AT Bootcamp - Overview
- 1. AT Bootcamp Overview ATIA 2013 Behnke, Marotta & Wojcik
- 2. Learning Objectives 1. Gain an overview of areas of assistive technology applications and processes that surround good implementation practices. 2. Explore through hands-on activities and real-world scenarios, an array of assistive technology tools that could meet the needs of persons with disabilities. 3. Build personal learning networks through information resources and interpersonal connections.
- 3. Best learning practices include… Ways to provide interaction, engagement, & expression… ◦ Wikispace – ATBootcamp.wikispaces.com ◦ Back Channel – todaysmeet.com/atia ◦ Live Binder - http://bit.ly/atbootcamp Building flexibility for your learning BYOD
- 4. Try it out! Use a tool to comment, explore or post a resource. Individual Activity #1
- 5. Agenda for Overview Overview Introductions AT Cycle overview QIAT SETT Universal Design Universal Design for Learning (UDL) Resources Conference sessions
- 6. Introductions Mike Participants Kirk ◦ Introduce your session partner Brian ◦ Name ◦ Affiliation ◦ Location ◦ Expectations for the next two-days ◦ Dream vacation
- 7. AT Cycle Consideration Monitoring Provision Implementation
- 9. AT Consideration Section 300.324(a)(2)(v) of the IDEA 2004 regulations states that IEP teams must “consider whether the child needs AT devices and services” when developing a student’s IEP The AT consideration is a purposeful process that involves ◦ collaborative decision making, ◦ reviewing existing information about a student, ◦ potentially collecting additional information about a student, ◦ deciding whether or not a student needs AT, and, ◦ ultimately, if a student does need AT, identifying the AT needed for a student to receive a FAPE. The onus for AT consideration falls upon the entire IEP team and is not relegated to an individual or an outside evaluator
- 11. Student (Person) – Information specifically related to the student Environment – Information related to anything or anyone around the student in places where the technology is expected to be used Task – Information about what exactly happens in the environment – educational tasks the student needs to complete Tool – Information about what types of tools could be used to address the students’ needs, in the environment for a specific task 11
- 12. Promotes team building for consensus Provides for the collection of data As environments and tasks are explored, links between assessment and intervention become strong and clear Identify roles and responsibilities of team members Implementation of technology An array of technology options (no, low & high) QIAT (Quality indicators in Assistive Technology) 12
- 14. AT Consideration vs. AT Evaluation AT Consideration AT Evaluation Brief discussion that Process for collecting determines need for AT additional data about an Should consider existing individual data about the individual May involve: and determine if more data ◦ Task Demand Analysis is needed ◦ Feature Match Analysis ◦ Tool Demand Analysis ◦ AT Trials and Data Collection
- 15. PROVISION OF AT
- 16. Who Funds AT?
- 17. Who Owns that AT?
- 19. AT Implementation On What What? Happens When? if? AT Care? Implementation How? With Where? Relation To?
- 20. PERFORMANCE MONITORING OF AT USE
- 21. Why Performance Monitoring of AT Use? AT, like any other intervention, needs to be monitored to ensure that the intervention is working in the way that it is intended. The goal of monitoring an individuals's performance while using AT is to determine whether the AT continues to be needed and/or whether the AT continues to be meeting the needs of a student.
- 22. Time Series Concurrent Differential Approach (Smith, 2000)
- 23. Measurement Questions On what tasks will the student be using the AT? What is the behavior to measure? What is the unit of measurement? What is the frequency of measurement?
- 24. Developing the Variable to Measure Behavior (Observable, Measureable) Some Common Denominator
- 25. Progress Monitoring AT Use Is the AT still needed? Is the AT still working? Are there any anomalies or concerns? Are the anomalies/concerns explainable or acceptable?
