For people without disabilities, technology

makes things easier. For people with

disabilities, technology makes things possible.

National Council on Disability

AssistiveTechnologyin inclusive education

2018-2019

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Assistive Technology is an umbrella term that

includes assistive, adaptive, and rehabilitative devices for persons with

disabilities as well as the process used in selecting, trialing and implementing them.

Assistive Technology is more specialized and often more complex technology than educational technology in that it allows access to learning for

students/children who have barriers due to their disabilities.

All students identified with extraordinary needs require access to assistive technology (devices

and services) to make learning accessible and to demonstrate understanding.

AT reduces barriers inherent in the environment.

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Assistive Technology includes the following key foundational beliefs: All children can learn to read and write

Our children are worth it, whatever it takes

Access to communication is a fundamental human right

Learning must be accessible for all

Technology will never replace good teaching/pedagogy

Assistive technology is related to function, rather than to a specific disability

The Collaborative Response Model includes the following beliefs:

Working collaboratively, we can accomplish more than any one member can alone

Teachers know their students best

No longer can one person meet the diverse needs of students – it is impossible for a single teacher to possess all skills and knowledge necessary to meet the unique needs of every child in the classroom

Schools cannot achieve high levels of success when adults work in isolation

Assistive technologyand the collaborative response

model

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Intensive School InterventionsIntensive interventions at the Tier 4 level are individualized and determined by an individual program plan developed for the student by a collaborative team. At this Tier, specialized staff, agencies and further testing may be accessed.

School InterventionsTier 3 interventions are supports delivered by professionals other than the classroom teacher. These can be designed to support students across multiple classes and grade levels and ideally are designed to be delivered inclusively in the classroom.

Classroom InterventionsTier 2 interventions are provided to students by the classroom teacher, inclusive in the classroom. By articulating these interventions school-wide, teachers essentially collaborate to share differentiated strategies that work for students.

Classroom InstructionEffective research-based instruction is foundational for success for students and essential when implementing school-based intervention models. Tier 1 honours and recognizes the essential work of teachers in the classroom.

Four Tier intervention PyramidThe Four Tier Intervention Pyramid, referenced in the Collaborative Response Model

(Envisioning A Collaborative Response Model by K. Hewson, L. Hewson and J. Parsons, 2015),provides a framework within which to articulate interventions to respond to the needs of students

beyond foundational classroom instruction. By establishing a school-wide pyramid of interventions, schools can ensure a collaborative response to support inclusive practices.

5© Jigsaw Learning 2012 Four Tier Intervention Pyramid

individualized

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TARGETED

3

universal

2

universal

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Implementation of integrated IPP, assessments, portfolio to demonstrate gains in targeted personalized plans

• Contact notes included in module platform• Assessments included in module platform• Portfolio to showcase learning and learning

gains included in module platform (video can also be inserted)

• Training of inclusive consultants to support the integration of assistive technology

• Building capacity with the multidisciplinary team and school teams

• Providing professional development to learning coaches and classroom teachers

• Peer training opportunities for students in classrooms/school communities

• Continued research that utilizes robots to support children with autism

• AAC Team to extend learning to enhance knowledge and skills in the area of complex access (eye gaze)

• Continue to develop professional learning with Tobii Dynavox

• Self-evaluation of QIAT standards with the inclusive lead team (i.e. Quality Indicators in Assistive Technology)

QIAT

Professional Learning

PowerSchool Special

EducationModule

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ASSISTIVEtechnology

inclusiveEDUCATION

ACTIONITEMS

2018-2019

• Creation of digital electronic resume portfolios to demonstrate task skill efficiency, and ability to transfer skills into different environments i.e. WIN community

• Pilot project with Microsoft and Tobii Dynavox (with Programs of Choice students with severe and/or complex needs) with AT specialist and reading programs

• Pilot at district program sites for 2018-19 school year with AT specialist...focusing on students with complex needs and assistive technology and reading programs

• Genesis Augmentative & Alternative Communication Team

• Community of Practice• Family Camps• Work towards becoming a level 3

service centre

• Improved access to Assistive Technology for students with identified needs

• AAC Collaboration• Follow up with learner outcomes for students

educational programming• A (new) integral member of our inclusive team

• SETTS considered for each IPP...integration into the special ed module (PowerSchool)

