Saturday, April 25, 2009

Mandatory AT Consideration - A Refresher

It is a federal mandate that every student on an Individualized Education Program (IEP) MUST be considered for Assistive Technology.

Do you know when this was written into federal law? Based upon what I hear from special educators, some of you might answer, "Recently." Actually, this was added in IDEA '97 - TWELVE YEARS AGO! I know this is still not happening at all IEP team meetings.
IDEA ’97 added the requirement that each IEP Team consider the need for assistive technology as part of the Consideration of Special Factors.
300.346 (a)(2) Consideration of Special Factors.
The IEP Team shall ....
(v) consider whether the child requires assistive technology devices and services.
Is it happening at every IEP meeting you attend? If not, choose to be the catalyst for compliance.

And what conclusions are reached following AT consideration? There are only four possibilities:
  1. The first is that current interventions (what ever they may be) are working and nothing new is needed, including assistive technology.

  2. The second possibility is that assistive technology is already being used either permanently or as part of a trial to determine applicability, so that we know that it does work. In that case the IEP team should write the specific assistive technology into the IEP to insure that it continues to be available for the child.

  3. The third possibility is that the IEP team may conclude that new assistive technology should be tried. In that case, the IEP team will need to describe in the IEP the type of assistive technology to be tried, including the features they think may help, such as “having the computer speak the text as the student writes”. The IEP team may not know at this point a specific brand or model, and should not attempt to include a product by name, since they do not know if it will perform as expected. Describing the features is the key step for the IEP team in this situation.

  4. Finally, the last possibility is that the IEP Team will find that they simply do not know enough to make a decision. In this case, they will need to gather more information. That could be a simple process of calling someone for help, or going to get some print, disk, or online resources to help them better “consider” what AT might be useful. It could also be an indication that they need to schedule (or refer for) an evaluation or assessment of the child’s need for assistive technology. ( WATI Assessment Guide, pages 7-8)

For additional information, access these Assistive Technology Consideration Resources to make informed decisions that serve the needs of your students.


Wednesday, April 22, 2009

Proloquo2Go - Affordable AAC is Now Available


Check out the latest affordable and super COOL communication device available for the iPhone and iPod Touch at the iTunes App store, the Proloquo2Go or P2G for short. Read more about it's release at Sam Sennott's blog.

Sam had a dream when the iPhone was first released. He envisioned an affordable AAC tool that would capitalize on the touch screen application of the iPhone and would allow students to have a dynamic communication device in their pockets. Now, his dream has been realized because he never stopped putting kids first. He partnered with David Niemeijer from AssistiveWare to develop the software and go throught the process of iPod/iPhone App approval.

To purchase the app, click here. It is currently offered at an introductory price of $149, far below what is typical for a dynamic communication device.

Congratulations to you both, Sam and David. This is an example of a dream fulfilled.

Saturday, April 11, 2009

Celebrating the 25th: Nominations Due

A new opportunity to highlight the best in education is now available.
It’s CAST’s 25th anniversary! To celebrate, we feature great UDL implementation in the field through the UDL Spotlight. Want to nominate a Spotlight?
Then nominate people or programs that embed UDL (Universal Design for Learning) principles in their classrooms.

When UDL is effectively incorporated, it transforms learning, engages everyone and allows all learners opportunities to successfully demonstrate what they have learned.

When we call attention to the best engaged, active learning and provide the tools that promote it, (UDL Guidelines, UDL Curriculum Self-Check, and Learning Tools), then we will start a ripple effect that spreads throughout our schools for the benefit of all our students.

Look around you. Is there anyone or any program you believe is nomination-worthy? Head over to the CAST website and spotlight the achievement so that we can all learn from each other.

And Happy 25th Anniversary, CAST!

Friday, April 03, 2009

Reaching for the Brass Ring.....of Independence


Independence.
Too often, independence is an elusive concept in our schools.

Why?

Because we believe we are accomplishing more when we provide students on IEPs with one-to-one adult supports who scribe for students and read the grade level material when the student is unable. What results? Unfortunately, learned passivity and DEPENDENCE.

Is this FAPE, Free, Appropriate Education? If a student doesn't get it when the adult reads the material to him, how likely are they to ask the adult to repeat it? How appropriate is it when a student never has the opportunity to produce written work independently?

How can we overcome this? A paradigm shift in how we view disability and accommodation must occur:

1. It is time to end the remediation vs. compensation battle and declare a truce. The emphasis on remediation at the expense of accommodation must stop. Instead, remediation MUST be COMBINED with compensation to accommodate for learning challenges if our students are to feel a sense of competence, mastery and independence.

2. Recognize the inherent disability that exists in the curriculum and instruction when students with learning struggles can not access the curriculum using traditional methods. Although no research exists that supports the superiority of textbooks, lecture based and paper based methods, the majority of classroom instruction depends upon these methods of instruction. Time to stop blaming the student when our methods disable their performance and participation.

3. Recognize that there is no better time to be an educator. Access to the tools and strategies are readily available as never before. Tools exist that remove the obstacles to learning, many are free, others are commercially available.

4. Understand that students learn differently, that a one-size-fits all approach does NOT work. Instead, incorporate Universal Design for Learning principles. UDL which proproses that learning occurs when there are multiple methods of engagement, representation and expression. Excellent resources are available at cast.org including the UDL Curriculum Self-Check that helps you apply principles that engage and support ALL learners.
Hand your students the brass ring of independence. There is no better time than today.