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Increasing student achievement by the systemic alignment of technology, policies, and curriculum through a multi-tiered system of supports in a universal education setting.
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Headline
- Federal Guidance on Assistive Technology Devices and Services
- Resource: Dear Colleague Letter (DCL) on The Provision of Assistive Technology Devices and Services
- Resource: Myths and Facts Surrounding Assistive Technology Devices
- Resource: National Educational Technology Plan
Editorial
- Technology Options for Assistive Technology are Exploding! Are You Ready?
Primary and Secondary Areas of Assistive Technology Consideration
- Physical
- Sensory
- Cognitive/Learning
- Behavioral/Emotional/Social
AT & UDL Loan Library Updates & More
- New Items in the Loan Library
- Switch Activity Apps & iPads
- Steve's Way Free Eye Gaze Bundle
- ArithmeType Math Tool
- KiwiWrite Math Tool
- CloverBook Magnifier
- Avaz Pro AAC App for Autism
- Virtual Learning & You
TLC Website Updates
- TLC Adaptive Switch Courses
Let us know how we can help you this year!
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Federal Guidance on Assistive Technology Devices and Services
"The use of AT devices and services is critically important for many children with disabilities as it can greatly improve their educational experience, improve their educational and post-school outcomes, and help develop important skills and abilities. These devices and services must be available, accessible, and appropriate for children with disabilities and their families. We all have a role to play in ensuring access to necessary AT devices and services for children with disabilities." (OSEP Dear Colleague Letter, January 22, 2024)
The Office of Educational Technology and the Office of Special Education Programs have released a Dear Colleague Letter on the provision of assistive technology devices and services for children with disabilities under the Individuals with Disabilities Education Act (IDEA), along with a resource document: Myths and Facts Surrounding Assistive Technology Devices and Services. Together, these federal guidelines address questions such as:
- Should assistive technology (AT) be considered for all students with IEPs?
- What are the requirements for recording IEP assistive technology considerations?
- Should AT be considered for inclusion in transition plans?
- What is the difference between assistive technology and Universal Design for Learning?
- and much more!
Resource - OSEP Dear Colleague Letter, January 22, 2024
Resource - Myths and Facts Surrounding Assistive Technology Devices and Services
Guidelines for supporting assistive technology and Universal Design for Learning can also be found in the National Educational Technology Plan: A Call to Action for Closing the Digital Access, Design and Use Divides. This document is an excellent guide for district-wide technology planning that ensures the needs of all students are addressed inclusively. Be sure to check out the section on "The Digital Access Divide."
Resource - National Educational Technology Plan
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Technology Options for Assistive Technology are Exploding!
Are You Ready?
Assistive technology 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 2004) It is up to the IEP team to consider the student's needs and how any item, piece of equipment, or product system can be used or customized to help a student succeed in the grade-level standards.
This includes simple technologies like pencil grips, lined paper, graphic organizers, basic calculators, etc. It also includes complex technologies like computers, mobile devices, communication systems, etc. And, it includes new and emerging technologies, such as robots, artificial intelligence systems, augmented/virtual reality glasses/goggles, spatial computing, and more. Every advance in technology provides new assistive technology possibilities for students with disabilities!
IEP teams must also consider assistive technology, accessibility, and accessible instructional materials for all areas of the curriculum. STEAM instruction, including science labs, robotics, coding, technology, engineering, art, and music activities may have specific needs to address.
One of the barriers to using new technologies to support students with disabilities is the lack of knowledge of emerging tech. IEP team members cannot be expected to explore how an item, piece of equipment, or product can increase a student's capabilities if they don't have any experience with that technology.
Students with disabilities still experience significant achievement gaps. New technologies provide new options for instructional engagement. All stakeholders need to explore and build experience with new and emerging technologies to ensure that assistive technology considerations in an IEP meeting effectively meet the needs of each student. We all have to be ready.
Your TLC Team
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Primary and Secondary Areas of
Assistive Technology Consideration
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Assistive technologies are any item, piece of equipment, or product that the IEP team determines will increase the functional capability of a student, reducing the effects of the disability. There are primary, or obvious effects that can be easy to identify. There are also secondary effects that IEP teams should include in the AT consideration process.
For example, a student with an orthopedic disability may need assistive technology and accommodations to address motor, communication, attention, sensory, and social capabilities. Being fully included and integrated into the general curriculum requires the IEP team to look at the student holistically.
Below are some generic areas of impact to consider. Therapists and Specialists can provide in-depth information on the impact of various disabilities.