• New model for IPP’s• Integration of SETT into IPP

• Implementation and development of SETTS utilizing the CRM model

• Developing an Assistive Technology page on the inclusive portal to provide resources to support teachers

• Review and revision of the Early Learning Universal Designs for Learning – to encompass the continuum preK-Grade 12

• Use of online Microsoft Inclusive Education professional development series• Access to international/national networks

ATSpecialist

AAC

RESOURCES

IPP& sETT

Pilots

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APPLEDISTINGUISHED

PROGRAM(early learning)

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INCLUSIVEEXAMPLES

AT/AAC

Early Learning (preK/K)

A child who is non-verbal in 100 V has now progressed to trialing an AAC device using TouchChat to participate in class discussions and activities. He has gained confidence and excitement and is able to engage with others as the devices allows him the opportunity to answer questions and be included. Before teachers and classmates had to guess his message, now he has a voice.

A child with a severe expressive and receptive delay uses a Core Vocabulary board.

A student with severe expressive language disorder with limited or no verbal language skills is in Kindergarten and in his third year of Early Learning programming. He is nonverbal and has been utilizing an AAC device using TouchChat for the last year. In the past, he tried to verbalize his thoughts, but others could not understand him. He is becoming more independent with the AAC device as it gives him the ability to express his thoughts, wants and needs. He now has a way to communicate with his family and friends.

A child with a physical disability which affects the movement of her legs uses a walker for the majority of her day and arm crutches for short distances. She was able to participate in outdoor play in the winter by using a kick sled to not only push her peers on but also to be transported to various parts of the play area.

ELEMENTARY A grade 1 student used to have

severe behaviour outbursts multiple times per day at home and at school. When we met with mom to sign the AADL application, she said this device has changed his life – he doesn’t get frustrated anymore because now he’s able to say what he needs. He’s using 4-5-word sentences, and currently begging mom for a puppy!

A grade 3 student with speech and fine/gross motor challenges uses an iPad on a slant board to reduce tracking from screen to keyboard. He is now using the Show me app to demonstrate knowledge and iRead/Write for speech-text and word prediction with writing. He is also using the Ghost type typing program to increase keyboarding with goal of using 2 fingers correctly to start with.

A grade 4 student with Severe Autism uses Proloquo2Go, she presents as being at a very young developmental age. She does not yet communicate verbally but does make verbal sounds. She is sometimes able to communicate a limited number of simple needs and wants using gestures. Everyone in the classroom and community uses the Proloquo2Go to model aided language to her, throughout the day.

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A grade 5 student with Down Syndrome used to attempt to repeat word by word the phrases that were modelled for him. Within a week of his AAC trial, he was putting together 3-4-word sentences, and telling everyone about his weekend.

A grade 5 student with Autism is using Nova Chat 8-speech-generating device on an AAC Samsung Tablet. Visual social story sequences have been developed for dressing/undressing, playing playdough, snack time, washing hands and using the washroom. This student is verbal; however, he uses his device to type words when his oral production is incomprehensible.

A student with processing difficulties struggled extensively during writing activities. With the support of a Logitech headset, he is now able to more frequently engage in writing tasks using speech to text recognition via the headset. This has reduced barriers in his ability to engage in writing tasks with getting his ideas out.

A grade 6 student has a syndrome that affects his speech and fine/gross motor skills. Uses Read/Write Chrome for PDFs for text-speech as well as to make vocabulary lists and develop study cards. Using Co-Writer app on the iPad for word prediction and Pomodore timers to decrease distraction time with screen savers and videos.

JUNIOR HIGH /HIGH SCHOOL

A Junior High student with autism initially used his device just to request his favourite soft drink. Mom was overjoyed when, for the first time ever, he was able to tell her that he felt sick.

A grade 10 student using switches to access his AAC system has mastered automatic scanning for 8 symbols and is now ready to move on to the next level of scanning, 8 blocks with 3 symbols each!

A grade 12 student with cerebral palsy and who is non-verbal, uses an Accent 1000 and accesses it through a head mouse which points to the word and activates it. Her device is based on word prediction. She chooses a letter and then can choose from the word prediction options that appear. She can have a conversation or write an essay on a topic and then it reads it out to her listener.

