CTD's Assistive Technology Module

New to the field of assistive technology or looking to gain more insight? Then look no further. The incredible folks at CTD have done it again, this time providing the ultimate resource in Assistive Technology. Their training module includes guides, reference charts, vidoes and webinars. Be sure to read below and click on the hyperlinks to explore each module and resource further. 

ASSISTIVE TECHNOLOGY MODULE LINK

CTD created an Assistive Technology Module for Personnel Preparation Programs in participating colleges and universities. Now they are making it available to all educators and trainers interested in a “ resource package”. The resources can be downloaded and copied or distributed electronically through the link for the module at: http://ctd4teachers.com/ or read below and click on the individual links!

ASSISTIVE TECHNOLOGY MODULE
FOR PERSONNEL PREPARATION PROGRAMS

THE IMPORTANCE OF ASSISTIVE TECHNOLOGY TO STUDENTS WITH DISABILITIES: LEVELING THE PLAYING FIELD

There are more than 6.7 million students ages 3–21 who receive special education services. That represents 13 percent of all public school students. That number does not include the additional millions with undiagnosed disabilities and/or those with diagnoses who do not receive formal special education services. It also does not include students in private schools. A small percentage of these students currently have access to assistive technology (AT). A far greater number would benefit from AT if it were made available to them.

In the past, the term “assistive technology” referred to a limited range of specialized, often expensive items that were designed to help students with relatively severe disabilities perform tasks that they could not otherwise do. In recent years, developments in technology have changed all that. Assistive technology now refers to a wide range of devices, software, apps, and services that are widely available at lower cost. Many items that you might not think of as AT, are. They can be as basic as a magnifying glass or as complex as a robot. They range from no-tech, do-it-yourself items to programmable software programs that can be readily customized by a teacher, therapist, or parent.

If an item allows a student with disabilities to perform a task that he or she could not do otherwise, it can be considered assistive technology. That makes it subject to the laws governing public education, such as the Individuals with Disabilities Education Act (IDEA).

Whether you choose to teach in a public or private school, in a general or special education classroom, you will almost certainly have students in your class with a range of abilities and disabilities. Some of those students will have Individualized Education Plans (IEPs), some will not. Both groups, however, will benefit greatly from your knowledge of assistive technology devices and services.

The materials in this module, will help you:

• Understand the basic concepts underlying the use of assistive technology
• Become familiar with the words and terms associated with AT
• Understand your role as a teacher in helping to identify and integrate the use of appropriate AT in your classroom
• Learn about the laws governing AT in public schools
• Participate as a knowledgeable professional in the IEP teams to which you will be assigned
• Become a role model, peer mentor, and school leader in the use of AT
• Change the lives of students with physical, sensory, cognitive, and emotional/behavioral disabilities

TABLE OF CONTENTS

ASSISTIVE TECHNOLOGY 101
AT makes it possible for children with disabilities to take part in life’s activities. It can strengthen developmental, functional, and learning skills. Get started on your AT journey by learning the basics.
DOWNLOAD THE PDF

VIDEOS FROM THE TEACHER PERSPECTIVE
CTD has created a series of videos that we believe will help strengthen your understanding of assistive technology. Each video focuses on AT use in the classroom and reflects the perspectives of teachers.
WATCH THE VIDEOS

AT & THE IEP TIPS FOR TEACHERS
As a teacher, your input is invaluable to the IEP process. These tips will help ensure that your observations about the performance, strengths, & challenges of the student are documented to help them succeed.
DOWNLOAD THE PDF

KEYRING OF ILLUSTRATED AT DEVICES
These keyrings can be used for training & peer support to begin exploring a wide range of AT tools. Examples range from low- to high-tech and span ages and types of support.
DOWNLOAD THE PDF

CTD WEBINARS FOR EDUCATORS
CTD webinars provide an excellent way to hear from AT experts who present at major conferences, who advise state and local education agencies, and who conduct in-service teacher training.
WATCH THE WEBINARS

ASSISTIVE TECHNOLOGY GLOSSARY
It is important to understand the “language” of AT to be an informed advocate for a child’s technology needs. Learn about the kinds of AT that are available and how they can be used.
DOWNLOAD THE PDF

