Accessible Learning Technology AlternativesLorianne Hoenninger, MS ATP-RESNA

Legacy Practices vs. Best Practice – AT EvaluationsCurrent AT delivery systems require teams to make a

referral for AT evaluation before a student can receive assistance

This practice is based on the deficit model, similar to the referral, identification and placement model of Special Education

This practice has resulted in significant delays in the provision of services, in addition to high cost and inadequate follow-up services

Legacy Practices vs. Best Practice - AT ConsiderationSpecial Education teams are required to consider AT

without knowledge or understanding of the tools/training necessary to effectively implement the consideration mandate

As a result, the mandate to consider AT has changed into a task of procedural compliance.

These practices do not support RTI, as only previously identified students can receive AT devices and services

Legacy Practices vs. Best Practice – AT ImplementationThere is a significant gap between procedural compliance

and effective classroom practicesSystems are not put into place to measure the value of

assistive technology practicesAssistive Technology and Instructional Technology

systems work in parallel rather than together to build an RTI supportive system that facilitates the education of all students

Response To Intervention Focuses on teaching all students throughCollaborationMulti-tiered Service DeliveryResearch Based InstructionEvidence Based DecisionsProactive Intervention and Prevention

Supporting RTI through Assistive Technology – UDLIDEA 2004 defines Universal Design for Learning as the

design and use of flexible materials and media to ensure access to educational materials for students within a wide range of functional capabilities

UDL includes “accommodations for all students that are built into the technology plan and classroom design rather than added on as an afterthought” (from www.cast.org )

UDL supports AT as an RTI intervention and is promoted by both NYS and Federal guidelines

Key components of UDLMultiple means of representation to give learners various

ways of acquiring information and knowledgeMultiple means of expression to provide learners

alternatives for demonstrating what they knowMultiple means of engagement to tap into learners’

interests, challenge them appropriately and motivate them to learn

Supporting RTI through Assistive Technology -UDL examplesaccessible Web pages (e.g. voice output, large print)electronic versions of textbooks and other curricular

materials captioned and/or narrated videosword processors with word prediction, text-to-speech,

graphic supported text and speaking spell checkersvoice recognitionportable keyboardsWeb 2.0 tools

What should Assistive Technology best practice look like?Assistive technology software tools are available to non-

classified ‘at risk’ students as well as to classified studentsStaff routinely utilize UDL and AT devices and strategies to

support student learningPrint materials are available in multiple formatsWell trained staff consider the need for routine AT devices

and services for students, and immediately implement needed accommodations

AT evaluations by outside providers “are the exception” rather than the rule for the initiation of AT interventions

Districts define outcomes and collect data to measure the efficacy of technology interventions

How can Accessible Learning help?We can provide intensive staff development through in-

services and professional development classesWe can provide full day consultation services to model

best practices to teachers and offer ongoing support to teachers and students as they learn how to incorporate AT devices and strategies

We can provide guidance on the selection and purchase of assistive technology tools

We can provide guidance towards the selection and integration of the free resources available on the internet into best teacher practice

How can Accessible Learning help?We can work closely with the District IT Department to

develop learning environments that support all learnersWe can assist districts to capitalize on existing

technology resources, such as Microsoft Office, to support special needs

We can help districts develop a screening system that detects students who may as of yet unidentified, but in need of technology to enhance their academic performance

In closing, Accessible Learning can help districts to:Comply with federal mandates relating to Assistive

TechnologyDecrease referrals to Special Education by providing RTI

through Assistive TechnologyImprove outcomes of special needs students on state

assessments through access to approved Assistive Technology accommodations

Enhance positive educational outcomes for all students

For more information, please contact us at:Accessible Learning Technology AlternativesPO Box 597Shirley, NY 11967Phone: (631)399-5750Fax: (631)207-8405Email: accessiblelearning@verizon.netDirector: Lorianne HoenningerNew website coming soon: www.accessiblelearning.net