MERGING AN ASSISTIVE
TECHNOLOGY PROTOCOL WITH TEACHING MATERIALS FOR THE VISUALLY IMPAIRED
Presenter(s)
Cecilia Robinson
Region 4 Education Service Center
7145 West Tidwell
Houston TX 77092
Day Phone: 713—744—6379
Email: crobinson@eso4.net
Presenter
#2
5701
Day Phone: 512—919—5354
Email: Debra.Leff@escl3.txed.net
Introduction
Assistive Technology (AT) plays a critical role in the life of students with
visual impairments. AT provides access to the general curriculum, print
information, information on the World Wide Web, and increase participation of
activities for many students. While a variety of low, mid, and high technology
tools are available, careful evaluation to determine a student’s needs for AT
is essential. The AT evaluation is an ongoing process during which the
student’s needs for technology, environment, tasks to be performed, and
technology tools (SETT) will be considered. This presentation will address the
use of an AT protocol and merging its results with instructional resources for
teachers of students with visual impairments.
Abstract
Federal policy requires the consideration and provision of assistive technology
(AT) devices and services (IDEA 2004) for students with disabilities. The need
for AT is determined on a case—by—case basis by the Individualized Education
Programs (IEP) team. After reviewing data on the student’s present level of
performance and identifying tasks that the student has difficulty accessing due
to his or her visual impairments, the IEP team will decide if AT devices and
services will be needed. One of the three results will occur:
• AT is not required
• AT is required
• More information is needed
If
the ISP team anticipates that the student can perform tasks successfully
without AT devices and services, then the team has a reasonable basis to
determine that AT is not required. If the team anticipates that the student
will not be able to make progress in his or her educational program without the
use of AT, then AT is required. In some instances, more information is needed
before the ISP team can decide if AT devices and services will be required.
Careful
planning and preparation of an AT evaluation will yield valuable information in
determining the student’s needs for AT. All students will require access to
various AT solutions at different points depending on grade level and the
general curriculum requirements. Not all areas are typically addressed; rather,
only those impacted by the student’s current need. Collaboration between the
teacher of students with visual impairments (VI) and other professionals during
the AT evaluation is essential. When the appropriate AT devices and services
have been identified, the VI teacher will be responsible to teach the AT
devices and collect data on student performance. Use of quality resources and
helpful instructional strategies will enhance a student’s success in his or her
use of the identified AT.
This
first part of this presentation will address an AT evaluation protocol created
for VI teachers to assist them in the AT evaluation of their students. The AT protocol
will guide teachers to collect information about the student:
• Functional vision abilities
• Learning media
• Low vision evaluation results
• Orientation and mobility skills
• Listening skills
In
addition, the following are included:
• Interview questions with the classroom teacher
• Interview
questions with the parent(s)
• Interview
questions with the student
• Use
of references and electronic study aids
• Use of video magnification
• Computer Access
• Keyboarding
• Visual
access
• Speech
access
• Tactile access
• Use
of electronic note-takers
• Use of scanning and reading system
Student’s
foundational and emerging technology skills to be considered during the AT
evaluation will be addressed. Helpful hints and strategies, such as, looking
beyond a note-taking device and addressing the student’s needs for speech,
Braille, or both will be discussed.
The
second part of the presentation will focus on using results of the AT
evaluation protocol to plan instruction of the identified AT. Resources created
by the presenters and those that have been found to be useful to teachers will
be shared with participants. Links to websites and recommended readings will be
included. Participants will receive a CD with the AT evaluation protocol and
instructional resources at the end of the presentation.
References:
SETT
Framwork http://sweb.uky.edu/~jszaba0/JoyZabala.html
Texas
Assistive Technology Network
www.texasat.net
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