1. SPED 410 – Universal Design &
AT
sped410@gmail.com
@mmatp
Week 3 – 9/12/13

2. Agenda
 Article Assignment Presentations
 AT Consideration
 UDL & AT for Reading

4. Assistive
Technology

5. The Case Against AT

6. AT Cycle
Monitoring
Implementation
Provision
Consideration

7. AT Cycle
Consideration

8. 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

9. AT Consideration
 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.

10. AT Consideration
The onus for AT consideration falls upon
the entire IEP team and is not relegated to
an individual or an outside evaluator

11. Device or Service
 Defined by Public Law 100-407 of IDEA
◦ AT Device is any item, piece of equipment, or product
system whether acquired commercially off the shelf,
modified or customized, that is used to increase,
maintain, or improve functional capabilities of
individuals with disabilities

12. Device or Service
 Defined by Public Law 100-407 of IDEA
◦ AT Service means any service that directly assists an
individual with a disability in the
selection, acquisition, or use of an AT device.

14.  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 14

15.  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)
15

16. 16Reference: http://joyzabala.com

17. AT Consideration
AT Evaluation
AT Consideration AT Evaluation
 Brief discussion
that determines
need for AT
 Should consider
existing data about
the individual and
determine if more
data is needed
 Process for
collecting additional
data about an
individual
 May involve:
◦ Task Demand
Analysis
◦ Feature Match
Analysis
◦ Tool Demand
Analysis

19. UDL and Reading

21. AT Adaptations
Remedial
Vs.
Compensatory
21

22. Range of available supports

23. Evaluating for Reading
Accommodations

24. Reading Difficulties
 Read slowly and deliberately with no
or little fluency
 Appears to read and re-read very
slowly, when reading silently and
orally
 Substitute, omit, and/or transpose
letters, words, syllables, and phrases
 Lose place on page
 Have poor comprehension of written
materials

25. What do I ask? Reading
 Define Tasks
 Identify Strengths
 Identify Strategies already
tried
 How does the student tackle
reading now?
 What tools do we think
can help?

26. Technology to Support Reading
 Decoding
 Vocabulary
 Comprehension

27. Low Tech Tools - Reading

28. Tools for Reading
Mid Tech Tools
 Audio books
 Electronic Dictionaries
High Tech Tools
 Text to speech
 Fluency trainers
 Electronic Dictionaries

29. Activity
 Jaime – supported employment
activity
Group Activity # 1

30. Single Word Support
 Quicktionary
Reading Pen
 Franklin Speaking
Dictionaries

31. E reader devices /
features

32. Software based e
book platforms

33. E book formats

34. Where to find AIM?

36.  Readily Available Content
(e.g., public domain e-text
and audio e-text
equivalents, Public
Library Audio Books)
 Commercially Available
Content (e.g.,
Audible.com, Recorded
Books, ITunes Music
Store, Amazon, etc.)

37.  Learning Ally
(Formerly Recordings
for the Blind and
Dyslexic)
◦ Collection Holdings: Textbooks,
Periodicals, Tradebooks
◦ File Formats Available: .wma,
DAISY
◦ Cost to Access: Yes, but
depends

38. AIM - Auditory Text
 Recordings for the Blind
and Dyslexic
◦ Now called “Learning Ally”
 Audible.com
 Speakonia (www.speakonia.com)

39.  Bookshare.org
◦ Collection Holdings: Textbooks,
Periodicals, Tradebooks
◦ File Formats Available: .brf, DAISY
◦ Cost to Access: No (for qualifying K-
12 Students), Yes (for others)

40. AIM – Bookshare.org

41.  NIMAC (http://nimac.us)
◦ Collection Holdings: Textbooks, Core
Instructional Materials
◦ File Formats Available: NIMAS
◦ Cost to Access: No

42.  Does the student require
accessible, alternate format
versions of printed textbooks
and printed core materials? Has
this need been documented in
the student’s 504 plan or IEP?
 Is the material copyrighted?
 Does the student certified by a
competent authority as having a
print disability?
 Does the student have either a
504 plan or an IEP?

43. Read:OutLoud
 Bookshare Edition
 Read2Go App

44. www.amazon.com/gp/sendtokindle

45. www.amazon.com/gp/sendtokindle

46. Available for
• Firefox
• Chrome
• Safari (coming soon!)
www.amazon.com/gp/sendtokindle

47. Ibooks author

48. AIM – Ebook Content Management Systems
Bookstream – from Don Johnston Inc.

49. E Book Conversion Tools
 Read Ability
 dotEPUB
 EPUB Bud

50. Free Text Readers
• WordTalk (wordtalk.org.uk)
•Free; only works in MS Word
• ReadPlease (readplease.com)
•Free; must select text with mouse,
copy and paste into ReadPlease’s
window

51. Activity
 Jaime – supported employment
activity
Group Activity # 2

52. Research shows that TTS…
 Promotes access to text for wide
reading
 Contributes to word recognition
 Provides a multisensory experience
(hearing, seeing, sub vocalizing)
 Can be used to recreate the practice
of repeated readings (best with
recorded speech)

53. Scan & Read Systems
Kurzweil 3000, WYNN, TextHelp R&W
Gold

54. Acquiring Electronic Text
 Scanning
◦ Who will do the scanning?
◦ What will they scan?
◦ Can the person scan and edit?

55. Q & A

56. Next week:
E-Companion Assignment

57. Remember…..
No class next week!
See you on the 26th