A Guide for Maine Families on Assistive Technology (AT ...



A Guide for Maine Families on Assistive Technology (AT) and Accessible Educational Materials (AEM)This guide is available upon request in alternative formats at the Maine CITE Coordinating CenterPhone 207-621-3195 Maine Relay 711 iweb@ February 2019The Maine CITE Program is administered by the Maine Department of Education and funded by the federal DHHS/Administration on Community LivingA Guide for Maine Families on Assistive Technology (AT) and Accessible Educational Materials (AEM)Table of Contents TOC \o "1-3" \h \z \u About this Guide PAGEREF _Toc503448143 \h 3Introduction PAGEREF _Toc503448144 \h 4General Information PAGEREF _Toc503448145 \h 5Family Involvement is Essential PAGEREF _Toc503448146 \h 9AT in Early Intervention PAGEREF _Toc503448147 \h 9AT in Special Education PAGEREF _Toc503448148 \h 10Transition PAGEREF _Toc503448149 \h 11Ownership of the AT PAGEREF _Toc503448150 \h 11AT Evaluation PAGEREF _Toc503448151 \h 12Selecting AT PAGEREF _Toc503448152 \h 14Accessible Educational Materials (AEM) PAGEREF _Toc503448153 \h 14Funding PAGEREF _Toc503448154 \h 15Appendix A – Questions about AT Choices PAGEREF _Toc503448155 \h 17Appendix B - AT Resources in Maine PAGEREF _Toc503448156 \h 19Appendix C - IEP Team Considerations of AT PAGEREF _Toc503448157 \h 21AT Considerations Checklists PAGEREF _Toc503448158 \h 22About this GuideThis Guide is for Maine families of children who have disabilities ages 3 to 21 years who are eligible for services and/ or programs under the federal Individuals with Disabilities Education Act (IDEA). The reader should note that most of the information pertains to children ages 3 to 21 who are eligible to receive services from Part B of the IDEA. There are differences between the two sections Part B and Part C in the IDEA. Families are advised to check specific statutory references for children eligible to receive early intervention services through Part C of IDEA. This guide will assist families to get necessary assistive technology (AT) devices and services and accessible educational materials (AEM) for their children. If you find information that is no longer accurate, please call or write – we welcome your input. Maine CITE Coordinating Center46 University DriveAugusta, Maine 04330Phone 207-621-3195 Maine Relay 711iweb@ maine-Cover images licensed through Creative CommonsThe Maine CITE Program is administered by the Maine Department of Education and funded by the federal DHHS/Administration on Community Living IntroductionThe impact of using assistive technology (AT) can be powerful and cross every area of life: education, employment and living in the community. This Guide is intended for Maine families as they move forward in finding resources, AT devices and AT services for their children who have disabilities. The Assistive Technology Act of 1998 – amended in 2004, recognizes the importance of assistive technology in the lives of individuals with disabilities. AT is defined as "any item, piece of equipment, or product system, whether acquired commercially modified or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities". Identical definitions of AT are found in both the IDEA and Americans with Disabilities Act (ADA). The only exception is the use of "child" in IDEA and "individual" in the ADA. Two very important federal laws include the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. The ADA is federal law that prohibits discrimination against individuals with disabilities in the areas of employment, public services, public accommodations, transportation, and communication. Section 504 of the Rehabilitation Act of 1973 requires that general education programs provide nondiscriminatory access to all children with disabilities.The federal intent as stated in IDEA 1997 and amended in 2004 is to have children leave the educational system ready for employment and independent life. All decisions by the Individualized Education Program (IEP) Team and the Early Childhood Team relating to AT devices and services must be made as part of each child's Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP). These plans assist families to better understand assistive technology (AT) and its role in providing free appropriate education to children with disabilities in the least restrictive environment. The years of special education services are intended to prepare the student for living independently in their community after high school with the ability to pursue further education and be successful in employment.General Information The Maine Department of Education is primarily responsible for providing information, technical assistance, support and monitoring of implementing the AT requirements contained in the Individuals with Disabilities Education Act (IDEA). The department's Office of Special Services provides leadership, administration and support regarding the implementation of IDEA.The Maine CITE Program is a program of the Maine Department of Education that provides technical assistance and information about AT and Accessible Educational Materials (AEM) to local schools, educators, therapists, families and the public. Maine CITE assists families in understanding the laws regarding access, evaluation, and acquisition of AT devices and services, electronic and information technologies. Examples of the types information which Maine CITE provides include but are not limited to:Developing materials relating to AT and AEM; Maintaining web information sources Providing information about AT and AEM funding and policy development; andProviding AT and AEM training events: courses, workshops and webinarsThe local school districts and regional Child Development Services (CDS) use the Individual Education Program (IEP) or Individualized Family Service Plan (IFSP) team to determine individual AT needs, and then provide AT devices and services set forth in each IEP/ IFSP. To do this, local schools and regional CDS providers develop procedures for addressing the following issues: the need