2. Learning Objectives
1. Gain an overview of areas of assistive
technology applications and processes that
surround good implementation practices.
2. Explore through hands-on activities and
real-world scenarios, an array of assistive
technology tools that could meet the needs
of persons with disabilities.
3. Build personal learning networks through
information resources and interpersonal
connections.
3. Best learning practices include…
Ways to provide interaction, engagement, &
expression…
◦ Wikispace – ATBootcamp.wikispaces.com
◦ Back Channel – todaysmeet.com/atia
◦ Live Binder - http://bit.ly/atbootcamp
Building flexibility for your learning
BYOD
4. Try it out! Use a tool
to comment, explore
or post a resource. Individual Activity #1
5. Agenda for Overview
Overview
Introductions
AT Cycle overview
QIAT
SETT
Universal Design
Universal Design for Learning (UDL)
Resources
Conference sessions
6. Introductions
Mike Participants
Kirk ◦ Introduce your session
partner
Brian
◦ Name
◦ Affiliation
◦ Location
◦ Expectations for the
next two-days
◦ Dream vacation
7. AT Cycle Consideration
Monitoring
Provision
Implementation
9. AT Consideration
Section 300.324(a)(2)(v) of the IDEA 2004 regulations states that
IEP teams must “consider whether the child needs AT devices and
services” when developing a student’s IEP
The AT consideration is a purposeful process that involves
◦ collaborative decision making,
◦ reviewing existing information about a student,
◦ potentially collecting additional information about a student,
◦ deciding whether or not a student needs AT, and,
◦ ultimately, if a student does need AT, identifying the AT needed
for a student to receive a FAPE.
The onus for AT consideration falls upon the entire IEP team and is
not relegated to an individual or an outside evaluator
10.
11. Student (Person) – Information specifically related to the
student
Environment – Information related to anything or anyone
around the student in places where the technology is
expected to be used
Task – Information about what exactly happens in the
environment – educational tasks the student needs to
complete
Tool – Information about what types of tools could be used
to address the students’ needs, in the environment for a
specific task 11
12. Promotes team building for consensus
Provides for the collection of data
As environments and tasks are explored, links
between assessment and intervention become
strong and clear
Identify roles and responsibilities of team
members
Implementation of technology
An array of technology options (no, low & high)
QIAT (Quality indicators in Assistive Technology)
12
14. AT Consideration vs. AT Evaluation
AT Consideration AT Evaluation
Brief discussion that Process for collecting
determines need for AT additional data about an
Should consider existing individual
data about the individual May involve:
and determine if more data ◦ Task Demand Analysis
is needed ◦ Feature Match Analysis
◦ Tool Demand Analysis
◦ AT Trials and Data Collection
21. Why Performance Monitoring of AT
Use?
AT, like any other intervention, needs to be
monitored to ensure that the intervention
is working in the way that it is intended.
The goal of monitoring an individuals's
performance while using AT is to
determine whether the AT continues to be
needed and/or whether the AT continues
to be meeting the needs of a student.
23. Measurement Questions
On what tasks will the student be
using the AT?
What is the behavior to measure?
What is the unit of measurement?
What is the frequency of
measurement?
24. Developing the Variable to Measure
Behavior (Observable, Measureable)
Some Common Denominator
25. Progress Monitoring AT Use
Is the AT still needed?
Is the AT still working?
Are there any anomalies or
concerns? Are the
anomalies/concerns explainable or
acceptable?
26.
27. Consideration of AT Needs
Assessment of AT Needs
AT in the IEP
AT Implementation
Evaluation of Effectiveness of AT
AT in Transition
Administrative Support for AT
AT Professional Development
28.
