Bryen - AT in IEP

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Information about Bryen - AT in IEP

Published on October 7, 2008

Author: jcyrus


Assistive Technology and the IEP : Diane Nelson Bryen, Ph.D. Professor Emerita Pennsylvania’s Center for Excellence in Developmental Disabilities Temple University Visiting Professor Guam’s Center for Excellence in Developmental Disabilities University of Guam Assistive Technology and the IEP Tonight we will : Tonight we will Look at the IEP Discuss why including Assistive Technology in the IEP is important See where Assistive Technology can be included Give some examples of where Assistive Technology was included in the IEP Briefly discuss the Pennsylvania situation Look Assistive Technology some resources The Individuals with Disabilities Education Act (IDEA) requires : The Individuals with Disabilities Education Act (IDEA) requires public schools to make available to all eligible children with disabilities a free appropriate public education (FAPE) in the least restrictive environment appropriate to their individual needs, and public schools develop appropriate Individualized Education Programs (IEPs) for each child. The IEP is a written plan for educating a child with a disability. The IEP describes the student’s specific special education needs as well as any related services, including assistive technology. GPSS’ Responsibility under IDEA : GPSS’ Responsibility under IDEA GPPS is responsible for providing assistive technology devices and services if it is determined by an IEP team that the child needs them to benefit from his or her educational program. Lack of availability or cost cannot be used as an excuse for denying AT devices or services. A child is allowed to take a device home if it is needed to enable him or her to benefit from his educational program as determined by the IEP team. Training of teachers’ aides and the student may also be listed in the IEP as AT services. GPSS’ Responsibility under IDEA : GPSS’ Responsibility under IDEA The term “assistive technology” may never appear on the IEP forms used by the child’s school. Instead the form may use terms such as Accommodations. supports, program modifications, or supplementary aids and services.” No matter what form is used by the IEP team, the law requires that the assistive technology needs of the child must be considered. Questions to Consider : Questions to Consider The following questions should be considered in determining what AT devices will best suit a child: What does the child need to do but is unable to do because of his/her disability? Make sure to consider these 5 areas of functioning: physical, communication, cognitive, social/emotional, academic. What are the child’s customary environments (Classroom, playground, bus, gym, school cafeteria). More Questions to Consider : More Questions to Consider What are the child’s biggest educational challenges (Communication, mobility, reading, writing, behavior). What assistive technology tools are available to help the child overcome these challenges? Make sure to consider both high-tech and low-tech options. What criteria will be used to later determine if the AT has been successful in helping the child in his/her educational program? What are the child’s preferences in areas such as color and style? A child may resist using a piece of equipment that he/she thinks is “nerdy” and sets him apart from the rest of the class. A device that is less conspicuous may be preferred by the child in order to better “fit-in.” Remember … : Remember … If assistive technology devices AND services is not written into the IEP, it will not be provided. The Use of A.T. is not a Goal in itself!! : The Use of A.T. is not a Goal in itself!! A.T. can be included in IEP goals, Specially Designed Instruction (including as an accommodation for testing), Supports to School Personnel, and as a related service. A condition of goal or objective (e.g.“Using a voice output communication device, child will name….”) Included in Specially Designed Instruction, (e.g. “Access to a computer for word processing writing tasks longer than one paragraph” ); as an accommodation for testing Related Services:“Student and parents will be trained by A.T. consultant in use of A.T.” Supports for School Personnel (e.g. “Teacher of child with hearing impairment will be trained in use and maintenance of FM system.”) Sample Goals : Sample Goals Using a word processor program with a spell checker, S will compose a 3 paragraph paper using at least 15 sentences with 80% accuracy in the use of punctuation, capitalization and grammar for 5 assignments in a grading period by (date). Using a book holder and page turner, S will read selected text in order to provide an oral response demonstrating an ability to summarize essential details and to provide a conclusion with ___ % accuracy __/__ times. Using a pre-programmed VOCA, S will identify the main events of the plot, supporting details and conclusion with ___% accuracy ___/___times. More sample goals : More sample goals Using a computer with pre-programmed Clicker 5 word bank grids, S will scan through the words and select words with his switch to compose 5 sentences containing a minimum of 3 words each during daily journal activity. Using an electronic dictionary/thesaurus, S will explain frequently used synonyms, antonyms, and homographs with ___% accuracy ___/___times. Using electronic text, word (or talking word) processing/word prediction program, S will read selected text and write a summary of selected readings containing the main idea and essential details with ___ % accuracy __/__ times. Using a word (or talking word) processing program, keyboard (specify) and/ or mouse (specify), S will write simple and compound sentences with ___% accuracy __/__ times. Using the computer and pre-programmed word banks in a picture based word processor, S will complete 3 paragraphs of writing over 10 consecutive English periods by (specify date) Case in Pennsylvania : Case in Pennsylvania Purpose: The purpose of this investigation was to determine 1) the extent to which assistive technologies (AT) were included in IEPs in Pennsylvania, and 2) the degree to which AT use was included in IEPs for students with disabilities receiving their special education in the Least Restrictive Environment (LRE). Method: A content analysis was conducted of 51 IEPs provided by the Pennsylvania Department of Education (PDE). These IEPs were randomly selected by PDE staff. Results 1. Only 3 (5.9%) of the IEPs identified Assistive Technology (AT) under special considerations. 2. None of these IEPs were for students receiving special education in the regular education class for the majority of the day (2 were in separate schools and the students had hearing disabilities). 3. One was for a student with significant communication disabilities who used a wheelchair and an AAC device and who spent more than 60% in a special education classroom. 4. Only one was for a student receiving transition services. Major Recommendation : Major Recommendation Both regular and special education teachers need training about the scope and benefits of AT for students with a wide range of disabilities and addressing a wide range of academic, social, physical, emotional, communicative, and recreational functions. Resources : Resources Mostly focused on Learning Disabilities The Assistive Technology Planner is designed to support teachers, families, and administrators as they work in collaboration with other IEP team members in planning and implementing assistive technology (AT) services. The planner consists of a separate booklet for teachers, families, and administrators. Simply written information about Assistive Technology and the IEP. This is a good parent’s guide to Assistive Technology and the IEP. Sample IEP goals for literacy using Assistive Technology

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