for staff and user training, the development of IEPs or IFSPs, the acquisition and maintenance of AT devices, the provision of AT services and the identification and access of other available funding sources (i.e., MaineCare/Medicaid, private insurance, Vocational Rehabilitation).If there are questions regarding the availability of and access to AT devices and services for a child, you should contact the local administrator of special education or the regional CDS director. The term "assistive technology device" means "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.”The term “assistive technology service” means "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device." The term includes:The evaluation of the needs of a child with a disability, including a functional evaluation of the child in their customary environment;Purchasing, leasing, or otherwise providing for the acquisition of AT devices by children with disabilities; Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing 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 and programs;Training or technical assistance on the use of the AT; and Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of children with disabilities.The federal IDEA law contains several sections that are viewed as supporting potential funding of AT. Each of these is described below. Free Education: The "free" in free appropriate public education (FAPE) is significant to children with disabilities who may require AT. As stated in the law, all aspects of the special education and related services provided to a child with disabilities must be "at no cost to the parents." This "at no cost" rule prohibits regional CDS sites and school districts from excluding AT devices and/ or services on the Individual Education Program (IEP) or Individualized Family Service Plan (IFSP) based on its expense. The only time "cost" can be a consideration is where two equal alternatives exist that would each enable the child to receive an "appropriate" education. In this case, the school or site may choose the less costly option.Special Education is specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including instruction in the classroom, in the home, in hospitals and institutions, and in other settings; and Instruction in physical education.The most important part of this definition is that the instruction is "specially designed" to "meet the unique needs" of a child. Based on the individual child's needs, the "special design" may be minimal or intensive. Related Services means: "... transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech pathology and audiology, psychological services, physical and occupational therapy, recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work services in schools, and parent counseling and training.”In order for a child with a disability to receive a related service, it must be established that the service is required to assist a child with a disability to benefit from special education. All children, regardless of the severity of their disability, are presumed to have needs that can be addressed by specially designed instruction and are entitled to any related services that will assist the specially designed instruction.Least Restrictive Environment: The IDEA requires special education and related services be provided "to the maximum extent appropriate" in the least restrictive environment (LRE). LRE uses as a comparison the educational placement the child would be in if she/ he had no disabilities. Children with disabilities have the right to attend schools and classes in schools closest to their homes and with children who do not have disabilities. Children with disabilities are removed from these least restrictive settings and placed in a more restrictive environment only when their individual educational needs warrant. LRE is one of the assurance requirements contained in the state plan which is mandatory if a state is to be deemed eligible to receive federal funding.In implementing this LRE requirement, school districts or regional CDS sites must make available a "continuum of placements." This means that a district must operate and/or contract for a wide range of educational settings such as regular education classes, resource classes, public separate day schools, private separate day schools, public residential placements, private residential placements and homebound and hospital placements. It is important to realize that throughout this range of placements, children with disabilities must receive the special education and related services as well as the supplementary aids and services they require. In the IDEA Amendments of 2004, the term supplementary aids and services is defined for the first time. Supplementary aids and services are always tied to the child's placement and should be viewed as the devices and services children with disabilities require to achieve, or most closely approximate the abilities of children who do not have disabilities.In addition, the LRE requirement must be applied to every school subject and every activity. Educational performance is defined in the Maine Special Education Regulations. Schools must consider each piece of the school experience separately. Some children may need supplemental aids and services to participate in some academic subjects, lunch, physical education, music, art, assemblies, field trips, or extracurricular activities. Others may not need supplemental aids and services to participate in these activities. The child's IEP must state the degree to which the child will be in regular education and what, if any, related services and supplemental aids and services will be provided.Finally, the supplemental aids and services requirements are extremely important as they relate to assistive technology. In August l990, the federal Office of Special Education Programs (OSEP) confirmed the relationship of supplemental aids and services when it expressly states that assistive technology can be considered an LRE factor. As an LRE factor, AT is tied to