard letters of the alphabet, punctuation and contractions. The contractions are employed to save space because a Braille page cannot fit as much text as a standard printed page. Books, signs in public places, menus, and most other Braille materials are written in Contracted Braille.
• Grade 3, which is used mainly in personal letters, diaries, and notes, and also in literature to a limited extent. It is a kind of shorthand, with entire words shortened to a few letters. There is no official standard for this version of Braille

The white cane is just one of many to​​ols used by people with vision loss – from toddlers to seniors - to assist with safety, mobility and independence. The cane is used to check for objects in a person’s path, changes in the walking surface (from cement to grass, for example) and to check for dangers like steps and curbs.
A secondary function is identification: recognized around the world, the white cane clearly tells other pedestrians and drivers that the user is a person with vision loss.

Medium tech-eClipseReader EyeNet is an excellent downloading, conversion, and reading tool specifically devised for blind and visually impaired persons who wish to read books in the DAISY format using their computer. It combines all the features available in this well known DAISY reader with the possibility of browsing the Web and download text files, DAISY books, and DTB-DNA or DTB-RDNA files.





As the name suggests, a talking calculator's main feature is the ability to talk. The idea behind it is to make simple calculating tasks much more convenient and efficient to someone who cannot easily read a standard display. One does not need to give up any features and functions to get a calculator with talking capabilities

High tech-Braille Lite- which is a note taker that allows students to type notes in class using a specialized keyboard. A Braille display on the front lets students check what they've written, and an optional speech function reads the text aloud. Students can then hook up their note takers to a PC to print their notes on a standard printer in large type, or on an embosser in Braille.

 

The Perkins SMART Brailler® is the evolution of the Perkins Brailler® from a low-technology, beloved classic to a high-technology learning and teaching tool. It offers a new, more intuitive way for individuals, both sighted and blind, to communicate, teach and learn braille together. Now teachers can see what their students are brailling, sighted parents can help their visually impaired children with homework and students can take the lead in their own braille education. Sighted or blind, we can all share the learning experience!

 

 

Research Paper Critique

Article #1: Expanding Horizons for Students with Dyslexia in the 21^st Century

         I really liked this article as it focused on how as educators we can help to alleviate the stress and frustration our dyslexic students feel when dealing with reading and writing in the mainstream classroom. The article discusses the main principles behind UDL as providing multiple means for representation, engagement, action and expression in connection with the use of assistive technology, more specifically, mobile technology, for students who could benefit from it.

The paper focuses on how the use of mobile technology fits in perfectly with the UDL model. In our goal to provide all students of all abilities every opportunity to learn in a comfortable setting, we want to embrace any device or tool that allows for student engagement and achievement. By allowing dyslexic students the chance to utilize this technology we are customizing  the learning tools to fit their needs. It motivates students to learn as it, “gives students with special needs something mainstream and non-stigmatizing that is still engaging and interactive for them” (p. 175).

          The article shared various apps that could be used in a variety of learning situations, from reading, writing, notetaking, to organization. I was able to download many of the apps suggested and can certainly see how useful they would be in a classroom. We are so fortunate today to have access to these learning tools and their ease of use and portability make them a tool that will remain with students throughout their years in school. Although our school didn't have iPads available when I taught my last student with dyslexia, we did have text-to-speech programs and Dragon Naturally Speaking in place that allowed this student to achieve success in many areas of the curriculum. Now with digital textbooks and e-textbooks I hope she will be able to access more materials that meet her learning needs.

 

Article #2: AIM for Digital Equity

This paper examined the shift that has been happening in education to going from a print rich environment to a digital text environment, and the benefits this brings. As mentioned in the article, students who struggle with reading have often been frustrated with print materials that are offered to them. When they do have modified text, it often doesn’t look the same as the text other students are using and is obvious to all. By allowing students the access to a digital format, specifically one that could read the text aloud, the barriers to learning are taken down and the student is able to access the same material as their classmates. Digital technology is accepted and embraced by students, so the stigma would not be present as it could be with a modified text.