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Physical
- Gross motor
- Fine motor
- Positioning
- Body awareness
- Balance
Sensory
- Vision
- Hearing
- Tactile
- Taste
- Integration
Behavioral/Emotional
- Academic
- Social
- Emotional
- Behavior
- Executive functioning
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Cognitive/Learning
Input
- Recognizing the size, shape, and placement of text
- Recognizing line and paragraph typography
- Distinguishing subtle differences in sounds
Integration
- Sequencing
- Organization
- Abstraction
Memory
- Short-term
- Long-term
- Working
Output
Communication
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AT & UDL Loan Library Updates & More | |
New Items in the Loan Library! | | |
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Love the Switch Progression Series, but just need the Apps? Check out our “Just the Apps: Switch Skills Progression Series” available on the lending library where you can check out just the iPad from the Switch Skills Assessment Kit.
Looking for a particular App from the series? While the iPad contains all the Apps from the series, if you would like a reminder of which Apps are on the iPad, a list is available under “Apps List” at the AT & UDL Loan Library listing.
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The ArithmeType Math Tool can help simplify the process of completing math assignments by providing a typing/keyboard option for handwriting math problems and solutions that provide a workspace that is aligned and organized and doesn’t require a pencil. The hardware keyboard conveniently locates the numbers, operations, common math letters, and symbols in one plug-and-play device for Chromebooks/Linux system computers. For Mac and Windows computers, a small app must be installed.
The ArithmeType keyboard works seamlessly in common applications such as Google Docs, Sheets, Slides, Microsoft Word, Excel, and OneNote. Students enjoy using ArithmeType with compatible extensions such as Equatio, Mathtype, OrbitNote, and Kami or compatible websites such as Desmos and DeltaMath. The math output is more fluid compared to a standard QWERTY keyboard.
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Writing mathematic formulas and equations can be difficult for students with dysgraphia. KiwiWrite Math is an online tool created specifically for a student with dysgraphia. It can be an effective support for students who have dysgraphia, dyslexia, ADHD, autism, fine motor limitations, and handwriting problems.
There is a 30-day free trial.
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CloverBook Lite Magnifier
A foldable, touchscreen magnifier with OCR & distance camera!
This large 12.5″ FHD touchscreen video magnifier comes equipped with 3 viewing modes (near, self, and distance view) and text-to-speech all in a compact, foldable design weighing less than 5 lbs!
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Looking for an AAC App to add to your toolbox? The Avaz App is one you may want to try out!
The Avaz App is an AAC tool providing robust vocabulary on beginner, intermediate, and advanced levels using motor planning. Avaz comes in 10 languages and can be easily backed up to Google Drive, iCloud, or Dropbox. Avaz offers standard customization features available in many robust AAC apps in addition to key features that make it unique.
Some key features of the Avaz App include:
- Having the speak, delete, and clear commands within the message window.
- Quickly share messages to other iOS apps including email, notes, or social media
- User-friendly pathway for finding vocabulary
- Easily search built-in symbols and internet pictures when creating buttons
- Adjust touch accommodation settings to ignore repeat selections, select on release or hold duration
- Quickly save pages as PDFs to be shared and used as backups
- Easy access to quick phrases and keyboards
This app is available in the AT & UDL Lending Library for checkout!
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Highlighted Training Events
Virtual Learning & You - AT and the IEP
with Dr. Tara Jeffs and Jeff Pruitt
Virtual Learning & You - AAC
with Essa Kennedy, CCC-SLP
Calling All LATS!
Just when you think you got it, you realize that there is more to learn! The Virtual Learning & You series provides excellent online training for assistive technology professionals.
Check out the TLC Events Page for more information.
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New Switch Skills Progression (SSP)
Implementation Series
The new SSP: Implementation Series is coming to our Online Courses page. This series ran live in the 2023-2024 school year and is based on the Updated Switch Progression Roadmap by Ian Bean.
From Level 0: Setting up for Success to Level 6: Choice Making, this series focuses on coaching classroom staff with examples of how to implement any switch skill level into academic tasks to meet state standards. Quick guides help classroom staff focus on facilitating skill development while accessing the curriculum.
The combined Level 0 & Level 1 are available now with remaining levels coming this quarter.
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This resource was funded through The Bureau of Exceptional Education and Student Services (BEESS). The information and resources are provided as a free awareness service to the educational community and do not reflect any specific endorsement by any parties involved. Please note that access to some resources may be blocked by individual school districts. | | | | |