29. Universal Design for Learning (UDL)
UDL is…is a set of principles for curriculum
development that give all individuals equal
opportunities to learn
UDL provides a blueprint for creating
instructional goals, methods, materials, and
assessments that work for everyone
not a single, one-size-fits-all solution but
rather flexible approaches that can be
customized and adjusted for individual
educational needs
31. UDL Curriculum: Goals
Learning expectations
Knowledge, concepts, and skills all
students should master
Generally aligned to standards
Designed to offer options—varied
pathways, tools, strategies, and
scaffolds for reaching mastery
Do Not prescribe the methods and
materials
(National Center on UDL at CAST, 2012)
32. Learning Goals: Differences
Traditional UDL
Describes learning Describes learning
expectations expectations
Do not generally Written to acknowledge
consider learner learner variability
variability Differentiates from the
Do not generally means
differentiate from the Offers more options
means
Focus on developing
Often limit options “expert learners”
33. UDL Curriculum: Materials
Media used to present
learning content
What the learner uses to
demonstrate knowledge
Materials are variable and flexible
Multiple media and embedded, just-
in-time supports
(National Center on UDL at CAST, 2012)
34. UDL Curriculum: Methods
Instructional
decisions, approaches, procedures, o
r routines used to accelerate or
enhance learning
Evidence-based methods and
differentiated methods
Are adjusted based on continual
monitoring of learner progress
(National Center on UDL at CAST, 2012)
35. UDL Curriculum: Assessments
Process of gathering
information about a learner’s
performance
Uses a variety of methods and
materials
Used to determine learners’
knowledge, skills, and motivation
Purpose is to make informed
educational decisions
(National Center on UDL at CAST, 2012)
36. Assistive Technology vs. Educational
Technology vs. Instructional
Technology vs. Accommodations….
So why do we need this information?
Why is it important to us as newbies
in the field of assistive technology?
Where are we heading as a society
with the integration of technologies?
Are you a digital immigrant or a digital
native?
37. Make a visual display in your notes
to help you align what is Universal
Design and UDL and why it is so
important to consider in the field
of assistive technology? Explain this
to a fellow learner. Group Activity #2
Editor's Notes
Using at least one of the tools explained in the previous slide, explore the possibilities and resources that a digital environment can afford for persons with disabilities and why could it be an accommodation? Post it on the todaysmeet site.
Ask ParticipantsHow do you think the Universal Design principles for architecture might translate into the classroom?
Describe how to read guidelines (i.e. Principles, Guidelines, Checkpoints and the ultimate goals of each of the Principles), aligned to the three brain networksPresenter access guidelines and model how to read/use the guidelines.
National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumGoals Within the UDL framework, goals themselves are articulated in a way that acknowledges learner variability and differentiates goals from means. Traditional goals prescribe the methods and materials needed to achieve the goal (i.e. Read a chapter about photosynthesis), UDL goals are designed to offer options and alternatives—varied pathways, tools, strategies, and scaffolds for reaching mastery. They do not prescribe the methods and materials.
“Expert Learner” = Expert learners have developed three broad characteristics. They are: a) strategic, skillful and goal directed; b) knowledgeable, and c) purposeful and motivated to learn more
National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumMaterialsExamples of embedded, just-in time supportshyperlinked glossariesbackground informationand on-screen coachingtools and supports needed to access, analyze, organize, synthesize, and demonstrate understanding in varied wayschoice of content where appropriate, varied levels of support and challenge, and options for recruiting and sustaining interest and motivation
National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumMethods UDL curricula facilitate further differentiation of methods, based on learner variability in the context of the task, learner’s social/emotional resources, and the classroom climate. Flexible and varied, UDL methods are adjusted based on continual monitoring of learner progress.
National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumAssessmentGoal is to improve the accuracy and timeliness of assessmentsTo ensure that they are comprehensive and articulate enough to guide instruction – for all learners This is achieved by focus on the goal, as different from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.Example: For a students with a disability in basic reading, paper based assessments that measure comprehension through independent reading of material without scaffolds such as oral administration, text-to-speech, may actually provide misleading results. If a student gets incorrect answers on this type of assessment, does it mean that don’t comprehend the content or that their was a barrier to them accessing the content as a result of an inflexible assessment? How do you know what to do next for this learner? How do you make an informed decision based upon this type of assessment result? Do you need to re-teach content? Maybe, maybe not. Do you need to reassess in a different manner to determine what the student actually knows?
Make a visual display in your notes to help you align what is Universal Design and UDL and why it is so important to consider in the field of assistive technology? Explain this to a fellow learner.
