AT in Transition Planning

AT in Transition Planning

It is the right for every individual to reach for success, despite their ability.  

Chapter 14 of the text Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities by Amy G. Dell supports this notion.  The components of this section discuss and highlight the importance of implementing transitions carefully when leading students to new opportunities.  Functions of AT are made and provided for individuals to function more independently.  Whether these individuals move on in life to schooling such as college, working in workplaces as well as interacting in their homes and communities - AT can support them always.

AT a Reasonable Accommodation for Students with Disabilities in 

COLLEGE

The number of students with disabilities attending college has increased significantly in the past decade and fortunately, AT offers solutions to the obstacles they face in meeting college's academic demands.

Having experienced four years of college, I recognize that it is all about being organized and managing your time carefully!  Most importantly, it is about finding yourself and doing what you like to do.  In order for individuals with disabilities to do these things their AT which they "pack" to go to college with them must follow a certain criteria:

                    1. AT must be easy to use and easy to customize

                    2. The tool must be age appropriate

                    3. The tool should match the individual's personal preference

                    4. The device must match the specific task to be met and be suitable for        
                        the learning environment

                    5. Installation of the AT device should be easily accessible by the student

                    6. Training and ongoing technical support must be provided to students and 
                         staff

Besides AT in College, Reasonable Accommodations are expected by the College to Provide.  These Accommodations can be Technology-Based or Non-technology Accommodations.

Table 14.1(Dell p 329)

Newton, Deborah A., and Jerry G. Petroff. "Chapter 14 - "Implementation of Assistive Technology in Transition Planning." Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities. By Amy G. Dell. 2nd ed. N.p.: Pearson, 2012. 324-347. Print.

I hope this post serves as a good resource for you. It is so important to encourage the students we teach regularly to reach for success.  Resources like AT, special education services and accommodations are comforting to help them achieve in all tasks they desire in life!  Coming in contact with all of this information and resources has made me more excited to be an educator to these dynamic students.  

I hope it encourages you too!

Assistive Technology Resources

Assistive Technology Resources

As mentioned before, the text Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities by Amy G. Dell is a helpful resource for educators to learn about Assistive technology practices, programs and instruction for today's students.  In Chapter 13 of the text, some websites were provided and readers are encouraged to explore.  Content with this exposure, I did just that! I hope you find success with the mentioned sites below.

Texas Assistive Technology Network

This site provides a complete instructional module on AT implementation from the Texas AT Network.  It serves as a great basis or introduction for people who are or who will be involved in AT decision making and implementation, as it's intent states.  All of the steps which one goes through to use AT are thoroughly examined through this module and some points which attendee typically gain in the experience include

purposes and results of AT

big ideas in AT implementation

planning for AT implementation

evaluating the effectiveness of AT implementation

Having explored this site fully I really gained a lot about AT and the steps needed for successful implementation.  Under the Resources tab I then discovered the connected sites that link to RTI (Response to Intervention).  I had always known that RTI supports one's goals to reach as stated in their IEP however RTI strategies most definitely should incorporate AT if fitting and necessary.

The site for RTI is shared below

http://rtinetwork.org/

University of Kentucky AT (UKAT) Project

The University of Kentucky sponsors an Assistive Technology Project for its students of the Special Education Program and Rehabilitation Counseling in partnership with the state's public schools.  Provided on this site is a interactive and informative "toolkit" that guides professionals through the AT delivery service process....from consideration to assessment and monitoring.

I found the blank document/template sheets throughout the toolkit to be valuable.  I see these sheets as great resources for educators to keep steady in developing AT for their students.  Documentation is key and when it is organized and structured like the templates shown, much success is bound to follow. Students can certainly benefit from this organization and I credit establishments and programs like UKAT for their models and resources.  This site is certainly one I would return to if I choose to pursue a career in teaching Special Education and Assistive Technology especially.

Augmentative Communication Devices

Augmentative Communication Devices

Augmentative communication assists individuals who cannot speak to interact with others.  Augmentative communication systems are designed to “augment” the existing communication ability a person has (facial expressions, gestures and body language, etc.)

Below are some guidelines and prompts to consider when implementing Augmentative Communication Systems for your students.

Strategies Helpful to Overcome “Learned Helplessness”

• build a daily expectation of communication through specific activities to be chosen by the student
• sharing brief daily reports to parents communicated by the student
• allow natural consequences to occur to the student with avenues to repair
• provide powerful phrases of rejection, protest or satisfaction

Augmentative Communication in the IEP

If a student has a need for a communication device, it should be listed in the assistive technology section of the IEP.  From there, elaborations of the use of the device and reasons for its need should be clearly stated.

It was also shared that if this device is used by the student it should be highlighted and recognized for teachers to tailor instruction accordingly.  The person responsible for operating it should also be mentioned.

Importance of Support of Augmentative Communication at Home and in Community

One’s augmentative communication device serves as their voice and therefore it should be welcomed and incorporated regularly into school and home activities.  This chapter even suggests that learned usage of the device in school helps students generalize in different settings.  This requires significant family involvement, respect and acknowledgment of a person’s culture, and the identification of places or activities in which the student enjoys and is involved.  The individuals who teach and interact with this individual are advocating for their voice by support of their use of an augmentative communication device!

Reference:

Newton, Deborah A., and Jerry G. Petroff. "Chapter 12 - “Integrating Augmentative Communication in the Classroom, Home and Community.”  Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities. By Amy G. Dell. 2nd ed. N.p.: Pearson, 2012. 280-301. Print.