Reference Code: IGBG
ASSISTIVE TECHNOLOGY
FOR SPECIAL NEEDS STUDENTS
The
Assistive technology refers to the need for the use
of devices and services to increase, maintain, or improve functional
capabilities of students with disabilities.
An “assistive technology device” refers to any item, piece of equipment
(e.g. laptop computers, special audio-visual equipment, special wheel chairs or
desk, and/or other capital items for use by students and/or staff), or product
system that is used to increase, maintain, or improve functional capabilities
of students with disabilities. An
“assistive technology service” refers to any service that directly assists a
student with a disability in the selection, acquisition, or use of an assistive
technology device. Such term includes:
1.
The
evaluation of the needs of such child, including a functional evaluation of the
child in the child’s customary environment;
2.
Purchasing,
leasing, or otherwise providing for the acquisition of assistive technology
devices by such child;
3.
Selecting,
designing, fitting, customizing, adapting, applying, maintaining, repairing, or
replacing assistive technology devices;
4.
Coordinating
and using other therapies, interventions, or services with assistive technology
devices, such as those associated with existing education and rehabilitation
plans and programs;
5.
Training
or technical assistance for such child, or where appropriate, the family of
such child; and
6.
Training
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.
Those students having special needs but not
requiring a formal IEP according to law, which may include but are not limited
to migrant students, homeless students, students living with poverty, and
English Language Learners, will also be considered for assistive technology
devices and/or services. The
ADOPTED: ______________________
REVISED:
LEGAL REF.: Chapter 115, subchapter V, Wisconsin Statutes
Individuals with Disabilities Education Act
(IDEA)
Section 504 of the Rehabilitation Act (504)
The Americans with Disabilities Act (
CROSS REF.: Policy IIBG –Use of District Computing
Facilities
Policy IGBA – Special Education Program
Reference
Code: IGBG-R
ASSISTIVE TECHNOLOGY
PROCEDURES
STUDENTS WITH IDENTIFIED
SPECIAL EDUCATIONAL NEEDS
A
student’s need for assistive technology shall be determined on a case-by-case
basis. If the IEP team determines that a
particular assistive technology item is
required for the student to be provided a reasonable educational
benefit from his/her education program, the technology must be provided to
implement the IEP. In some cases, this
may include the placement of school-purchased assistive technology devices in
other settings as required by the child’s IEP.
Assistive
technology may be provided as special education, related services, or
supplemental aids and services for students with disabilities who are educated
in regular classes.
The
District is responsible for assistive technology evaluations. The need for assistive technology will be
determined by using procedure:
1.
Team members identify the difficulty the
student is experiencing utilizing and discuss possible causes.
2.
Team
members review and gather baseline data.
3. The team identifies needs
and generates possible assistive technology solutions.
4. During a specified time
frame, assistive technology trials are completed and data is collected.
5. The team analyzes new data
and makes decisions about the use or permanent acquisition of one or more
assistive technology tools and/or services.
These instructional resources allow learning goals to be attainable by
individuals with wide differences in their abilities to see, hear, speak, move,
read, write, understand English, attend, organize, engage, and remember. The National Instructional Materials
Accessibility Standard (NIMAS), developed through the Office of Special
Education Programs, U.S. Department of Education (USDOE), shall be used when
purchasing equipment and curriculum materials.
6. The use of web page design
standards that improve accessibility for all, including those with disabilities,
will be implemented in phases.
7. If specific assistive
technology is identified as being needed, it will be included in the student’s
IEP. (See attached Assistive Technology
Checklist.)
STUDENTS
WITHOUT IDENTIFIED SPECIAL EDUCATIONAL NEEDS
Those
students having special needs but not requiring a formal IEP according to law,
which may include, but are not limited to Section 504 students, migrant
students, homeless students, students living with poverty, and English Language
Learners, will also be considered for assistive technology devices and/or
services on a case-by-case basis to be determined by the following procedure:
1.
Team members identify the difficulty the
student is experiencing and discuss the possible causes. The team may be comprised of a classroom
teacher, special education teacher, guidance counselor, librarian, district technology
coordinator, and/or building principal.
2.
Team members review and gather baseline
data.
3.
The team identifies the need and generates
possible assistive technology solutions.
4.
During a specified time frame, the trials
are completed and data is collected.
5.
The team analyzes new data and makes
decisions about the use or permanent acquisition of one or more assistive
technology tools or services. These
instructional resources allow learning goals to be attainable by individuals
with wide differences in their abilities to see, hear, speak, move, read,
write, understand English, attend, organize, engage, and remember. The National Instructional Materials
Accessibility Standard (NIMAS), developed through the Office of Special
Education Programs, U.S. Department of Education (USDOE), shall be used when
purchasing equipment and curriculum materials.
6.
The use of web page design standards that improve
accessibility for all will be implemented in phases.
7.
If specific assistive technology is
identified as being needed, the Building Principal will make a request of the
District Technology Coordinator for consideration and procurement.
TRAINING
The
District shall provide awareness level training of assistive technology to all
employees who work with children with disabilities. Designated staff shall be familiar with the
law regarding assistive technology, including how to consider, assess, and
obtain assistive technology.
ASSISTIVE TECHNOLOGY TEAM
The
Director of Student Services and Special Education shall form a district
assistive technology team that will consist of a staff member from each
building, a district office staff member, and the Technology Coordinator and/or
Network Administrator and Computer Technician.
This team shall:
1.
Meet at least three times per year;
2.
Disseminate information and provide
consultation regarding assistive technology to district staff;
3.
