2001 Conference Proceedings
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Considering Assistive Technology for Students with Learning
Disabilities: where to begin, building a district program
Dr. Susan S. Simmons, Special Ed Solutions
1177 Monterey Road, So. Pasadena, CA 91030
Phone: 626-799-9733
e-mail: Susan@spedsolutions.com
This seminar will cover the three critical components
necessary for the use of assistive technology to access the
curriculum for students with learning disabilities; materials, a
district wide plan, and staff development. Each of the three
areas will be discussed in detail with handouts to assist
participants in developing or enhancing their programs.
Participants will leave the seminar with an increased
understanding of the minimum standard regarding implementation of
a realistic program.
Summary Page
This workshop will be divided into three components with some
time for questions and sharing.
First component will cover a variety of materials from pencil
grips and raised line paper, portable word processors, screen
reading and word prediction software. This time is not intended
to showcase all available options, instead basic easily available
software and low/no tech tools will be demonstrated with the
purpose of laying the foundation to demonstrate the basic tools
necessary to teach students with learning disabilities to access
the curriculum and become independent learners.
The second component will be guidance in the development of a
district plan for assistive technology for students with learning
disabilities. A list of 10 questions will be used to guide the
participants through the focused process of making a plan that
meets their budget and creates opportunities for the students for
whom they provide programs.
The third component will cover staff development models for
developing competence in the area of assistive technology.
Several models will be described incorporating all staff, key
staff, and representative staff as a beginning point. Emphasis
will be placed on providing the full range of assistive
technology at elementary, middle and high school levels with
technical staff available to provide support along the way. The
staff development program must include workshop opportunities
with hands on practice, follow-up opportunities to share teaching
ideas using the tools and strategies initially covered and a
person or persons who can be available to brain storm and trouble
shoot when help is needed. Follow up is critical so that staff
has some way of knowing if they are in fact integrating the
techniques and technologies effectively. This component should
also cover the IEP documentation so that uniform techniques are
used to document the assistive technology being used with
students.
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