Fall 14 SFUSD Special Education Services Assistive Technology Guide 3045 Santiago Street 94116 www.sfusdsped.org 1
What is Assistive Technology? IDEA or the Individuals with Disabilities Education Act (IDEA) requires that the Individualized Education Program (IEP) team consider whether the child requires assistive technology and services (20 U.S.C. Section 1414[d] [3] [B] [v] at every IEP. The team must consider whether assistive technology is required for the child to benefit from a free appropriate public education (FAPE). If assistive technology is deemed necessary, the team also needs to determine the type of device(s) and/or service(s) required to derive educational benefit from the instruction provided. The SFUSD Assistive Technology Guide provides information related to the provision of assistive technology services for SFUSD students. Overview Technology can play an important role in the lives of individuals with disabilities. The term assistive technology includes a wide range of devices and services that can allow a student with a disability to participate more fully and successfully in their education. Included under the category of assistive technology is equipment and instructional strategies needed by students to successfully perform a variety of educationally related tasks. These include, but are not limited to; spoken and written language, computer access, reading, mathematics, mobility, learning, listening, seeing and life skills. These needs often arise from sensory, motor, cognitive, language or social impairments. Definition of Assistive Technology Device is defined as any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. {IDEA 300.5} Assistive Technology Devices range from simple modification to highly sophisticated aids. These devices range from low tech (pencil grips, slant boards, picture schedules, visual supports); to mid tech (calculators, alternative keyboards, screen magnifier) and high tech (augmentative communication devices, Braille keyboard, computer with specialized software, and voice recognition). Assistive Technology Services refers to any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Assistive Technology Services include: The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child s customary environment; Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for children with disabilities; Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices; Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans or programs; 2
Training or technical assistance for a child with a disability or, if appropriate, that child s family; and, Training or technical assistance for professionals (including providing education or rehabilitation services), employers, or other individuals who provide services, employ, or are otherwise substantially involved in the major life functions of children with disabilities. {IDEA 300.6} Assistive Technology Service begins with an assessment, followed by a determination of needs, the acquisition of equipment if necessary and the implementation of AT in the educational setting. (see AT Flow Chart). Who can provide AT Services? As defined in SB 602: Where the role of AT is Augmentative and Alternative Communication (AAC), a licensed speech and language pathologist provides the AAC services. Where the role of AT services falls within the scope of practice of Physical Therapy, a licensed PT Where the role of AT services falls within the scope of practice of occupational therapy, a licensed OT Baccalaureate degree of masters degree in rehabilitation engineering, education, assistive technology, or biomedical technology A certificate in assistive technology All IEP team members collaborate in the implementation of AT in the educational setting. 3
AT in the IEP When developing the Individualized Education Plan, the IEP team is required to consider all needs of the student. On page three of the IEP the Team considers Special Factors related to the students ability to access their education. As part of the IEP process, the Team must answer the question, Does the student require assistive technology devices and/or services? The IEP team must consider whether assistive technology is necessary for the student to: Achieve his/her goals and objectives Gain meaningful benefit from the education; or Make reasonable progress in the least restrictive environment Under federal law AT may be provided as a related service and/or a supplementary aids and service. AT may be documented in either of those places dependent upon the service being provided. The IEP team must determine the most appropriate way to document AT that communicates the purpose of the device and services being provided to the student to receive FAPE. The documentation also must make sense to individuals who are charged with the implementation of the student s IEP. Documentation of the need for the AT and how the AT will be used for the student to access their education should occur in a. Present Levels, b. Special Factors, c. Goals, and d. Supplementary Aides and Services, e. Services. i. Goals: Present Levels drive the development of Goals for the student. Once the Team develops the Goal then the need for AT is addressed. In most cases AT is not the Goal it is the means of achieving the Goal. Examples: Susie will express basic wants and needs in 80% of the opportunities using single word utterances and a voice output augmentative communication system. John will compose a three or more sentence paragraph with less than two spelling errors when using a hand-held spellchecker. ii. Special Factors: The question Does the student require assistive technology devices and/or services (if yes specify) must be marked yes with a description of the purpose of the device. iii. Services: AT may be listed as a Supplementary Aide and Service or as a Related Service on the IEP. Supplementary Aide or Services: Supplementary Aids and Services are aids, services, and other supports provided to enhance or allow the student s placement in the least restrictive environment (LRE), especially when an LRE is the regular education classroom. Assistive technology should be documented in the IEP as a Supplementary 4
when it provides more independence and requires little instruction in order to be used effectively. Items such as portable word processors, talking spell checkers, and other small, portable devices are often included under Supplementary Aids and Services. AT documented as a Related Service (445): Federal law states that AT Services are to be documented as a Related Services if it includes specialized training or technical support for the incorporation of assistive devices, adapted computer technology, or specialized media with the educational programs to improve access for students. The term includes a functional analysis of the student's needs for assistive technology; selecting, designing, fitting, customizing, or repairing appropriate devices; coordinating services with assistive technology devices; training or technical assistance for students with a disability, the student's family, individuals providing education or rehabilitation services, and employers. (34 CFR Part 300.6). Note: It is important to keep in mind that the IEP should illustrate that assistive technology is a tool to support achievement of goals and progress in the general curriculum by establishing a clear relationship between student needs, assistive technology devices and services, and the student s goals and objectives. 5
AT Flow Chart Tier On Tier One Tier 1 Support: Determining AT / AAC Tools Team members at the site complete the online AT or AAC Tools Considerations Form to determine the tools needed for the student to access their education. Tier One Tier Two Tier 2 Support: AT Implementation Team members at the site complete the online AT/AAC Implementation Plan to develop a plan to implement and integrate the AT/AAC into the daily educational program. Tier Three Tier 3 Support: AT Team Support Team members complete AT/AAC Tools Considerations form(s) and/or AT/AAC Implementation Plan and need additional support in identifying tools or integrating the tools into the educational program. To request support from the AT Team use the online request form found on SFUSDSpEd.org (see next page for additional information related to Tier 3 support) 6
AT Team Support Request Support from AT Team Once request is submitted online, AT Team will review and determine next steps. Consult From AT Team Member AT Team Member makes Recommendations Additional Support Provided As Needed AT Team Members conduct an AT/AAC Assessment Intervention Recommendations Equipment Recommendati ons/device Trials Implementation Procure Equipment Implementation 7
8