Assistive Technology - ED 6092~ Practicum



|Assistive Technology |

|Program |

|Guidelines and Forms |

|Spring 2014 |

|Department of Education and Early Childhood Development |

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Applications will be accepted until May 30, 2014

ASSISTIVE TECHNOLOGY FOR LEARNING PROGRAM

Spring 2014

The Department of Education and Early Childhood Development designates a budget biannually for assistive technology. It is used primarily for individual students requiring devices, media and services used by students with physical, cognitive, sensory, speech, learning or behavioural difficulties that allow them to actively engage in improving or maintaining their ability to meet learning outcomes and maximize their learning success. In most cases, the assistive technology required will be needed by these students throughout their school careers. Assistive Technology for Learning (ATL) requires ongoing collaboration in planning, implementing and monitoring; does not replace instruction in academic or social skills; and is specific to task, rather than a disability.

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Assistive Technology Framework and Decision Making

The SETT framework is a widely used approach designed to guide decision making about ATL. The SETT framework developed by Joy Zabala serves as a tool for gathering and organizing data. The framework considers the Student, the Environment, the Tasks and the Tools needed by the student to address the tasks.

SETT Framework

The SETT Framework is essentially a means to analyze what the student needs to do that he or she is not presently able to do in a particular environment. The first thing to consider is the STUDENT

• What does the student need to do (that he or she is currently unable to do and that assistive technology for learning may be able to support)?

• What are the student’s specific needs?

• What are the student’s current abilities?

Knowing the student’s strengths, needs and preferences is critical to matching this information with the appropriate tools and strategies for his/her learning.

The team looks at the ENVIRONMENT in which the student will be participating.

• What materials and equipment are currently available in the learning environment?

• What is the physical arrangement of the learning environment? Are there specific concerns?

• What is the instructional arrangement? Are there likely to be changes?

• What supports are available to the student?

• What resources are available to the people supporting the student?

The answers to the last two questions alone may determine whether there is enough support for a complex tool in that environment.

Next, the team needs to create a detailed analysis of the TASK(S) that the student needs to accomplish in that environment. Start by looking at:

• What activities occur in the environment?

• What is everyone else doing?

• What activities support the student’s learning and curricular goals?

• What are the critical elements of the activities?

• How might the activities be modified to accommodate the student’s specific needs?

• How might technology support the student’s active participation in those activities?

After reviewing all these factors, the team can investigate the assistive technology

TOOLS:

• What no-tech, low-tech, or high-tech tools should be considered when developing a system for a student with these needs and abilities, doing these tasks, in these environments?

• What strategies might be used to invite increased student performance?

• How might these tools and strategies be tried out with the student in the learning environments in which they will be used?

 

Based upon the SETT Framework Joy Zabala, 2007

Guidelines for Submitting Assistive Technology Applications

Students will be provided equipment and/or software on an individual basis based upon the following guidelines. A school district must submit an official request. The request form requires the following information and documentation:

1. Background information on student’s specific needs which relate to the request for assistive technological device(s). Please note: It is no longer necessary to provide a copy of the student's special education plan although the type of plan should be noted on the application.

2. A recommendation for the requested assistive technology (excluding generic software only) with supporting documentation (i.e. assessment) by qualified personnel (e.g. speech language pathologist, physiotherapist, occupational therapist, school-based team) who is familiar with both the student and the assistive technology. The request should state specifically how the technological device(s) is essential for this individual to access a means of communication and/or educational activities that otherwise would not be possible. A recommendation must be included for each item requested for each student. If there is no recommendation (s), the request(s) will not be approved.

3. Recommendations for specialized computer software[1] are required, while recommendations are not required for generic software requests; however, districts/schools are strongly encouraged to use their own funds to purchase generic computer software[2].

4. A statement of the school-based staff’s expertise or a statement of the plan for in-service in order to become proficient in the use of the requested equipment.

5. A statement of the assistive technology (computer hardware, computer peripheral device(s), assistive device(s), specialized or generic software) required, price/cost per item (including applicable taxes), and the name, address, telephone, fax or e-mail of the supplier( s). Please be sure to add 10% for shipping and handling costs. As well, please be sure to convert US prices to Canadian amounts.

6. The approval of the Director of Education Support Services and the Education Support Services Coordinator.

Applications are submitted to the School District Office. Upon submission, each request will be reviewed individually. Decisions will be made based on:

• identified district priorities

• supporting documentation(s) and recommendation(s);

• the availability of funds at the provincial level.

The approved assistive technology that is purchased and distributed to districts for use by students with exceptionalities is owned by the Department of Education and Early Childhood Development. It is loaned to each student for as long as it is required and suitable for the student. The equipment is to follow the student to another school or district if necessary as identified by district coordinators or Department of Education and Early Childhood Development personnel. The loan program is operated and monitored by Easter Seals NB on behalf of the NB Department of Education and Early Childhood Development. Each piece of equipment will arrive with an individual ID number and will be logged in with ESNB.

It is the responsibility of the school district to install and maintain equipment. The Department of Education and Early Childhood Development is responsible for repairs required as a result of malfunction or usage over time. Repairs required, as a result of accidental damage or abuse of equipment, shall be the responsibility of the school district.

Please note that the District requests for assistive technology devices for students with exceptionalities must be submitted to the Department of Education and Early Childhood Development no later than May 30, 2014.

ASSISTIVE TECHNOLOGY APPLICATION

Directions: This form contains interactive fields that allow you to enter the information. To enter information, simply quick on the line and begin typing. Check boxes are accessed by clicking the field with your mouse.

|Rank/Priority (must be filled out): |

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|Student Name: |Date of Birth: |

|School: |Grade: |

|District: |

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|Summary of Student’s Educational Program: |

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Was assistive technology recommended in a recent assessment?

Yes

No

|If yes, what type of assessment. Please provide details. |

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|Summary statement of student’s specific needs in relation to why the assistive technology device(s) is being requested. |

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|What assistive technology has been trialed to date? |

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|Dates: |

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|What assistive technology is the student currently using? This may include low, medium or high tech devices and/or equipment. |

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|What are the necessary accommodations (curriculum, environment, instruction) required to incorporate the use of assistive technology? |

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|How will the Assistive Technology help the student achive curriculum goals? |

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|Name, Title, and Telephone number or e-mail address of Support Personnel (e.g. Speech/Language Pathologist): |

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Support Document(s) attached:

Assessment

Recommendations

Implementation

Does the student require support to learn the technology?

Yes

No

|Summary of the school-based staff’s experience and training in using the requested equipment. |

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Is staff training needed prior to implementation with student?

Yes

No

|If yes, please indicate who will provide the training to school staff. |

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Spring 2014 Assistive Technology Program

F. Statement of Costs and Financial Request:

|Student Name: |

|School: |

|District: |

|Assistive Tech. Device or |Supplier Information |Cost |Cost of required staff |Comments/Notes |

|Software |(name, address, tel., fax., e-mail) |(including taxes |training | |

| | |and |(not to exceed $50.00/hr) | |

| | |10% | | |

| | |shipping | | |

| | |& handling) | | |

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Total Amount (Be sure to convert USD amounts into CAD amounts)

|Total: |

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Click to access the top 100 list for pricing



Education Support Services Coordinator

(Signature)

Director of Education Support Services

(Signature)

Date ___________________________

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[1] Specialized computer software is software designed for individuals with exceptionalities or specific sensory disabilities. It is usually only available from suppliers who specialize in special needs or rehabilitative technology and/or products

[2] Generic computer software is software that has not been developed specifically for individuals with exceptionalities. It is available in retail outlets or through general educational suppliers.

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