maximizing the child's ability to be in regular education, and to participate in learning and other activities with children who do not have disabilities. Staff Development: The IDEA recognizes that to be successful, the instructional staff, the administrative staff and the services staff must be aware of the goals of the statute, must be trained appropriately to carry out the goals, and must be aware of and amenable to replicating successful programs in other districts.The IDEA's staff development requirements are extremely important to AT. One of the most important issues relating to special education is the lack of knowledge about successful programs and a failure to adopt new approaches and techniques. The inclusion of assistive technology service within the IDEA should be read in conjunction with the obligation to provide staff development. Staff development includes training for professionals as an assistive technology service. If appropriate, to meet the individual educational goals of the child, training in the use of AT for teachers and others working with the child with disabilities such as occupational therapists, speech/ language pathologists, physical therapists, peers and/ or family can be written into the IEP as an AT service.Procedural Safeguards: The IDEA rejects the practice of school districts or regional CDS sites offering a "one size fits all" in educational programs. All aspects of the educational program for a child with disabilities must be developed according to a set of standardized procedures. This standardized set of procedures applies to all school districts around the country. The appropriate services provided to the child should be the same regardless if the district is a rich, large, urban district or a poor, small rural one. These "safeguards" ensure that a child's educational program will be teaching meaningful skills with recognition of the unique aspects of the child. Family Involvement is EssentialIt is key that Families fully participate in the development of their child's Individual Education Program (IEP) and/or Individual Family Service Plan (IFSP) and be involved on an ongoing basis. Family input can help to shape decisions about the practical use of devices at home and in other out of school settings. Also, the federal definition for AT services includes the provision of training and technical assistance regarding AT to families when necessary. Make sure that the child's IEP/IFSP clearly states responsibilities of parents, families and schools about providing, maintaining, repairing and replacing equipment.Parents who suspect or know that AT will make school life and learning better for their child should work with school administrators, teachers, and related service providers to assure that equitable educational opportunities are created for their child. Planning should begin before the child enters school. Parents should talk with IEP Team members about the educational use of the equipment that the child needs. Close communication between parents and administrators, teachers, related service personnel and other school personnel is essential to ensure the AT and services are used safely and effectively. For example, based on the individual need, the recommendations of the IEP Team for a child who uses an augmentative/ alternative communication (AAC) device might include having a wide variety of people in the education setting (i.e., teacher, bus driver, transportation aid, kitchen staff, peer) familiar with that device. IEP Team members and other professionals should assist parents and families in the planning, implementing, evaluating and monitoring of the effectiveness of the use of a child's AT devices and services.It is the shared responsibility of the parents, students, and educators to take reasonable care of the device. Families should be responsible for basic maintenance (i.e., charging batteries) and for reporting broken equipment to the appropriate CDS or school personnel. Families are not responsible for getting equipment repaired that is specified as necessary in the IFSP and/or IEP. The vendor that provided the AT may be responsible for doing repairs and supplying a substitute device when necessary to ensure delivery of services. Discuss this with the vendor at the time of purchase.AT in Early InterventionEarly intervention services are provided to children from birth to 3 years through the regional CDS program. Services are also provided to children ages 3 to 5 years through CDS at no cost to the family. In general, if the device meets the legal definition of an assistive technology device and the Individual Family Service Plan (IFSP) or the Individual Education Program (IEP) specifies that the provision of an AT device and/ or service is necessary, then the regional Child Development Services (CDS) site is responsible for providing the device and/ or service. Types of AT used in Early Intervention include devices for developing balance, sitting and positioning, head control and mobility, walking, adapted feeding devices, communication devices, eye-hand coordination, adapted toys, adapted switches, tablets with appropriate learning apps to name a few.Please see Maine Department of Education – Child Development Services website for more information - in Special Education The Maine DOE Special Education Regulations mandate that as part of each student's IEP, the IEP Team shall consider whether the student requires AT devices and services.Please see the Maine Department of Education – Special Education website for:Laws and Rule - Forms and Guidance documents the IEP Team decides that the student needs to take the AT out of the school building such as home or to a school activity, the safe transport of the device should be addressed in the student's IEP. When selecting an AT device, transporting the device to and from school should be considered. The determination of need for AT devices or services should be made with consideration of the student's educational strengths and needs. For example, the use of a calculator, a word