- 27. Consideration of AT Needs Assessment of AT Needs AT in the IEP AT Implementation Evaluation of Effectiveness of AT AT in Transition Administrative Support for AT AT Professional Development
- 29. Universal Design for Learning (UDL) UDL is…is a set of principles for curriculum development that give all individuals equal opportunities to learn UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual educational needs
- 30. Principles Recognition Strategic Affective http://www.udlcenter .org/aboutudl/udlgui delines Guidelines Checkpoints Goals
- 31. UDL Curriculum: Goals Learning expectations Knowledge, concepts, and skills all students should master Generally aligned to standards Designed to offer options—varied pathways, tools, strategies, and scaffolds for reaching mastery Do Not prescribe the methods and materials (National Center on UDL at CAST, 2012)
- 32. Learning Goals: Differences Traditional UDL Describes learning Describes learning expectations expectations Do not generally Written to acknowledge consider learner learner variability variability Differentiates from the Do not generally means differentiate from the Offers more options means Focus on developing Often limit options “expert learners”
- 33. UDL Curriculum: Materials Media used to present learning content What the learner uses to demonstrate knowledge Materials are variable and flexible Multiple media and embedded, just- in-time supports (National Center on UDL at CAST, 2012)
- 34. UDL Curriculum: Methods Instructional decisions, approaches, procedures, o r routines used to accelerate or enhance learning Evidence-based methods and differentiated methods Are adjusted based on continual monitoring of learner progress (National Center on UDL at CAST, 2012)
- 35. UDL Curriculum: Assessments Process of gathering information about a learner’s performance Uses a variety of methods and materials Used to determine learners’ knowledge, skills, and motivation Purpose is to make informed educational decisions (National Center on UDL at CAST, 2012)
- 36. Assistive Technology vs. Educational Technology vs. Instructional Technology vs. Accommodations…. So why do we need this information? Why is it important to us as newbies in the field of assistive technology? Where are we heading as a society with the integration of technologies? Are you a digital immigrant or a digital native?
- 37. Make a visual display in your notes to help you align what is Universal Design and UDL and why it is so important to consider in the field of assistive technology? Explain this to a fellow learner. Group Activity #2
Editor's Notes
- #5: Using at least one of the tools explained in the previous slide, explore the possibilities and resources that a digital environment can afford for persons with disabilities and why could it be an accommodation? Post it on the todaysmeet site.
- #34: Ask ParticipantsHow do you think the Universal Design principles for architecture might translate into the classroom?
- #36: Describe how to read guidelines (i.e. Principles, Guidelines, Checkpoints and the ultimate goals of each of the Principles), aligned to the three brain networksPresenter access guidelines and model how to read/use the guidelines.
- #37: National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumGoals Within the UDL framework, goals themselves are articulated in a way that acknowledges learner variability and differentiates goals from means. Traditional goals prescribe the methods and materials needed to achieve the goal (i.e. Read a chapter about photosynthesis), UDL goals are designed to offer options and alternatives—varied pathways, tools, strategies, and scaffolds for reaching mastery. They do not prescribe the methods and materials.
- #38: “Expert Learner” = Expert learners have developed three broad characteristics. They are: a) strategic, skillful and goal directed; b) knowledgeable, and c) purposeful and motivated to learn more
- #39: National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumMaterialsExamples of embedded, just-in time supportshyperlinked glossariesbackground informationand on-screen coachingtools and supports needed to access, analyze, organize, synthesize, and demonstrate understanding in varied wayschoice of content where appropriate, varied levels of support and challenge, and options for recruiting and sustaining interest and motivation
- #40: National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumMethods UDL curricula facilitate further differentiation of methods, based on learner variability in the context of the task, learner’s social/emotional resources, and the classroom climate. Flexible and varied, UDL methods are adjusted based on continual monitoring of learner progress.
- #41: National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumAssessmentGoal is to improve the accuracy and timeliness of assessmentsTo ensure that they are comprehensive and articulate enough to guide instruction – for all learners This is achieved by focus on the goal, as different from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.Example: For a students with a disability in basic reading, paper based assessments that measure comprehension through independent reading of material without scaffolds such as oral administration, text-to-speech, may actually provide misleading results. If a student gets incorrect answers on this type of assessment, does it mean that don’t comprehend the content or that their was a barrier to them accessing the content as a result of an inflexible assessment? How do you know what to do next for this learner? How do you make an informed decision based upon this type of assessment result? Do you need to re-teach content? Maybe, maybe not. Do you need to reassess in a different manner to determine what the student actually knows?
- #43: Make a visual display in your notes to help you align what is Universal Design and UDL and why it is so important to consider in the field of assistive technology? Explain this to a fellow learner.