A grade 12 student is using an aphasia journey page set that has been programmed specifically for him. He can make photo albums of events that has happened in his day to day life. The device also has the ability to be added to. He is a direct access user and is now able to talk and ask questions at his work study job.

A grade 12 high school student with severe speech delay and a moderate cognitive delay is a direct access user (using his finger to activate the buttons.) He is using the Wordpower 60 vocabulary set. He is able to communicate at work and at home.

AssessmentsAssessment of AT Needs

Assistive technology assessments are conducted by a team with the collective knowledge and skills needed to determine possible assistive technology solutions that address the needs and abilities of the student, demands of the customary environments, educational goals, and related activities.

All assistive technology assessments include a functional assessment in the student’s customary environments, such as the classroom, lunchroom, playground, home community setting, or work place.

Assistive technology assessments, including needed trials, are completed within reasonable timelines.

Recommendations from assistive technology assessments are based on data about the student, environments and tasks.

The assessment provides the IPP team with clearly documented recommendations that guide decisions about the selection, acquisition, and use of assistive technology devices and services.

Assistive technology needs are reassessed any time changes in the student, the environments and/or the tasks result in the student’s needs not being met with current devices and/or services.

QIAT& CRM

Team member accountability and follow up/

monitoring Assistive Technology

Documentation in the IPP

All services that the IPP team determines are needed to support the selection acquisition and use of assistive technology devices are designated in the IPP.

The IPP illustrates that assistive technology is a tool to support achievement of goals and progress in the general curriculum by establishing a clear relationship between student needs, assistive technology devices and services and the students’ goals and objectives.

IPP content regarding assistive technology use is written in language that describes how assistive technology contributes to achievement of measurable and observable outcomes.

Assistive technology is included in the IPP in a manner that provides a clear and complete description of the devices and services to be provided and used to address student needs and achieve expected results.

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Quality Indicators

for Assistive Technology

INCLUDE:

QIAT (Quality Indicators for Assistive Technology,

www.Qiat.org, 2018) & CRM (Collaborative

Response Model)

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Creating a collaborative plan

— Team Meetings AT Implementation

Assistive technology is integrated into the curriculum and daily activities of the student across environments. (i.e. can also create student matrices).

Persons supporting the student across all environments in which the assistive technology is expected to be used share responsibility for implementation of the plan.

Personnel supporting the student provide opportunities for the student to use a variety of strategies—including assistive technology-and to learn which strategies are most effective for particular circumstances and tasks.

Learning opportunities for the student, family and staff are an integral part of implementation.

Assistive technology implementation is initially based on assessment data and is adjusted based on performance data.

Assistive technology implementation includes management and maintenance of equipment and materials.

Is what we are doing working?

Evaluation of Effectiveness

Team members share clearly defined responsibilities to ensure that data are collected, evaluated and interpreted by capable and credible team members.

Data are collected on specific student achievement that has been identified by the team and is related to one or more goals.

Evaluation of effectiveness includes the quantitative and qualitative measurement of changes in the students performance and achievement.

Effectiveness is evaluated across environments during naturally occurring opportunities as well as structured activities.

Data are collected to provide teams with a means for analyzing student achievement and identifying supports and barriers that influence assistive technology use to determine what changes, if any, are needed.

Changes are made in the student’s assistive technology services and educational program when evaluation data indicate that such changes are needed for improved student achievement.

Evaluation of effectiveness is a dynamic, responsive, ongoing process that is reviewed periodically.

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CollaborativeTeam MeetingsAssistive Technology

Transition

Transition plans address the assistive technology needs of the student including roles and training needs of team members, subsequent steps in assistive technology use, and follow-up after transition takes place.

Transition planning empowers the student using assistive technology to participate in the transition planning at a level appropriate to age and ability.

Advocacy related to assistive technology use is recognized as critical and planned for by the teams involved in the transition.

AT requirements in the receiving environment are identified during the transition planning process.

Transition planning for students using assistive technology proceeds according to an individualized timeline.

Transition plans address specific equipment, training and funding issues such as transfer or acquisition of assistive technology manuals and support documents.

3 4 5

SETT IS Decision making about appropriate

technology…Does this STUDENT need

assistive technology TOOLS (devices and services) to

accomplish the TASKS needed to make progress toward master of goals

across ENVIRONMENTS?

