References and Resources. Glossary of Assistive Technology Implementation Terms

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1 References and Resources Glossary of Assistive Technology Implementation Terms Abandonment The act of abandoning, deserting, or relinquishing. In assistive technology, this refers to the failed attempt at implementing technology with a particular student resulting in the technology not being used. Causes of assistive technology abandonment include inappropriate match of technology to student need, ineffective staff and student training, and lack of time for technology integration. Access technology A term that usually refers to gaining access to a computer system or network via some type of network technology. In assistive technology, it also refers to specific technologies which support a student s access to other technologies. Examples include adapted keyboards, adapted mice, and switches. Assistive technology Any item, piece of equipment or system, whether acquired commercially, modified, or customized that is commonly used to increase, maintain, or improve the functional capabilities of individuals with disabilities (IDEA, 1997). Examples include: adapted mouse, switch, screen magnifier, VOCA, text reader, F/M system. Augmentative and Alternative Communication (AAC) A term used to describe systems to augment or replace speech in students who are non- or partially-verbal. Speech may be replaced or augmented by gesture and body language, manual signs, orthography, and communication aids. Students requiring AAC systems are usually supported by the school district Speech Language Pathologist. Data A record of observable and measurable performance. With implementation of assistive technology, data gathering on the student, the environment, and the curricular tasks is the first step in the process. Framing the question Clearly and accurately defining the problem. In the assistive technology implementation process, this is a key point necessary to ensure effective decision making. Implementation The carrying out, execution, or practice of a plan or method for doing something. In assistive technology, implementation encompasses all the processes involved in getting new software or hardware operating effectively with students in their various school environments. Individual Education Plan (IEP) In British Columbia, it is mandated by the Ministry of Education that all students with special needs require accommodations, reflected in Individual Education Plans, to ensure equitable access to learning and the opportunity to pursue the goals of their SET-BC February 2007

2 educational programs. IEP s are developed and administered in the school by the student s IEP team. Integration The effective inclusion of a part or section into the whole. In assistive technology, integration refers to effectively including technology in the student s daily lessons and activities as a strategy or tool. Occupational Therapist (OT) A district specialist who works with students who have permanent or temporary impairment in their physical and mental functioning. The aim of occupational therapy is to help the student perform daily tasks in their classroom environments and to help them develop the skills to do so independently and productively. Peripheral technology A peripheral is a type of computer hardware that is added to a host computer in order to expand its abilities. The term tends to be applied to optional devices that are hooked up externally through a computer port. Examples include joysticks, printers, and scanners. Physical therapist (PT) A district specialist who treats students with physical dysfunction or injury with therapeutic exercise. The aim of physical therapy is to restore or facilitate normal function or development of the student s physical condition. School based team In British Columbia, the team of educators at the school and district level who are involved in supporting the student with disabilities. The composition of the team varies from school to school but generally includes, at a minimum, the student, Special Education Assistant, classroom teacher, Learning Support Teacher, and district specialists (OT, PT, SLP). Speech Language Pathologist (SLP) A district specialist who treats students who have disorders affecting their speech, language, and swallowing. SLP s address student s speech production and language development through a variety of exercises and activities designed to bring the student s skills up to the level of their peers. Transition Passage from one state or place to another. In assistive technology implementation, this refers to the times when a student changes subjects, classes, or schools and are very critical to maintaining continuity of student programming. Effective transition planning is an important feature of any assistive technology plan. Vision technology Refers to technology that supports students with visual impairments participate and learn in the classroom environment. Examples include screen readers, screen magnifiers, CCTV s, Braille notetakers, and Braille embossers. SET-BC February 2007