processor, an adaptation to classroom computers, or an augmentative communication device might be necessary for the student to participate in the regular curriculum. Appropriate integration of AT into the classroom enables a student with a disability to perform the same tasks, attain the same learning objectives, and achieve the same educational goals as the non-disabled peer.Examples of AT/equipment: Children may need AT such as hearing aids, a talking calculator, an FM auditory system and a CCTV; these have all been considered as AT devices for individual students. Other AT used to accommodate student learning needs include E books, verbally described text, display changes with text format, size, spacing and color, Braille, computers, tablets with appropriate learning apps, digital text, alternative keyboards, trackballs, mouth sticks, touch screen, keyguard, pencil grip, switches, augmentative alternative communication (AAC) devices, text to speech software, spelling and grammar check, talking dictionary, speech to text software and word prediction software.TransitionPlanning for Transition, moving from high school to adulthood, is an essential goal and responsibility for the IEP Team. When a student reaches the age of 14, it is important to have professionals on the IEP Team who are knowledgeable about AT and transition issues and community services. A Vocational Rehabilitation (VR) Transition counsellor should join the IEP Team.Please see the Maine Department of Labor – Division of Vocational Rehabilitation website for more information - rehab/dvr/ During the Transition years the student moves from school to community living. AT needs will vary depending on the environment. When considering transition services for young people, the questions to be answered should not be limited to academic achievement. Critical areas for discussion and Transition planning include the goals of the student as he/she reaches adulthood, where he is now in reaching those goals, and what will be needed between now and the time he completes high school or ages out to be ready to meet those goals? Examples of the types of questions that the IEP Team might consider include but are not limited to: Is AT needed at school, home, work and/or in the community?Is there a change in the AT to reflect the changing needs in various settings?How long will the student be in the environment, and for why: developing independent living skills, learning how to get around their community, exploring work experiences?What transportation issues need to be considered and resolved? What are other funding sources that provide AT in work and/or in the community?Would the student benefit from the use of AT loan or demonstration services?Ownership of the ATIf the school or CDS funds are used to buy AT devices, then the school or regional CDS site owns the device. If the state MaineCare program or other funder pays for the device, then ownership of the device is usually with the family. Always be sure to check this with the policy of the funding entity. These facts, however, do NOT determine whether the device goes home with the child. After all, school books are owned by the school and students are expected to take them home to do homework and to study. Why should AT devices be viewed differently from other items considered to be school property? AT must be provided and allowed to go home to implement the IEP. Decisions regarding liability while the device is at home needs to be made and recorded in the IEP. If the device is owned by the school, then the school's insurance policy should be checked to ensure that the AT device is covered.If the family owns the device, there is no barrier to a child bringing the AT from home to school, but schools have no authority to mandate that this occur. If the family agrees to allow the device to go to school, then a decision about liability while the device is transported to or is at school needs to be made and recorded in the IEP. If a separate rider is necessary for the device to be covered under the family's insurance, then the school district may reimburse the family for this coverage. The family can and may insist that schools provide the necessary devices as part of the child's IEP even if the child has identical device(s) at home.AT Evaluation An AT evaluation can be requested at any time by any member of the IFSP or IEP Team including the family. It should be requested if there is reason to believe that the child/student could benefit from AT. Indicators for a child birth to 5 to be considered include:Does the child have the ability to play with toys independently? Could AT increase the child's ability to play independently?Does the child communicate independently and effectively? Could AT increase the child's ability to communicate?Does the child have the ability to sit independently? Stand independently? Walk independently? Could AT increase the child's ability to become mobile?Does the child have the ability to feed independently? Could AT increase the child's ability to do so? Indicators for a child 5 to 20 to be considered include:Does the student have the ability to produce written work with the same ease and at a pace similar to that of peers? Could AT increase the student's ability to do so?Does the child have the ability to communicate in an age appropriate manner? Could AT increase the child's ability to communicate effectively? Does the child have the ability to sit independently? Stand independently? Walk independently? Could AT increase the child's ability to do so?Does the child require adaptations to participate in activities such as art, music or physical education? Could AT increase the child's ability to participate?Does the child have the ability to read at an age appropriate level and at a pace similar to peers? Could AT or AEM increase the child's ability to read at an appropriate level and pace as their peers?Do the mechanics of producing work interfere with the quality of the work produced for this student? Could AT or AEM assist the student to efficiently