SETT*

How are we going to get kids with disabilities the ability to access curriculum from

pre-k to grade 12?(Alberta Education, Programming for Students with Special Needs, Ch. 9,

Infusing Assistive Technology for Learning into the IPP Process, 2006)

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What are the needsof our STUDENTS?

Whatassistive technology, strategies, or changes

in pedagogy do we need to add to our toolkit to better meet the needs

of all students?

What do we know about the

ENVIRONMENTS in which they use assistive

technology?

What are the TASKS that the students are

now struggling with that we want ATL to assist

with?

What technology or TOOLS do we have

readily available that we can use differently?

The SETT FrameworkSETT Framework scaffolds include: building shared knowledge about the child

with the members of the team working with the child to come together, collaborate, gather data, create a plan with tools, implement and evaluation ... the key elements

of the CRM process.

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Functional Skills• Reading• Writing• Math• Problem Solving• Communication• Recreation• Organization • Seating • Hearing• Seeing• Self-Care• Mobility• Behaviour• Specific Task Related Skills

StudentThe person who is the central focus

of the processThe person for whom everyone is

an advocate

EnvironmentsThe customary environments in which the person is (or can be)

expected to live and grow

TasksThe specific things that the person needs or wants to be able to do to

reach expectations

ToolsWhatever is needed by the student

and others for the student to accomplish the tasks in the places

where they need to be done so that progress is achieved

when making decisions, we think

of functionAssistive Technology is related to function, rather than disability. A functional approach includes whether or not a student:

• Needs an alternate for visual information

• Needs an alternative for physical interaction or manipulation

• Needs an alternate for auditory information

• Needs support for processing and understanding

• Prefers different options for different tasks in different envi-ronments, etc.

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AAC A highly specialized support team that includes an AT specialist, speech-language pathologist, occupational therapist and therapeutic assistants.

Supports a child/student’s need for alternative and/or augmentative communication. A referral for services must be made by the Inclusive Programming Consultant (IPC) and/or the Early Learning Consultant (ELC) in consultation with their school team.

Engages the child/student, family and school team in a comprehensive assessment of student needs to determine an appropriate program plan including technology options for trial. Not all referrals will result in allocation or provision of a Speech Generating Communication Device (SGCD). Once the technology option is chosen all team members will be trained to support successful implementation.

A tracking process will be used to monitor and adjust the program plan if required.

Family involvement and commitment is paramount to this process as they will ultimately be responsible to sustain their child’s communication success with their SGCD.

Community of practice opportunities.

AAC Summer camp for students and their families.

Referral rollover from year to year so students and teams have continuous support.

GenesisAugmentative & Alternative

Communication TeamFOR PREK - GRADE 12Our AAC Team includes AT Specialists,

Speech Language Pathologists, Therapeutic Assistants in Speech Language Pathology, and

Occupational Therapists.

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What is Alberta Aids to Daily Living

(AADL)?Alberta Aids to Daily Living assists Albertans with a long-term disability, chronic illness or terminal illness, in maintaining independence in their community. AADL provides funding for basic medical equipment and supplies to meet clinically assessed needs. Speech generating communication devices are electronic augmentativeand alternative communication (AAC) devices used to supplement or replace speech for individuals with speech and language impairments.

How can you qualify to be

funded through AADL?

In order to receive funding through AADL, assessment through a healthcare professional is necessary. Edmonton Catholic School’s Genesis AAC Team is an AADL approved level 2 service centre and can provide this type of assessment. It also involves conducting a device or technology trial involving both the school and home team.

Who is eligible for AADL funding?

Individuals must require benefits due to a long-term disability or terminal illness. Individuals must be an Alberta resident with a valid Alberta personal healthcare number.

Albertans may not be eligible for AADL funding if they are eligible to receive comparable benefits through another source including: Workers Compensation Board, Private insurance plan, Veterans affair, Non-insured health benefits for first nations and Inuit.

How much do families have to pay

for benefits?AADL is a cost share program. Families are required to pay 25% of the approved benefit amount up to a maximum contribution of $500 per family, per year. Low income Albertans and those receiving income assistance are not required to cost share.

Assistive Technology in inclusive education