AT Journey Reflection -- I'm Not Done Yet!

When I began this AT journey, I thought AT was strictly electronics; that’s what came to mind.  I quickly found out that is far from the truth!  A pencil grip PECS (Picture Exchange Communication System), and an extra large calculator -- all things I’ve heard of before! -- are all examples of AT.  I’ve also come to see that there is so much AT that I’ve never heard of!  

I found my journey helpful because there are so many resources out there that are free, easy to make, or a part of something we already have (i.e. a keyboard to use by clicking with the mouse is already an option on computers).  Also, I now know many more things exist!  Break cards, Speech to Text software, using a different instrument to type, etc. are just some examples of AT options that are out there.

I am so intrigued by the Assistive Technology Continuum.  There is low-tech, mid-tech, and high-tech assistive technology.  My original thoughts about AT really focused on the high-tech AT, but there’s so much more.  When working with students we should start with the low-tech and if that is not effective, continue up the continuum to find something that will work for the student.

My later posts build upon my earlier posts; you can tell I feel more comfortable with the topic and know much more... However there’s still so much more to learn!  The world of AT is huge and I am excited to continue to explore and eventually be able to implement some AT in my future classroom!

Helping Achieve Independence

Students who have cognitive disabilities, autism, and/or multiple disabilities often have difficulties with self-management and personal organization.  The lack of skills in these areas can be addressed through visual supports such as picture schedules and activity sequences (sequential, pictorial representations of events or tasks that cue a student to complete them).

These visual supports are similar to a to-do list; they provide a visual reminder of what happens next and what will occur later.  It is super helpful when students understand what is to come and what is expected of them.  This will usually (hopefully) reduce confusion and acting-out behaviors.  Activity sequences are an effective strategy for shifting students from a reliance on verbal prompts to more independent completion of self-care and vocational tasks.

The goal is always for our students to achieve independence!  While we can be of assistance in the classroom, it should be a gradual release of responsibility and these forms of AT (picture schedules and activity sequences) can help with the students moving to completing tasks independently.

AT: Reasonable Accommodation for Students with Disabilities

I’ve discussed many different types of AT in previous posts and those can certainly be helpful for college students with disabilities.  However, there are some that may be better suited for a college student.  There are specific ways computer technology can assist with writing, organizing, and reading.  Certain types of AT can also enhance communication and there are many different options to accessing a computer for students who cannot type on a regular keyboard.

These pieces of AT may be helpful to college students but only if they meet the following criteria:

• The AT tool must be easy to use and easy to customize.
• The technology tool must be age appropriate.
• The AT selected must be the student’s own choice.
• The technology tool must carefully match the specific task that needs to be accomplished and the environment in which it will take place.
• The AT tool must be installed in a place that the student can access easily.
• Training and ongoing technical support must be provided to students and staff.

Search/Implement AT into IEP - Forms

This resource goes along with the previous site.  In the previous post I shared a resource that outlined the process of exploring the use of AT for a student and eventually implementing the AT into the student’s instruction/school life.

This site is focused on the same steps but instead of explaining the steps, it provides forms that would be used during each step.  I imagine most schools provide their own forms if you were to implement AT for a student, but these forms at least give you a snapshot of what is included and what needs to be considered.

References:  http://edsrc.coe.uky.edu/www/ukatii/toolkit/index.html

Search/Implement AT into IEP

I first came across setbc.org when I was searching for PECS type pictures (since I don’t have BoardMaker).  Here's the site.  They provide a lot of pre-made social stories, schedules, and PECS images that can be used -- for free!  When I didn’t find the specific story I needed or was just trying to set up a schedule or reward chart, I just downloaded the PDF and cropped out the image I needed.  Very helpful!

Another section of SETBC.org offers a guide on how to effectively implement assistive technology.  In a previous post I briefly talked about AT and the IEP.  AT should be considered for every student.  This website breaks the process into seven steps:

• Gather Relevant Information
• Establish IEP Goals
• Conduct AT Trials
• Identify AT Solutions
• Develop AT Implementation Plan
• Adapt Lessons for Technology Integration
• Follow up and Plan Transition.

These steps need to be followed when deciding on what AT option is appropriate (because it is all individualized!) and also when implementing AT into a student’s IEP and life.  Keep this resource in mind for when you have a student who could benefit from AT!

References: http://www.setbc.org/pictureset/Default.aspx http://www.setbc.org/setbc/topics/effective_implementation_of_assistive_technology.html

Augmentative Communication Systems at Home and in the Community

As I touched on in my previous post, some non-speaking students are going to use augmentative communication systems in order to communicate.  The direct instruction and guidance in developing augmentative communication skills will be developed in the classroom.  However, it is important for students to use their devices at home and in the community.  Utilizing those skills outside of the classroom helps generalize the skills in other settings.

And once again, the communication between the team at school and the team at home is crucial!  The communication demands are going to be different depending on the setting, so the more in sync the efforts of family and school staff are, the increased likelihood of effective communication.

Augmentative Communication in the IEP

As I’ve touched on in earlier posts, the IEP is going to contain the type of modifications and specially designed instruction that the student is going to receive; it will also include AT the student will use, if it has been determined that the student needs it.

For non-speaking students, augmentative communication evaluations should also be a part of the IEP.

It’s important for the IEP to include the use of the augmentative communication system within the student’s educational program; it’s imperative to make sure the student is provided the opportunities to practice their communication skills.

Some points to remember when constructing the IEP for a student with augmentative communication:

• The device should be integrated within and across the school day, including both instructional and non-instructional periods
• The device is not an IEP goal in itself, but rather a means to accomplishing a goal
• Should include a list of the augmentative communication services to be provided by related service personnel and identification of the party responsible for device maintenance and operations.