produce school work or increase the quality of the work produced?An AT evaluation should be customized to the child's needs and may include communication, written work, seating, positioning, mobility, behavior, academic and nonacademic concerns, access to the general curriculum, transition services, access to extracurricular activities, computers, portable devices, environmental modifications, smart home devices and other issues specific to the student’s functional needs.The AT evaluation should be performed in the student's "customary environments." Most children spend their days in school; therefore, the evaluation should occur in the school. Consideration should be also given to performing part of the evaluation at home and/or work environments as appropriate to meet the needs of the individual and especially for Transition planning.AT is used to support achievement of the student goals and objectives. Individuals who live, work or play with the child should be a part of this process. For a child with a disability it is not enough to have the classroom teacher, ed tech or related service personnel be the only ones trained in the use of the device. If the device is to be meaningfully integrated into the child's life and general curriculum, the significant people with whom he/she interacts (family members, peers, etc.) need to be familiar with the AT. Often, very limited instruction is needed. Nonetheless, if these services are needed to help the child meet the IEP/IFSP goals and objectives and benefit from the educational program, the school/ regional CDS site is responsible for providing this training/service. Training on how to use the AT is very important and will vary depending on the types of AT used by the child. Depending on the technology and on the role of the family, peers and professionals with the child, training and technical assistance should include but not be limited to the following:Information regarding the AT device and how it works;information about how the AT device is programmed or set up;information about how to recognize and fix minor problems; information about how to integrate the AT device into the child's life at home;information about how to use the AT device to meet the child's goals and objectives; information about maintenance and repair services in the community.Selecting ATAn educational program is "appropriate" when it provides education benefit and an equitable opportunity for learning. This opportunity must be meaningful and equivalent to that offered to all students. More than a minimal benefit is required for the program to be considered appropriate. The IEP must have meaningful benefit to the student which means that it must provide for significant learning. To address if these benefits are appropriate, consider what the student's program is before the recommendation for AT is made. Questions to ask include:Does the student have access to the same instruction and other activities that are available to his/her non-disabled peers? Is the student receiving access to the regular curriculum?Have educational and related service goals been set that will enable the student to achieve the same performance levels as peers prior to the birthday when educational entitlement ends?Is the current level of services provided by the school giving the student the opportunity to develop the same skills to the same degree as his/her peers; or,With AT device(s) and service(s), is the student able to develop skills at a rate or to a degree greater than he/ she would without the device(s) and service(s)? Accessible Educational Materials (AEM) Often schools use print-based materials, such as textbooks, to deliver educational content. This system works fine for many learners. But for others - those who struggle to read because of physical, sensory, cognitive, or learning differences - such materials are not usable for learning. Accessible Educational Materials (AEM) are specialized formats of curricular content that can be used by and with a child who has a print-disability. They include Braille, audio digital text, and large print. A print disability is, a condition related to blindness, visual impairment, specific learning disability or other physical condition in which the student needs an alternative or specialized format (i.e., Braille, Large Print, Audio, Digital text) to access and gain information from conventional printed materials. It is important to understand that not all children with specific learning disabilities have a print disability and not all children with a print disability need an IEP; some may need a 504 Plan.Once the IEP team or the 504 team determines that your child has a print disability, the next question is deciding what kind, or kinds of AEM the child will need. In assessing your child’s needs, the school IEP team will determine what materials and what AT your child needs to use the AEM. A description of the needs and services will be included in your child’s IEP or 504 Plan.The law requires that students with print disabilities receive their accessible educational materials in a “timely manner.” Timely manner means that schools will ensure that children with print disabilities have access to their educational materials at the same time as students without print disabilitiesPlease see the Maine AEM Program website for more information maine- Bookshare Accounts: Bookshare is a free online library of AEM for students with print disabilities. Members may access over a half-million titles, including textbooks, assigned reading, and bestsellers, and read in ways that work for them. They can hear text read aloud, hear and see words as they are highlighted, or read in braille or large font. Students who have an IEP and receive their AEM through Bookshare are often encouraged to become a Bookshare Member (membership is free for all qualified students). As a Member, the student can get school-related materials as well as books for personal reading. In addition, schools often create their own accounts with Bookshare which allows teachers