The article discussed the materials presented in an alternate format as AIM (accessible instructional materials). The authors believed that the change in the format the material was delivered would allow success for students who previously had barriers holding them back. I know personally the impact these materials would have made with students that I have taught, especially in the earlier years of my career.  I can remember the resource teacher giving me the modified text for books I was using and how students resisted the text.  I can also relate to when I taught a Gr. 3 non reader about 7 years ago and the struggles I faced trying to find materials for him. I have been so pleased the last couple of years to find audio books for my students and include them in activities they would have found difficult before. We are slowly getting there and I can’t wait to see what the future holds for these students!

 

 Article #3: Using iPads with Students With Disabilities: Lessons Learned from Students, Teachers, and Parents

            This article focused on the increase in usage of mobile devices in schools and the positive impact they have had on the academic engagement and achievement of students with learning and physical disabilities.

The authors mentioned that these devices are unique in that they can be customized, through apps, to meet specific learning goals of individual students. Mobile devices have the flexibility that has been needed in the learning environment and that fosters growth in students in both academics and in self esteem. There is no stigma or shame attached when a student uses a mobile device in a classroom as they are so commonly used in schools by students and teachers for a variety of reasons. It allows students to feel connected in a way that they couldn’t before.

         I agree with the authors when they mention the fact that these devices are simple to transport throughout the school and between schools.  At my present school I have a student who just received an iPad Mini in Kindergarten and we have been told that this device (with newer models being used throughout) will travel with him his entire school career. This was something that made all of us excited and gave his parents a sense of relief as he loves using mobile technology and they could already see the benefits of its use in the school setting.  As the article mentioned, it is important that all parties involved in the process see the value and that it is available in all environments.

Mobile devices offer so many options from, as the article mentions, transitioning, video modeling, to being used as a translator and dictionary for students learning English. The possibilities are endless and when implemented properly, the benefits for the classroom are far reaching.

Article #4: Take the Pencil out of the Process

           This article discussed the important issue of handwriting difficulty for students with Autism Spectrum Disorder (ASD). While not all students who have Autism or Aspergers have difficulty with writing, several students do and the frustration and missed learning opportunities that result from it are not necessary if assistive technology is used. The authors suggest that keyboarding be taught and used by students with ASD who have writing difficulties.

                The article mentions that a huge number of students with ASD have dysgraphia, and no amount of practice or effort will enable them to write correctly or quickly. I found it interesting that the research has found differences in the cerebellums of people with ASD in the areas that control movements and execution of motor tasks. Therefore, knowing this, how can we not allow them to use AT in their written work.  As long as the product is the same, the way in which they create it shouldn’t be the issue. Another point the authors made that I liked was the fact that literacy was about the thought process and that the way you show your thoughts isn’t what is important, but as long as you are able to communicate them, that is what is important.  By allowing our ASD students to only use pen and paper to express themselves is a huge disservice to them and limits their creativity and potential.  I think we have all seen first hand how much time and energy it takes for these students to produce a single piece of work. They spend so much time worrying about the process of writing that their thought process is limited.  I have also experienced the benefit of witnessing students who struggled with paper and pencil tasks, flourish when given the opportunity to use a keyboard or another AT device. The difference in their self-esteem, creativity, and overall engagement changed significantly.

Article #5: Learning From Text

           This article, although somewhat outdated (2003) when we speak of assistive technology today, still raises some very important and worthwhile questions regarding students who are struggling with the reading process. The article looked into the debate over how much time should be spent trying to teach a child who has failed multiple times reading (remediation strategies) to read, versus allowing for compensation strategies to be implemented.  I agreed with the author in the sense that sometimes no matter how much time we devote to remediation strategies, we are still going to end up with students in a middle school classroom that can’t read at the level of their peers, or can’t read at all. So as the author suggested, why not create a balance between the two, with more time being devoted to compensation strategies, involving AT, that would still allow a student to participate in many classroom activities.

