PUSD A.T. TEAM
1.
Go to the PDM
Home page.
2.
Hover over My
Courses, then
select Current
Courses.
1.
Click the Sign In
link next to the
current course.
Mike Albert, MS, OTR/L
 Matthew Press, MHS, OTR/L, ATP

Members of the AT TEAM
Eileen Colby, SLP, CCC
Jackie Cano, SLT
Kim Lutterloh, DPT
Elena Jones, Coach
Nate Wickham, COTA
Sarah Cummings, Resource
Lynne Quealy, AT Para
Frymet Hare, Coordinator
• Decision Making
• Time
• Positive
Interdependence
• Professionalism
• Seek to Understand
• Encouragement

What is Assistive Technology and what is it’s purpose in the
Educational Setting

What tools are already available to you on your campus right now


And what educational tasks do they support
What resources are available to you both within the district and
outside the district as you trial assistive technology with
students.
Purpose having AT Reps on each campus: To increase
the understanding and use of assistive technology
within our schools
 AT Rep Role:

Be the point of contact for your campus and the AT
Team
 Be a resource to your campus for Low tech AT
 Provide support and guidance to staff questions
regarding AT

 Assistive
Technology Device
. . . any item, piece of equipment or
product system… that is used to increase,
maintain, or improve functional
capabilities of individuals with disabilities.
 IDEA,
2004 P.L.108-446, Section 602(1)(a)
Assistive Technology Service
... any service that directly assists a child
with a disability in the selection,
acquisition, or use of an assistive
technology device.


IDEA, 2004 P.L.108-446, Section 602
EXCEPTION: The term does not include a
medical device that is surgically implanted ,
or the replacement of such device.


IDEA, 2004 P.L.108-446, Section 602(1)(b)

“The intent of [universal
design] is to simplify life for
everyone by making
products, communications,
and the built environment
more usable by as many
people as possible at little or
no extra cost.” -Center for
Universal Design (1997)
Important

UD tools DO NOT replace the
need for Assistive technology
Equipment
 Minimizes
barriers and maximizes Learning for
all Students (www.Cast.org)
 Designed aspects of the tool, task, environment


specifically geared towards the “learning”
Environment
focuses on teaching to a diverse classroom of
students.
Great Video on UDL
from CAST
UDL Video From
Cast.org
In your own words what is Assistive
Technology:
Why is Assistive Technology Important:
How is it different from Universal Design:
11

The IEP team shall…

(v) consider whether the child needs assistive
technology devices and services, with the exception
of surgically implanted devices.
 IEP
teams need to consider AT at every
annual IEP.
 Each
public agency must ensure that assistive
technology devices or assistive technology
services, or both, as those terms are defined
in §§300.5 and 300.6, respectively, are made
available to a child with a disability if
required as part of the child’s—



(1) Special education under §300.36;
(2) Related services under §300.34; or
(3) Supplementary aids and services under
§300.38 and §300.114 (a)(2)(ii).
 (b)
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.
 No-Tech


or Lo-Tech
Rearranging the environment, positioning
options, alternating a schedule, or using gestures
and visual cues
Easy-to-use, customized materials,
manipulatives, or devices that can be purchased
at minimal cost or made (adaptive equipment)
 Mid-Tech

Simple, battery-operated or electronic devices
accessed with minimal training and support
 High-Tech

Complex, specialized tools usually requiring
extensive training and support
 ALL
THE TIME
 THIS
IS AN ONGOING PROCESS!
 Do not consider just at the time of the
IEP
 Student
performance drives this need
 Successful students may have the right
amount of support
 Students who are unsuccessful/failing
tasks may have greater needs
 SETT
Framework
 This is the FIRST step to any AT
consideration
 Easy team model to organize student
strengths and needs
 Allows for team collaboration as to
student performance and needs across
environments
 All team members need to contribute
Student
(Self)
Environments
Tasks
Tools
Let
us show you……..
http://tinyurl.com/zpeth5p
 DON’T
get caught up in thinking about the
TOOL first, think about the needs of the
student
 DON’T assume that because a tool was not an
INSTANT FIX – it is ineffective – most things
are not instant fixes
 DON’T assume “you get what you pay for” –
research shows the more complicated– the
less it is used. Start with low-tech – simpler
is better.
What is the SETT
Why do we use the SETT Process
When would you see this process
used:
 Actively
Participate in the Discussion
 Come prepared to discuss:
 Your classroom environment
 Tasks the student struggles to
accomplish
 What student outcomes must be
achieved for success
 Understand that trialing new AT tools is a
dynamic process
 Know who the AT Rep are on your campus
 Get
their collaboration on the SETT
model Interview the student to get
their input and insight
 Actively determine their
interest/willingness to try/use an
individual tool
 Actively get them to communicate
when its working or not
 Resource - Hey Can I Try That
 PLAFFP
– discuss what the student is
currently using, where, why and Include Data
from trials
 SPECIAL FACTORS – mark AT box “yes” for all
tools, low, medium and high tech
 GOALS – if the student has a new skill to
learn to use AT, or if the student needs AT to
learn
 SUPPLEMENTAL AIDES
AND SERVICE – list AT
tools needed
 ASSESSMENTS– list any tools the child uses
during instruction and regular classroom
testing that they will require on
state/district testing
 SPECIAL EDUCATION/RELATED SERVICE – if the
student requires Specialized Instruction to
learn/utilize their AT



Reading

Highlighter

Reading Helper bookmark set

Color acetate

Bookmark timer
Writing

Embossed/raised line paper

Post-it notes

Electronic spell checker

Page up holder
Math

Talking calculator

Flexitables (math fact tables)

Colored rulers

Support beyond your campus.

What we can provide

Trainings

Assistance with Consideration process/data
collection

Problems solving/tech support on AT

Review of existing AT

Equipment to Borrow/Trial/IEP Accomodations
Why do we document AT in
the IEP:
How do we document AT in
the IEP:
1.
Go to the PDM
Home page.
2.
Hover over My
Courses, then
select Current
Courses.
1.
Click the Take
Survey link next
to the current
course.