to assign textbooks and other AEM to the students in their class. Students can access the Bookshare AEM on computers, Chromebooks, smartphones, tablets, and other assistive technology devices. These devices may be owned by the school and assigned to the student as part of their IEP, or the student may use their own device. Using the Bookshare Web Reader allows the student to get the AEM from any location using any device. Therefore, if the student has a device at home, they do not have to bring their school-own device home. Bookshare is free for all qualified U.S. students thanks to awards from the Office of Special Education Programs (OSEP), U.S. Department of Education.Please see the Bookshare website for more information - Funding It is the responsibility of the school district to provide for the AT, equipment and services recommended in the Individual Education Program (IEP) and schools may buy the AT, equipment, and services federal, state, or local funds. The school district may also choose to access other sources such as Medicaid, Vocational Rehabilitation, the parents, and/or private health insurance policies, to pay for the devices, and services. Families and high school students should become knowledgeable about their funding options and involved in the funding decisions. The following points are critical to remember:Schools cannot require the parents to pay for AT device(s) or service(s) identified in the IEP. Schools cannot require parents' health insurance to pay for child's AT.Schools can use Maine Care to pay for a child's AT, IF the parent gives written permission.In addition to a variety of federal, state and local educational dollars, there are other potential funders that schools/CDS site might consider using in providing the necessary AT devices for children with disabilities. Some of these programs are: The Adaptive Equipment/mPower Loan Program, MaineCare, Vocational Rehabilitation, private insurance and the Maine Department of Health and Human Services (DHHS). For more complete information including eligibility, age ranges and types of devices and services likely to be considered by these and other programs, consult the Maine CITE funding site at paying-for-atOccasionally shared funding may work. Collaborating on funding is especially appropriate for students with disabilities who are transitioning from early intervention to special educational or transitioning to adult services such as those which may be funded by Vocational Rehabilitation.Ownership of the device is an important issue to consider by IEP Teams especially during times of Transition. The CDS site and the receiving public school may discuss purchase of the device for continued use in the public school, if appropriate. AT services such as customization, maintenance, repair, and replacement are included as considerations in the acquisition of equipment or devices purchased/ provided by the school. It is the responsibility of the school to ensure that students who require AT devices also receive the necessary services that will make the technology meaningful to the student. This requirement reflects the "individualization" of a specific type of device.Appendix A – Questions about AT ChoicesQuestions to ask about AT choices & options:What is the student’s disability and abilities and what will use of the AT accomplish? What problems will the AT solve?What are the limitations of the AT?What are the advantages/disadvantages of this AT device?Is the AT flexible enough to accommodate changes if the disability changes?Questions on characteristics and features:Is the general appearance acceptable and desirable?Is it comfortable and conforming personally and environmentally?What are the safety features? How safe is it when thinking about how it's going to be used?Is it washable? Can it be used indoors and outdoors? Will bad weather affect the use and performance?Does it have special features to make it more/less desirable?How big is it? How much does it weigh? Are size and weight important features? Questions on availability and purchasing the ATIs a “medical necessity” prescription necessary?Has the student tried out the AT from a Loan program?Is it a stock item or does it need to be custom ordered?What is the return policy?What are the conditions of warranty? Will the vendor service the AT? Will the vendor provide a loaner device when the AT is being serviced?Is there a device demonstration available?Is it possible to rent, lease or borrow this AT?Is there an opportunity to see it being used by others?How much user training will be needed, who will be trained and who will do that training?Is training included in the purchase/ rental price?Is technical support available from the vendor?Questions on wear and maintenance:What is the required service and maintenance? Who does this?How far will it be necessary to travel to get service or maintenance? Is there a loaner available during repair periods?Can the student learn how to fix or adjust the device?Is there someone else who can fix or adjust the device for the student?Is there adequate, understandable maintenance information available for the student and family?Does the AT require batteries, chargers, or AC adapter? If batteries are required, how expensive are they?How long are the batteries expected to last? What is the type of power system (hydraulics, pneumatics)?Is the device compatible with other equipment (cords, connectors, attachments, other equipment, machinery, etc.) or methods currently used by the student?Considerations for the Transportation of the ATWill the student be able to carry the device without assistance – or what assistance will be necessary?Does the device have a carrying case and/or wheels? Are there other options for transporting of the device?Does the home have the necessary electrical outlets and other requirements to operate the device safely and effectively?Can the device withstand wear and tear?Appendix B - AT Resources in Maine Maine CITE Coordinating maine-Maine DOE Special Services - doe/learning/specialedSpurwink-ALLTECH - or call 207-535-2017CARES Inc - MADSEC - Center for Community Inclusion and Disability Studies (CCIDS) - ccids.umaine.edu/ Alpha One - Disability Rights Maine - Bureau of Rehabilitation Services, Division of Vocational Rehabilitation (DVR); Division for the Blind and Visually Impaired (DBVI); and, the Division for the Deaf, Hard of Hearing and Late Deafened (DoD) - rehab/IRIS Network - Mainely Access, Inc. - Maine Parent Federation - mPower Loan Program - Pine Tree Society - UMaine at Farmington - AT Resource Center - www2.umf.maine.edu/cmc/at/ AgrAbility Maine - extension.umaine.edu/agrability/ Maine Adaptive Sports - UMO Speech Therapy Telepractice Program - umaine.edu/telespeech/ Hillary Helps U Learn - Hillary@AT for Education - Maine AT Solutions - kelleysmithatp@Gallant Therapy Services - Appendix C - IEP Team Considerations of ATIDEA requires that IEP Teams "consider whether the child requires AT and services." This means that all Teams need to address whether AT is required for the child to benefit from FAPE. It goes on to suggest that the Team needs to determine what type of device(s) and/or service(s) is required to benefit from FAPE. If AT is determined by the Team to be necessary to provide the child FAPE, it must be provided at no cost to parents. Districts must provide AT necessary to provide FAPE.IDEA defines assistive technology devices and services as follows:ASSISTIVE TECHNOLOGY DEVICE: The term "assistive technology device" means 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 functional capabilities of a child with a disability.ASSISTIVE TECHNOLOGY SERVICE: The term "assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. AT Services may include:the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment; purchasing, leasing, or otherwise providing for the acquisition of AT devices by such child;selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of AT devices;coordinating and using other therapies, interventions, or services with AT devices, such as those associated with existing education and rehabilitation plans and programs;training or technical assistance for such child, or, where appropriate, the family of such child, andtraining or technical assistance for professionals (including individuals providing education and rehabilitation services), employers or other individuals who provide services to employ or are otherwise substantially involved in the major life functions of such child.IEP Teams should consider a full range of AT devices and services that are available to address the developmental, instructional and access needs of students.The following forms are designed to provide IEP Teams with a framework for AT considerations. The forms also provide an option for documenting AT considerations and are organized into the areas of:reading writing math study skills speech/language and communicationlistening orientation/mobility/ambulation daily living/recreation/leisure access to educational programs transition to living independently, to education/college, to workAT is always changing so these forms do not provide an all-inclusive list of AT for an area. They are designed to give IEP Teams an idea of the range of AT that can be considered for various needs. These forms should be used with a structured decision-making process such as the SETT framework. SETT describes the consideration of the Student (S), Environment (E), Tasks (T), and finally Tools (T) in making decisions about AT. These lists could be used within a SETT decision-making process to assist Teams to consider the range of AT tools.AT Considerations ChecklistsTop of FormREADING is addressed in the IEP. Consider AT that:?Bottom of FormEnhances standard text and graphics Included in IEPcorrective lenses (eyeglasses) (Only required to be purchased by the school if school determines child needs this item to receive FAPE and child's IEP specifies the need.)highlighting and colored overlaysmanually or electronically changing spacingscreen color/ contrast adaptationspictures/ graphicssymbols/ sign language cuesEnlarges text and graphics Included in IEPlarge print books, e Books, tablets, smart devicesmanual hand-held magnifiersclosed circuit television (CCTV)screen magnifier, large printscreen enlarging softwareConverts text and graphics to speech Included in IEPtalking dictionary (to "pronounce" difficult words)tape recorded or talking books"talking" word processor (to "read" specific words or all electronic text)screen reading system (to "read" text may need to be scanned into electronic format)video description (verbal description of visual information conveyed in videotapes, TV, etc.)Converts text and graphics to Braille or other tactile symbols Included in IEPBraille translation software and Braille printerrefreshable Braille devicetactile graphic display systems (NOMAD, etc.)Provides AT services Included in IEPtraining on AT use for students, families, school staff?Top of FormWRITING?is addressed in the IEP. Consider AT that:?Bottom of FormEnhances standard writing utensils and supports Included in IEPadaptive grip, larger size, wide marking or other adapted writing utensilsplints, wrist supports, etc.special paper (wider lines, raised lines, etc.)writing guides, signature guides, etc.slanted, larger, or no-slip writing surfaceReplaces standard writing utensils and supports with alternative Included in IEPlaptop, tabletelectronic note taker with Braille inputcomputer with keyboard enhancements or adjustments (keyguard, repeat rate adjustments, etc.)computer with alternative keyboard/pointing device (on-screen keyboards, adaptive keyboards, trackballs, keyboard emulation)computer with switch, scanning, code or other alternative direct selection input deviceword prediction and macros to reduce keystroke inputcomputer with voice dictation inputEnhances the composition of written expression Included in IEPdictionary and thesaurus, spell check, word predictionsvoice dictation to facilitate composition and speed?multi-media software Provides AT services Included in