Accommodations for Dyslexia

With a rise in learning standards across the nation, school can often be a daunting place for students with Dyslexia or other reading disabilities. With the support of the team working with the students and the right accommodations in place, the burden of learning can be lessened, allowing greater access to the materials being presented. The following article by the University of Michigan's Dyslexia Help website focuses on the correlation between accommodations and the success of students with Dyslexia. The article contains a list of possible acc

ommodations and suggestions that may be beneficial in order to decrease a student’s frustration and increase their academic success. To read the full article and see the in-depth list, click on the link below. 

Dylexia Accommodations Article Link

• Know which of your students have 504 plans and IEP. 
• Provide a course syllabus ahead of time and announce projects and/or tests a week or two in advance. 
• Make the assignments explicit. 
• Provide hands-on learning experiences whenever possible.
• Encourage students with dyslexia to turn in a draft early for feedback.
• Provide a peer buddy that can sit near your student with dyslexia.
• Do not ask your student with dyslexia to read aloud in front of peers.
• Give the student time to process a question before answering. 
• Remember to cultivate the student’s strengths and interests within your discipline whenever possible.
• Use Universal Design in your classroom instruction.
• Know the accommodations a student will need beforehand for standardized tests like the ACT and SAT. 

Source: Dyslexia Help: University Of Michigan

Motivational Monday

Assistive Technology Checklist: What to Consider When Looking at AT

 Are you searching for the right assistive technology (AT) for your child? The following checklists, adapted from the ones created by Understood.org's Amanda Morin, may help you decide whether a device or tool is going to work well for your child.

What to Ask About Assistive Technology

Does this tool address your child’s specific needs and challenges?

Does it use your child’s strengths?

Is there a simpler tool that would work as effectively?

Will it be easy to incorporate into everyday life?

Is it portable?

Is your child willing to use it?

Is your child able to use it? (Have her try a demo.)

How easy is it to learn to use the tool?

Will you have support or training in how it works, even if it’s only used at school?

Will teachers have support or training in how it works?

Is the tool compatible with the existing technology your child uses? (For example, will the software work on your child’s mobile device or a school computer?)

How reliable is the device?

What technical support is available?

If the tool is purchased for school use only, do you have access to a comparable tool that your child can use at home?

 

As you consider various AT tools, make sure your child's teacher and CSE team are part of the process. If your child has an Individualized Education Program (IEP) or 504 plan, he may benefit from the addition of assistive technology (AT) to help him/her learn. Together, with the school, you can work together to choose the right tools. Asking questions along the way can help. Here are some questions to ask if AT is being proposed by the school.

 

Assistive Technology and Your Child’s Needs

How will AT help my child learn more successfully? Will it help him become a more independent learner?

Which of my child’s issues will this tool address? How will it help him work around his challenges?

What strengths does he have that will work well with certain tools or devices? (For example, a child who has trouble reading, but has good listening skills might do well with audiobooks.)

How will we know if the AT implementation is successful?

My child’s needs may change, and new or upgraded AT may be available. Will his AT be reevaluated every year?

Assessment of Assistive Technology

What professional(s) will assess the tool or device?

Does the school have such a professional on staff?

If not, with whom do they contract?

What does a typical evaluation look like?

What is considered when evaluating AT?

What will be included in the evaluation report?

What happens after the assessment is complete?

Typically, how long does it take to get the tools after they’re agreed upon?

Assistive Technology Settings and Situations

Who will receive training on how to use the tool?

Can the device be used during school vacations?

Can the AT be utilized when taking standardized tests?

If the tool will be used in more than one place, how portable is it?

If needed, is further support/training available?

Who’s responsible for maintaining, repairing or replacing the device?

What happens to my child’s device if we change schools or when he moves up to middle school or high school?

What happens to the device when my child graduates?

By asking these questions, you’ll get information and position yourself as a partner with the school. Your questions might even help steer them toward a better, more helpful AT tool for your child.

Click for the original checklist from Understood.org.