3 References Please Note: At the time of publication, all links to resources and websites were active. However, this can change over time and you may find some of the links listed no longer work. If this is the case, we suggest you try using your preferred internet search engine to search using keywords contained in the title of the resource or website or the name of the publishing individual or organization. If the resource is still available but has been moved, you should be able to find the updated link in your search results. Alberta Education Learning and Teaching Resources Branch (2006). Individualized program planning (IPP). Retrieved May 25, 2006 from Anson, D.K. (1997). Alternative Computer Access: A guide to selection. F.A. Davis Company: Philadelphia, PA. Assistive Technology Strategies, Tools, Accommodations and Resources (2005). How to Implement the AT Process. Retrieved March 3, 2006 from Assistive Technology Training Online (ATTO) Project ( ). Assistive Technology Decision Making Module: The SETT Framework. Retrieved March 4, 2006 from Bausch, M.E. and Ault, M.J. (2005). Nationwide Use of Assistive Technology Implementation Plans. Closing the Gap. Retrieved June 21, 2006 from Betts, D. (2006). Best practices in technology integration plan: Developing cause and effect understanding in severely multiply impaired students. Retrieved June 12, 2006 from Bowser, G. (2000). Assistive Technology Implementation Plan. Retrieved May 29, 2006 from Bowser, G. & Reed, P. (2001). Hey! Can I try that? A student handbook for choosing and using assistive technology. Retrieved November 23, 2006 from Bowser, G. & Reed, P. (n.d.) Making evidence-based decisions about assistive technology. Retrieved May 3, 2006 from Canfield, T. & Reed, P. (2001). Assistive Technology and Transition. Retrieved November 23, 2006 from Carl, D. and Zabala, J. (2002). Top Ten Critical Elements. AT and the IEP: Building a Solid Foundation. Closing the Gap. Retrieved September 10, 2006 from Cook, A.M., & Hussey, S.M. (2002). Assistive Technologies: Principles and practice, 2 nd Ed. Mosby: St. Louis, MI. Dubbels, K. (1999). Assistive Technology in the Individual Education Plan Outline. Closing the Gap. Retrieved March 19, 2006 from SET-BC February 2007

4 Edyburn, D. (n.d.) Evidence-based decision making for AT. Retrieved April 27, 2006 from Georgia Project for Assistive Technology ( ). Assistive Technology Resources. Retrieved March from Resource Topic Pages/GPAT Resource Main Page.htm Government of British Columbia, Ministry of Education, Special Education (2001). Individual Education Planning for Students with Special Needs. Retrieved April 29, 2006 from Gustafson, G. (2004). Planning for Successful Implementation of Assistive Technologies. Virginia Society for Technology in Education, 18:2. Retrieved March 4, 2006 from Hartsell, K. & Bunn, D. (2005, Oct-Nov). Integrating assistive technology into the general education curriculum for students with speech and language impairments. Closing the Gap24(4), 13. Hartsell, K. & Kemph, S. (2005, Dec 2006 Jan). Integrating assistive technology into the general education curriculum for students with physical disabilities. Closing the Gap 24(5), 4. Hartsell, K. & McIntosh, K. (2005 Aug-Sept). Integrating assistive technology into the general education curriculum for students with high incidence disabilities. Closing the Gap 24(3), 4. Hopkins, J. (2001). Assistive Technology Implementation: Priorities for K 12 Education in Canada. Retrieved February 18, 2006 from Ingham Intermediate School District (n.d.) Assistive Technology Transition Form. Retrieved March 23, 2006 from King, T.W. (1999). Assistive technology: Essential human factors. Allyn and Bacon: Boston, MA. Lakeville Area Public Schools Special Education (2006). Assistive Technology. Retrieved November 23, 2006 from Miami Dade County Public Schools. Prekindergarten Program for Children with Disabilities (2006). Pre-K Assistive Technology Implementation Plan. Retrieved June 21, 2006 from Michigan s Assistive Technology Resource, Michigan Department of Education, Office of Special Education and Early Intervention Services ( ). MATRMaterials. Retrieved November 28, 2006 from Michigan Association of Intermediate School Administrators (MAISA) & Regional Education Media Center Association of Michigan (n.d.). Best Practices in Technology Integration Plan. Retrieved November 23, 2006 from Millar, S. & Aitken, S. (1997). Personal Communications Passports: Guidelines for Good Practice. Retrieved November 23, 2006 from Minnesota Department of Children, Families and Learning, Division of Special Education (2002). AT Transition Planning Checklist. Retrieved March 23, 2006 from SET-BC February 2007