                One point that really struck a chord with me was the example of the student trying to complete a math problem, but being unable to due to the fact that they didn’t know their math facts. I am working right now with an intervention group of Grade 5 students who are still struggling with division. Many of them do not know their multiplication facts and this results in them taking much longer to complete the problems. While a few years ago I would have not allowed them to use a multiplication chart to aid in their work, I now do as I realize I want to know if they are able to complete the division problem and if they understand the process. While I still think it is important that they learn their facts, I don’t see the point in allowing them to waste 15 minutes trying to get started on the problem because they don’t know the answer to 7 x 8. There should be a balance in the learning of their facts (remediation) and the compensation strategies used to allow them to know how to complete a long division problem.

          The same holds true for reading. If a child does not know how to read by Grade 3, then we need to put in place the supports that will still allow them to participate in the classroom. Luckily today we have so many options with text-to-speech and e-textbooks, that hopefully this will alleviate many of the problems these students are facing. When given the proper tools to flourish, these students will feel included and engaged in the learning process.

Article #6: A Unit Based Approach to Adaptations in Inclusive Classrooms

           This article is very relevant in our education system today with many schools adopting UDL practices.  I know my school has been focused on UDL practices for the last few years and the benefits we are seeing with progress have been remarkable.
 
           There are a wide variety of adaptations that can be incorporated into any classroom to ensure students are learning at a pace that is age and developmentally appropriate for them. I know in my classroom, I work hard to ensure that the adaptations that are put in place for my students are going to fit their needs. In the last number of years I have had several students who have Autism and we have had success with many of the adaptations put in place. We have found out that there are many adaptations that seem to work for many of them, and others that are unique to the individual student. Incorporating the use of a visual schedule has been key for many of the students with Autism in my class. It has proved to be a crucial step in transitioning our students throughout the day, activities, and the year. The use of the iPad has also been a wonderful addition to the learning process. Even since starting this course I had added several apps to the iPad that have proven to be successful for this particular student. In fact our district resource teacher is adding these apps to all of the iPads in the district.
 

Maya Finds Her Voice

I tried to include this in my original post for AAC, but for some reason it would not work. I am including this video as my choice of an inspirational story of a user of AAC. I loved this video and was so pleased by the progress Maya made with her communication device. It really made me appreciate how far assistive technology has come in the last number of years and respect all those who are working to give these people a voice of their own. I only wish this technology was available 30 or 40 years ago for a family member who was non verbal. I remember the frustration she and those around her faced when she couldn't communicate her wants and needs. I am truly in awe of what is available today!

Augmentative and Alternative Communication

For class tonight we had the opportunity to research and examine AAC. I will be posting responses to various questions on the topic.
What is communication?
Communication:  The transfer of information or ideas from one individual or another using verbal communication (spoken face to face), non-verbal communication (gestures), written communication (letters), visualization (images).



20 different ways to communicate

1.non-verbal cues
2.verbally
3.sign language
4. braille
5.text message
6. instant messaging
7. tone      
8. actions       
9. touch
10. written communication
11. drawing
12. eye contact
13. pictures
14. graphs
15. video message
16. acting
17. e-mail
18. songs
19. gestures
20. morse code

                                         


What is AAC?

The term AAC (Augmentative and Alternative Communication) covers a huge range of techniques which support or replace spoken communication. These include gesture, signing, symbols, word boards, communication boards and books, as well as Voice Output Communication Aids (VOCAs).

Who is the typical user of AAC?

At first I thought it would be people with severe communication disorders (either from birth or that have occured later in life due to injury or disease) or who cannot speak, however Barbara mentioned in class, that there is no typical user of AAC and that it can be very broad. Therefore, there is no typical user of AAC.

 

What are the 3 criteria for Effective Communication?

    1. You need to have a communication partner.
    2. There needs to be joint attention between the partners involved in communicating.
   3. In order for all partners to be able to comprehend the communication, a common language is
       essential.
 