IEPtraining on AT use for students, families, school staffTop of FormMATH?is addressed in the IEP. Consider AT that:?Bottom of FormReplaces mental calculations with mechanical or electronic Included in IEPcalculator with print or audio outputcalculator with large print LCD displaycalculator with large keypad"on screen" calculator with computer input and/ or output adaptationsAdapts measuring devices (ruler, thermometer, clock, watches, etc.) Included in IEPmeasuring devices with speech outputmeasuring devices with large print or LCD displaymeasuring devices with tactile outputProvides AT services Included in IEPtraining on AT use for students, families, school staffTop of FormSTUDY SKILLS are addressed in the IEP. Consider AT that:?Bottom of FormEnhances or supplements study and organizational skills Included in IEPpicture schedule, smart device with reminder and organizing appsvisual organizers (color coded tabs and folders, color coded highlighters, etc.)speech output devices that provide verbal reminders for assignments, sequence of task, etc.Provides AT services Included in IEPtraining on AT use for students, families, school staff?Top of FormSPEECH/LANGUAGE or ORAL EXPRESSION?is addressed in the IEP. Consider AT that:?Bottom of FormEnhances speech production Included in IEPspeech amplifier, text to speech deviceSupplements/replaces speech production with text, pictures, or graphics that communicate Included in IEPcommunication board/booksmart device, tablet, computer, or AAC communication deviceSupplements/replaces speech production with alternative speech Included in IEPartificial larynxtape recorded speech output communication devices with variable input options and range of number of messages that can be recorded, stored and retrievedAAC communication devices with variable input options and text to speech capacityProvides AT services Included in IEPtraining on AT use for students, families, school staffTop of FormLISTENING?is addressed in the IEP. Consider AT that:?Bottom of FormEnhances sound and speech reception (amplifies and/ or reduces background noise)? Included in IEPhearing aid (Only required to be purchased by the school if school determines child needs this item to receive FAPE and child's IEP specifies need.)cochlear implantassistive listening systems (e.g. FM, infrared, induction loop, etc.)Converts speech to text Included in IEPcaptioning of videotapes and TVcomputer assisted real-time captioning (CART)computer assisted note taking (CAN)smart device, tablet with note taking appsProvides AT services Included in IEPtraining on AT use for students, families, school staffTop of FormORIENTATION, MOBILITY, OR AMBULATION?is addressed in the IEP. Consider AT that:?Bottom of FormEnhances orientation, mobility, or ambulation function Included in IEPcorrective lenses (eyeglasses)white cane/ electronic sensor cane devicespersonal GPStactile signagegrab bars, lever handles, door openerssplints, canes, walkers, stair glides, ramps, etc.speech output devices that provide verbal directionsSupplements/ replaces orientation, mobility, or ambulation function Included in IEPsmart device with remote environmental controlsmanual or power wheelchairpower mobility device (scooter, toy car, etc.)Provides AT services Included in IEPtraining on AT use for students, families, school staffTop of FormDAILY LIVING or RECREATION/ LEISURE is addressed in the IEP. Consider AT that:?Bottom of FormEnhances or supplements development of daily living skills or leisure activities Included in IEPadapted eating utensils, built-up handles, plate guards, strawsadapted dressing aids, adaptive watches, smart devices with apps for environmental control adaptive driving equipment: hand controlsadapted toys, board games, playing cards, etc."beeping" balls, bases, Frisbees, etc.lane guides for track and swimmingadjustable basketball hoops, wheelchair spoke guards, accessible weight training equipment, hand cycles, etc.Replaces human functions to allow activity accomplishment Included in IEPfeeding devicestransfer devicesProvides AT services Included in IEPtraining on AT use for students, families, school staffTop of FormACCESS to educational programs (developmental, academic, functional, vocational, or transitional)?is addressed in the IEP. Consider AT that:?Bottom of FormProvides equal access to curricula, media and instruction Included in IEPaccessible educational material AEMpage turners, smart devices, tablets, e booksalternative format print materials: large print, Brailleadjusted or alternative input and output for computers, electronic, and online mediatelephone access (Maine Relay 711, text)adjusted or alternative output for audio-visual media (captioning, video description, amplified audio output, magnified video output, etc.)Provides equal access to the education environment Included in IEPphysical accessibility of buildings, restrooms, classrooms, library, work space, desks, etc.emergency signaling systems (visual fire alarms, etc.)alternative signage (raised lettering, Braille)Provides AT services Included in IEPtraining on AT use for students, families, school staffTop of FormTRANSITION ? is addressed in the IEP. Consider AT that:?Bottom of FormEnhances or develops independent living skills. (See daily living.) Included in IEP(See daily living.) Knowledge of Housing and apartment optionsKnowledge of disability rights and laws Needed for post secondary education, employment Included in IEPtransfer of device ownership to student/VRaccessible testingEnhances employment skills Included in IEPadaptive transportation, home/ workplace modificationspublic transportation, orientation & using it independentlyInvolvement of VR Included in IEPtesting, training, education, job exploration, job, smart devices, coaching?Provides AT services Included in IEPtraining on AT use for students, families, school staffA Guide for Maine Families on Assistive Technology (AT) and Accessible Educational Materials (AEM). Published January, 2018, rev February 2019 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download