5 Minnesota Department of Children, Families and Learning, Division of Special Education (2003). Minnesota Assistive Technology Manual. Retrieved March 4, 2006 from Montgomery County Public Schools (2005). Assistive Technology Trial Period Plan. Retrieved November 23, 2006 from Nebraska Department of Education, Special Populations Office (1998). Setting Goals, Achieving Results. Retrieved February 21, 2006 from North Dakota Department of Public Instruction, Special Education (1999). Individualized Education Program Planning Process. Retrieved November 23, 2006 from Ohio Center for Autism and Low Incidence (OCALI) (2002). Section 7: Assistive Technology and the IEP. Assistive Technology Resource Manual. Retrieved November 21, 2006 from Purcell, S.L. and Grant, D. (2002). Assistive technology solutions for IEP teams. IEP Resources: Verona, WI. QIAT Consortium (2004). Quality Indicators for Assistive Technology Services. Retrieved January 23, 2006 from Reed, P., Bowser, G. and Korsten, J. How do you know it? How do you show it? Making assistive technology decisions. Wisconsin Assistive Technology Initiative: Oshkosh, WI. Retrieved February 15, 2005 from Reed, P. and Lahm, E.A. (2005). A resource guide for teachers and administrators about assistive technology. Wisconsin Assistive Technology Initiative: Oshkosh, WI. Retrieved February 3, 2006 from Reithaug, D. (2005). A Guide for Developing IEP s for Reading. Stirling Head Enterprises. Southeastern Ohio Special Education Regional Resource Center (2000). The Assistive Technology Process. Retrieved March 4, 2006 from Tennessee State Department of Education, Division of Special Education (2003). Assistive Technology Parents Guide: Implementation Guidelines. Retrieved February 24, 2006 from Texas Assistive Technology Network (2006). Implementation: Working Together to Make a Measurable Difference with Assistive Technology. Retrieved November 23, 2006 from Texas Assistive Technology Network, Region IV Education Service Center (2004). Assistive Technology Implementation Action Plan. Retrieved March 4, 2006 from Texas Assistive Technology Network, Region IV Education Service Center (2004). TEKS. Retrieved November 23, 2006 from SET-BC February 2007

6 University of Kentucky Assistive Technology (UKAT) Project (2002). Trial Implementation Plan. Retrieved February 13, 2006 from University of Kentucky Assistive Technology (UKAT) Project (2002). UKAT Toolkit. Retrieved February 13, 2006 from University of the State of New York, State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities (2002). Sample Individualized Education Program (IEP) and Guidance Document. Retrieved November 15, 2006 from West Central Ohio Distance Learning Project ( ). Assistive Technology Resource Manual. Retrieved November 23, 2006 from Wisconsin Assistive Technology Initiative (1998). Assistive Technology Extended Assessment Plan. Retrieved November 23, 2006 from Wisconsin Assistive Technology Initiative ( ). Best Practices. Retrieved January 29, 2006 from Wisconsin Assistive Technology Initiative ( ). Free Materials. Retrieved January 29, 2006 from Wisconsin Assistive Technology Initiative (2004). The WATI Assessment Package. Wisconsin Assistive Technology Initiative: Oshkosh, WI. Retrieved May 24, 2006 from Wisconsin Department of Public Instruction (2001). A Guide for Writing IEPs. Retrieved November 3, 2006 from Zabala, J. (n.d.) The SETT framework: Critical Areas to Consider when making informed assistive technology decisions. Retrieved March 28, 2006 from Zabala, J. (2001). The SETT framework, Parts I, IIA and IIB. Retrieved November 23, 2006 from Zabala, J.S. (2002). Resources for Assistive Technology in Education: SETT Framework. Retrieved January 21, 2006 from Zabala, J.S. & Korsten, J.E. (1999). Assistive Technology Implementation and Evaluation Plan Summary. Closing the Gap. Retrieved March 3, 2006 from SET-BC February 2007

7 Websites 2Learn.ca website with a number of links to information and resources about assistive technology AbilityHub Assistive Technology Solutions containing information on Computer Access Solutions AbleData website containing a large number of links to assistive technology resources on the internet. Adaptive Technology Resource Centre at the University of Toronto with a number of AT related resources and an excellent technical glossary Alberta Government, Ministry of Education, K 12, Special Needs website with resources on Individualized Program Planning (2006) A project of the Georgia Institute of Technology, AssistiveTech is a website that contains a large searchable database of assistive technology solutions. Assistive Technology Training Online Project (ATTO) from the University of Buffalo providing information on AT applications that help students with disabilities learn in classrooms. British Columbia Ministry of Education, Special Education website with a large number of resource documents specific to BC Special Education British Columbia Teachers Federation (BCTF) site with an extensive collection of Adaptations Resources Center for Applied Special Technology (CAST) website with information on Universal Design for Learning Closing the Gap website featuring a searchable software and hardware solutions database. EvaluWare website with Assessment Activities for AAC and Computer Access Software that leads the user through the selection process based on responses to questions. Georgia Project for Assistive Technology website with numerous AT implementation resources Industry Canada website with a collection of links to AT databases and organizations SET-BC February 2007

8 Journal of Special Education Technology (JSET) is an online journal with articles focusing on implementing technology in special education. LD Online website with many articles and links to help teams when selecting assistive technology. National Assistive Technology Research Institute (NATRI) website at the University of Kentucky containing helpful information and an AT Planner Quality Indicators for Assistive Technology (QIAT) Consortium with the recognized standards for AT service provision Wisconsin Assistive Technology Initiative website with a number of free AT implementation resources SET-BC February 2007