 

10 different types of AAC available

The following are a list of various AAC devices available. They range from low to high tech.

 

 Vantage Lite

This is an ACC device that is used for those who have difficulty communicating. It is a high tech device.

 

 Communication Board

A communication board is another device used for those who have verbal communication issues and is a low tech device that allows them to use the photos to communicate their needs and wants.

 

Big and Little Mack

 The  Big and Little Mack are simple, easy to use devices that allow for voice output for those with communication issues. It is easy to record and change messages and can also be connected to a toy for a reinforcer.

 

 Personal Talker

The Personal Talker could be a great introduction to AAC as it records a single, 10 second message that is played back easily by hitting the large play button. It would be used for those with communication difficulties.

Proloquo2Go- as we discussed in class, this is a wonderful,  engaging, fairly inexpensive app high tech app that allows users with verbal communication problems to communicate with a basic word or can even form sentences for a conversation. It also has a text-to-speech feature.

Tech/Speak-this low tech device gives users a speech playback and is able to record several messages. This would be useful for individuals who are non-verbal or have difficulty communicating.

 
I Can Speak-this is a high tech device that allows users with verbal communication difficulties the opportunity to communicate by pressing the buttons on the device to communicate a word or phrase they wish to convey.


MACAW- this medium tech device allows those with functional speech difficulties or spelling difficulties to tap on the images and have a message or word relayed. It holds up to 32 messages and multiple images can be selected to form sentences.

 

 Talk Trac-is a portable communication device that resembles a wrist watch. It can hold up to 8 messages and has a lengthly recording time. It can aid Autistic students in social situations as well as aid those with speech difficulties.

Partner Plus-this low tech device is comprised of 4 sections with 8 messages. It is a basic device that can convey simple messages.

 

 

 

 

 

 

AT for Writing

This was another enjoyable class that allowed us to examine various Assistive Tech for writing as well as examine how difficult the writing process is for a student with LD.
The first exercise we were asked to do was to write down every step required when writing a letter to our school board asking for iPads. We needed to break it down to the very basic skills such as being able to find and use the required tools used to write, to actually being able to compose the piece.
This exercise gave me the opportunity to really examine the tremendous effort and skill required to even start writing, let alone complete a writing piece. It is such a complicated process that we take for granted and at times, don't realize how much attention and engagment is needed by our students in order to get started. It gave me more perspecitive and understanding when trying to understand why my LD students find writing to be such a difficult task. There are so many complex skills that are required and if students are missing even one of them, they find the process extremely difficult.


Next, we had to spend time writing about our summer with our non dominant hand, in my case my right hand. This was another learning opportunity that allowed me to reflect upon the need for AT for students and how much of a disadvantage they are in when it is not provided. I found it to be a challenge to do this activity for 10 minutes, so I couldn't imagine the frustration our students would feel when they are asked to do this day after day without the tools that are essential for their success.

The most impactful part of the evening for me came when we viewed samples of student work with and without the use of Assistive Technology. The differences were amazing and stressed the importance of these aids and the huge impact they make in the lives of our students. I think these samples need to be shown to every teacher or school board that doubts the power these tools can give a student with a writing difficulty.

I was pleased to learn about more apps that can be used in the classroom that will give my students the opportunity to write in a less stressful environment with the tools that are designed to allow them to reach their full potential.

Reading Remdiation and Compensatory Learning

This was a great class that allowed us to spend time researching and viewing websites,software information and apps that will further the reading process.

The following sites were found:

Software:
·         Success for All

Provides extensive school staff training and materials focused on cooperative learning, phonics, and a rapid pace of instruction. Also provides tutoring to struggling children, mostly first graders.

Website: www.successforall.org

At the Success for All Foundation, our goal is to help all students achieve at the highest levels—not just children who come to school well fed, well rested, and ready to learn, but everyone, at all levels, whatever it takes.