Maintain an in-district assistive technology
lending library; and
4.
Maintain a protocol for assistive technology
consideration in every IEP.
11/28/05
Reference
Code: IGBG-E
Child’s
Name:___________________________________________
ASSISTIVE TECHNOLOGY
CHECKLIST
Pencil/pen with adaptive grip
Adapted paper (e.g. raised line, highlighted lines)
Slantboard
Use of prewritten words/phrases
Portable word processor to keyboard instead of write
Computer with word processing software
Portable scanner with word processing software
Voice recognition software to word process
Other: _____________________________________
Keyboard w/ Easy Access or Access DOS
Word prediction, abbreviation/expansion to reduce keystrokes
Keyguard
Arm support (e.g. Ergo Rest)
Track ball/track pad/joystick w/ on-screen keyboard
Alternate keyboard (e.g. IntelliKeys, Discover Board, TASH)
Mouth stick/Head Master/Tracker w/ on-screen keyboard
Switch with Morse code
Switch with scanning
Voice recognition software
Other:______________________________
Word cards/word book/word wall
Pocket dictionary/thesaurus
Writing templates
Electronic/talking electronic dictionary/thesaurus/spell checker
(e.g. Franklin Speaking Homework Wiz)
Word processing w/ spell checker/grammar
checker
Talking word processing
Abbreviation/expansion
Word processing w/ word prediction (e.g.
Co-Writer)
Multimedia software
Voice recognition software
Other: _________________________________
Communication board/book w/ pictures/objects/letters/words
Eye gaze board/frame
Simple voice output device (e.g. BIGmack, Cheap Talk, Voice in a
Box, MicroVoice, Talking Picture Frame)
Voice output device w/ levels (e.g. 6 Level Voice in a Box, Macaw,
Digivox)
Voice output device w/ icon sequencing (e.g. Alpha Talker II,
Chatbox, Vanguard)
Other: __________________________________
Colored overlays
Standard text
Predictable books
Changes in text size, spacing, color, background color
Book adapted for page turning (e.g. page fluffers, 3-ring binder)
Use of pictures/symbols with text (e.g. Picture It, Writing with
Symbols 2000)
Talking electronic device/software to pronounce challenging words
(e.g. Franklin Speaking Homework Wiz, American Heritage Dictionary)
Single word scanners (e.g. Seiko Reading Pen)
Scanner w/ OCR and talking word processor
Electronic books
Other: _____________________________________
Print or picture schedule
Low tech aids to find materials (e.g. index tabs, color coded
folders)
Highlight text (e.g. markers, highlight tape, ruler, etc.)
Recorded material (books on tape, taped lectures with number coded index,
etc.)
Voice output reminders for assignments, steps of tasks, etc.
Single word scanners
Hand-held scanners
Software for concept development/manipulation of objects (e.g.
Blocks in Motion, Toy Store)-may use alternate input device, e.g. switch, touch
window)
Software for organization of ideas and studying (e.g. Inspiration,
Claris Words Outline, PowerPoint, etc.)
Other:
__________________________________
Abacus/Math Line
Enlarged math worksheets
Low tech alternatives for answering
Math “Smart Chart”
Money calculator and Coinulator
Tactile/Voice output measuring devices
Talking watches/clocks
Calculator/calculator with print out
Calculator with large keys and/or large display
Talking calculator
Calculator with special features (e.g. fraction translation)
On-screen/scanning calculator
Alternative keyboard (e.g. IntelliKeys)
Software with cueing for math computation (may use adapted input
methods)
Software for manipulation of objects
Voice recognition software
Other: _________________________________
Toys adapted with VelcroÔ, magnets, handles, etc.
Toys adapted for single switch operation
Adaptive sporting equipment (e.g. lighted or beeping ball)
Universal cuff/strap to hold crayons, markers, etc.
Modified utensils (e.g. rubber stamps, brushes, etc.)
Ergo Rest or other arm support for drawing/painting
Electronic aids to control/operate TV, VCR, CD player, etc.
Software to complete art activities
Games on the computer
Other computer software
Other: __________________________________
Activities of Daily Living (ADLs)
Nonslip materials to hold things in place
Universal cuff/strap to hold items in hand
Color coded items for easier locating and identifying
Adaptive eating utensils (e.g. foam handles, deep sides)
Adaptive drinking devices (e.g. cut with cut out rim)
Adaptive dressing equipment (e.g. button hook, elastic shoe laces,
VelcroÔ
instead of buttons, etc.)
Adaptive devices for hygiene (e.g. adapted toothbrush, raised toilet
seat, etc.)
Adaptive bathing devices
Adaptive equipment for cooking
Other: _________________________________
Visual window
Bean bag chair
Fiddle toys
Oral sensory input (e.g. gum, skittles, starbursts)
Sit and move (e.g. disco sit)
Weighted vest/weighted blanket/weighted lap pad
Eye patch (e.g. for perceptual deficits, too much stimulus
Other: _____________________________________
Light switch extension
Use of interface and switch to activate battery operated devices
Other: _________________________________
Non-slip surface on chair to prevent slipping (e.g. Dycem)
Bolster, rolled towel, blocks for feet
Adapted/alternate chair, sidelyer, stander
Sit and move (e.g. disco sit)
Other: _________________________________
Eye patch (e.g. ocular motor control)
Magnifier
Large print books
Screen magnification software
Screen color contrast
Screen reader, text reader
Other: _________________________________
Pen and paper
FM or
Other:_________________________________
If no assistive technology
is needed, explain why not:
11/28/05