Assistive Technology - Uft
Assistive Technology The Division of Specialized Instruction and Student Support (DSISS) Rachael Sears, AT Director Karen Gorman, Technology Solutions, Coordinator Maricris Formoso-Santos, AT Coordinator Lindsey Huntley, AT Evaluator Jonathan Bronsky, AT Evaluator April 16, 2015
Agenda I. Introductions II. The NYCDOE’s Mission for Assistive and Instructional Technology III. Who We Are and how we support students IV. What is Assistive Technology (AT)? V. Assistive Technology vs. Instructional Technology VI. How can parents obtain an AT evaluation? VII. Stations and Case Studies 2
Introductions Rachael Sears, AT Director Karen Gorman, Technology Solutions, Coordinator Maricris Formoso-Santos, AT Coordinator Lindsey Huntley, AT Evaluator Jonathan Bronsky, AT Evaluator 3
Mission for Assistive and Instructional Technology The DOE: Promotes understanding among school, field and central office staff regarding effective use of instructional technology to support access to the general education curriculum for all students. Works to ensure that Committees on Special Education (CSE’s) consider current assistive technologies when determining the needs of a student and that assistive technology mandates are provided on a complete and timely basis and consistently used and supported to enable the student to achieve their academic goals. Provides high quality assistive technology assessment, training, resources, and implementation support to students, families, teachers, and other DOE staff in fulfilling this mission. 4
Who We Are: Center for Assistive Technology and Tech Solutions The DOE’s Assistive Technology mission is carried out by the Division’s team of AT specialists: Together, the Center for Assistive Technology and Tech Solutions support all students in all districts. Students in preschool, charter, non-public, and community school (District 1-32) receive support from Center for Assistive Technology (CAT), and students in D75 receive evaluations and support from D75 Tech Solutions. 5
What is Assistive Technology (AT)? Individual with Disability Education Act (IDEA) classifies assistive technology as: “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 person with a disability.” -http://idea.ed.gov Assistive technology is recommended when appropriate to enable a student to access his/her instructional program and meet his/her individual educational needs. All assistive technology devices or services a child requires are listed on his/her IEP. 6
Assistive Technology v. Instructional Technology Assistive Technology Equipment used to improve the functional capabilities of individuals with disabilities and help them to access their curriculum Student is unable to access curriculum through other means Listed on the student’s IEP Instructional Technology Technology utilized as a resource for learning Student is able to access curriculum through other means 7
Assistive Technology v. Instructional Technology Examples Instructional technology math app that allows a student to practice math skills v. an assistive technology math app (e.g. Panther Math paper app) that allows a student with motoric limitations to show what they know. Instructional technology app that allows a student to practice spelling v. an assistive technology app (e.g. Co:writer) that allows a student with specific reading delays to write with auditory feedback and fewer keystrokes. 8
Assistive Technology Helps Meet the Student’s Individual Needs Subject Student Challenge Possible AT Solutions Math Difficulty computing, organizing, aligning and copying math problems onto paper. Writing Difficulty with the physical mechanics Word processor, slant board, adapted keyboard of writing or spelling, word usage, /paper, computer, tablet, organization, etc. Talking calculator, adapted graph paper, manipulatives, software software Reading Difficulty with decoding, reading fluency or comprehension. Reading pane, highlighted text, digital books, computer/tablet, software Communi cation Nonverbal or difficulty with intelligible speech Communication book, speech generating device, picture communication system, voice output device Memory/ Difficulty with planning, organizing, Organizat keeping track of their ion calendar/schedule/task list, etc. Graphic organizers, software Listening Digital recorder, FM unit Difficulty processing and remembering spoken language 9
Current AT Technology: Eyegaze Dynamic Speech Generating Device Eyegaze Device Students can use eye gaze tracking and gaze interaction to control their assistive technology device and associated software Please visit our tech stations to see how D’Kayla, a second grade ICT student in public school uses her eyegaze device to access her school curriculum and to participate in classroom assignments with her general education peers. classroom 10
How can parents obtain an AT evaluation? Community School Students (Districts 1-32): Referral to school-based CSE Center for Assistive Technology District 75 Students: Referral to school-based CSE Tech Solutions Preschool, Charter, and Non-Public School Students: Referral to district CSE Center for Assistive Technology 1 2 3 Referral Evaluation CSE Meeting 4 Arranging Special Education Services 5 Annual Review/ Reevaluation 11
The Evaluation Process CSE submits AT evaluation referral to Central AT Specialists. Student is evaluated. Student and teachers are trained on AT device, corresponding goals are developed and strategies are implemented. Evaluation may include a student trial. Student performance is reviewed and IEP goals are refined. Where IEP Team determines it is appropriate, Assistive Technology is added to student IEP. Assistive technology device/service is provided to the student. 12
Stations and Case Studies Visit each station to learn about how students’ individual needs were met with the use of AT. We will be looking at students using three types of AT: Eyegaze Dynamic Speech Generating Device iPad with Touchchat Computer with Solo Suite 13
Resources D75/info re sources/default.htm NYC DOE Information and Resources for Disability Learning www.2.ed.gov US Dept. of Education. My Child’s Special Needs www.parentcenterhub.org Center for Parent Information and Resources www.ncld.org National Center for Learning Disabilities programs/re latedServices/Assistive%2BTechnology.htm NYC DOE Information and Resources for Center for Assistive Technology 14
Who We Are: Center for Assistive Technology and Tech Solutions The DOE's Assistive Technology mission is carried out by the Division's team of AT specialists: Together, the Center for Assistive Technology and Tech Solutions support all students in all districts. Students in preschool, charter, non-public, and community school
ATHS 619: History, Law, Policy and Assistive Technology ATHS 614: Assistive Technology Across the Lifespan. ATHS 501: Functional Biology and Design Innovation. ATHS 623: Medical Conditions Affecting Quality of Life. ATHS 618: Research Methods and Design in Assistive Technology. ATHS 621: Assistive Technology Assessment and Outcome Measures
Definition of Assistive Technology 300.308 Assistive Technology Each public agency shall ensure that assistive technology devices or assistive technology services or both, as those terms are defined in 300.5 - 300.6 are made available to a child with a disability if required as a part of the child's (a) Special education under 300.17;
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5. The education agency includes assistive technology in the technology planning and budgeting process. 6. The education agency provides access to on-going learning opportunities about assistive technology for staff, family, and students. 7. The education agency uses a systematic process to evaluate all components of the agency-wide assistive
Intent: Content which describes measurable and observable outcomes for assistive technology use enables the IEP team to review the student's progress and determine whether the assistive technology has had the expected impact on student participation and achievement. 5. Assistive technology is included in the IEP in a manner that provides a .
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Queens. 1959 Left job teaching at JHS 88 in Manhattan to become full-time Teachers Guild organizer. 1960Guild merges with High School Teachers Association to form UFT. Soon after, UFT strikes for one day to demand collective bargaining rights. 1961 NYC teachers choose UFT
ASME Section IX, 2019 Edition As published in the Welding Journal, September, 2019 (with bonus material. . .) UPDATED 12-19 Prepared by Walter J. Sperko, P.E. Sperko Engineering Services, Inc 4803 Archwood Drive Greensboro, NC 27406 USA Voice: 336-674-0600 FAX: 336-674-0202 e-mail: sperko@asme.org www.sperkoengineering.com . Changes to ASME Section IX, 2019 Edition Walter J. Sperko, P.E. Page .