 We believe all students deserve an education that will challenge, inspire, and prepare them for a better future. Our top priority is the education of disadvantaged and at-risk students in pre-K through grade eight. We use research to design programs and services that help schools better meet the needs of all their students. Every child can learn. We help schools ensure that they do.

·         Direct Instruction/ Corrective Reading

A highly structured, phonetic approach to reading instruction that emphasizes phonics, a step-by-step instructional approach, and direct teaching of comprehension skills, as well as extensive professional development and follow-up.

Website: www.nifdi.org 
Welcome to the National Institute for Direct Instruction

 The National Institute for Direct Instruction (NIFDI) is the world's foremost Direct Instruction (DI) support provider. This website provides information and resources for administrators, teachers and parents to help them maximize student achievement through DI

·         Peer Assisted Learning Strategies (PALS)

A technique in which children work in pairs, taking turns as teacher and learner, to learn a structured sequence of literacy skills, such as phonemic awareness, phonics, sound blending, passage reading, and story retelling.

Website: kc.vanderbilt.edu/pals

PALS is a version of classwide peer tutoring. PALS combines proven instructional principles and practices and peer mediation so that research-based reading and math activities are effective, feasible, and enjoyable. Teachers identify which children require help on specific skills and who the most appropriate children are to help other children learn those skills. Using this information, teachers pair students in the class, so that partners work simultaneously and productively on different activities that address the problems they are experiencing. Pairs are changed regularly and all students have the opportunity to be "coaches" and "players" over a period of time as students work on a variety of skills.

·         Reading Recovery

Provides the lowest achieving readers (lowest 20%) in first grade with supplemental tutoring in addition to their regular reading classes.

Website: www.readingrecovery.org
Our Vision
We ensure that children who struggle in learning to read and write gain the skills for a literate and productive future.

Our Mission
We achieve reading and writing success for children through partnerships that foster:
Reading Recovery in English, Spanish, or French as an essential intervention within a comprehensive literacy system

Teaching of children that is expert and responsive
Professional development for teachers that is specialized and continuous
Ongoing development of knowledge and practice based on research, data, and the theoretical framework that has underpinned Reading Recovery since its founding

·         Targeted Reading Intervention

A one-to-one tutoring model in which classroom teachers work individually with struggling readers in kindergarten or first grade for 15 minutes a day. The 1-1 sessions focus on re-reading for fluency (2 min.), word work (6 min.), and guided oral reading (7 min.).
Website: www.targetedreadingintervention.org
The Targeted Reading Intervention (TRI) is a professional development intervention designed for elementary students who require additional reading instruction and their classroom teachers. Via remote webcam, trained coaches with reading expertise provide one-on-one, ongoing support to build capacity in reading instruction with teachers.

The TRI helps teachers build capacity by:

Learning and using efficient instructional strategies for early reading development
Developing skills in matching instruction to assessment
Applying their learning for the benefit of targeted readers


Websites:
Starfall
http://www.starfall.com/
This site is mainly a free site to use, but does have some additional activities that can be used with a subscription. However, the main and most important reading activities are free and very easy to use.  It is a phonics based reading website that is aimed at children from the preschool age to second grade. It can also be used for ESL students and students with learning disabilities.  There are 4 main sections to the site. It is highly interactive and starts with letter sounds and progresses through the reading process.

Raz Kids
http://www.raz-kids.com/main/Login
Is another highly interactive website that uses interactive ebooks in teaching students to read. This is a subscription website that allows both teachers and parents to see the progress the child is making. Students are placed by their teacher at a reading level when they are registered (aa, A) and as they read the books and answer quizzes about the books, they progress to the next reading level. The student can not move to the next reading level without reading all of the books and without passing the 5 question comprehension quiz. Students are engaged with animation and sound effects as they listen for the first time to the book being read to them. Then they read it on their own and also have the option to record their voice. Students earn stars for reading and quiz activity to spend equipping their own Raz Rocket. They also have access to collections of poetry books, song books, and nursery rhymes. New animated books and Spanish eBooks are added regularly to the site.

Studydog
 www.studydog.com

 This is an excellent website that offers a complete early reading program that is computer-based. There are three levels, you must first determine what level the student is at before downloading the program. Each level builds on the next one and has over 20 lessons per level covering the alphabet, consonant sounds, vowel sounds, rhyming words, sight words, contractions, consonant blends, complex words, spelling, word families and so much more.  Students will receive a prize at the end of each lesson.

Reading Bear
http://www.readingbear.org/

Is a free beginner reader website that starts students at the very beginning of the reading process with letters and sounds. It has quizzes with each of the activities. It is a phonics based website that covers many of the important phonics based skills that are needed for reading.

Ready to Learn Reading
http://pbskids.org/read
This site is a part of the PBS Kids Raising Readers program and is meant to beginning readers and is a free site.  It provides resources to teachers and parents.  It is game based and provides fun and engaging ways for students to learn reading skills.

We also had the opportunity to reserach reading apps that we thought may be useful in the classroom. I enjoyed this as I am always looking for new and exciting apps that my students will want to use and that offer engaging learning opportunities. 
I really enjoyed learning about the E textbooks and iBooks that are available. It takes learning to a whole new level when students are able to navigate their textbooks through this exciting format. The text and graphic features are so user friendly and would keep students who would be bored by a traditional textbook engaged and interested in the material. I absolutely LOVED that there were different reading levels available!
The Read Iris app was also of interest to me as it offers another way we can make reading accessible to our students.
I am so excited by the various supports that we have learned about and am anxious to try them in the classroom.
 

 

The Reading Process

I found our last class (May 7) to be very informative and eye opening. The video we watched The Myth of Average with the speaker Todd Rose really made me examine how classrooms can still largely be designed for the "average" student and the negative effects that produces. His comparison to the design of a pilot cockpit was effective and helped to drive home his message.

I am still shocked by the statistic he shared about 4% (approx. 50 000)of dropouts being gifted students. The fact that we continue to still have any dropouts is sad, but gifted students wouldn't be on my list for those who leave school early. Why are they dropping out? Due to the fact that we are still designing classrooms for the average student. This fact destroys the brilliant talent we see in our students and doesn't allow those students to be challenged. We all know that students can be gifted or talented in one subject area but do poorly in another area, however many classrooms are not flexible enough to create learning opportunities that will allow students to succeed with their particular learning style. This needs to be the focus if we want to nurture the talent and skills our students possess and allow them to show their true potential without being compared to the "average".

I also enjoyed learning the activity where we examined the reading process and all that is involved. When we discussed in class all of the complex tasks and features to reading a simple passage it really made me examine how our brain handles this complex task. It also made me have much more respect for students who face daily challenges in the classroom and the hurdles they need to overcome to learn the same way the "average" student does. It really is amazing that our brains can handle all of this input and allow us to make sense of it all. I started the task by thinking about things such as knowing letter, sound relationships and how we learn to chop and blend individual sounds, but my eyes were really opened when it was mentioned that our students with learning disabilities have so many more challenges to reading than just phonics. Also the fact that anxiety about reading also plays a huge role in even starting the task and staying focused enough to complete the task. When our students enter our classrooms in the mornings we don't know the events that happened before school that could have a drastic effect on how they will cope that day.

The last video we watched titled, The Reading Brain, was incredibly interesting and gave me more insight into the challenges faced by students with dyslexia. I enjoyed watching the techniques they were working on with the student and the changes that happened with him. I was amazed when they examined his brain activity 6 weeks later and saw differences in the right hemisphere and how his brain had changed in that amount of time. I plan on watching the remaining part of the video to learn more.

Assistive Technology Assessment Models

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 focus on a different area such as, environment, communication, writing, etc. The information generated from this assessment is then used to aid IEP students in attaining their curricular goals by assigning the appropriate AT.

 

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 analized by priority. Based on these findings AT is then assigned to the individual.

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.