at in the school
On this page you would find information on various topics relating AT to school life.
AT assessments – SETT Framework
The SETT Framework was developed by Joy Zabala who is an assistive technology practitioner, professional developer, and consultant in assistive technology and leadership.
SETT is an acronym for Student, Environments, Tasks, and Tools. The SETT Framework provides a structure for collaborative groups to work together and think about assistive technology devices and services. Extensive experience revealed to Zabala that the best technology depends on the individual Student; the Environment(s) in which the student functions, and the specific Tasks that the student needs to accomplish. It is only after these first three areas are explored that the best Tools can be determined. (Amy G. Dell, 2012).
Refer to the following links for more information:
https://ginastefanini.wikispaces.com
http://atto.buffalo.edu/registered/ATBasics/Foundation/Assessment/sett.php
The SETT Framework was developed by Joy Zabala who is an assistive technology practitioner, professional developer, and consultant in assistive technology and leadership.
SETT is an acronym for Student, Environments, Tasks, and Tools. The SETT Framework provides a structure for collaborative groups to work together and think about assistive technology devices and services. Extensive experience revealed to Zabala that the best technology depends on the individual Student; the Environment(s) in which the student functions, and the specific Tasks that the student needs to accomplish. It is only after these first three areas are explored that the best Tools can be determined. (Amy G. Dell, 2012).
Refer to the following links for more information:
https://ginastefanini.wikispaces.com
http://atto.buffalo.edu/registered/ATBasics/Foundation/Assessment/sett.php
IEP Statements
The IEP is the basic element of every special education program for children with learning disabilities and other types of disabilities. The IEP is a road map that establishes where your child is, where you want her to go, and how she will get there. Every IEP must include a description of the child's skills in all areas of concern and explain how the disability affects his progress in the general education curriculum. Statements should address academics, life skills, physical functioning, social and behavioral skills, and any other areas of concern affecting the child's ability to learn. IEP teams typically use formal assessment to determine the child's functioning and establish a baseline of performance. The team may also use anecdotal information and progress data from the child's classroom teachers to describe the child's skills.
Refer to link for more information:
http://learningdisabilities.about.com/od/publicschoolprograms/tp/partsofaniep.htm
The IEP is the basic element of every special education program for children with learning disabilities and other types of disabilities. The IEP is a road map that establishes where your child is, where you want her to go, and how she will get there. Every IEP must include a description of the child's skills in all areas of concern and explain how the disability affects his progress in the general education curriculum. Statements should address academics, life skills, physical functioning, social and behavioral skills, and any other areas of concern affecting the child's ability to learn. IEP teams typically use formal assessment to determine the child's functioning and establish a baseline of performance. The team may also use anecdotal information and progress data from the child's classroom teachers to describe the child's skills.
Refer to link for more information:
http://learningdisabilities.about.com/od/publicschoolprograms/tp/partsofaniep.htm
Parent Interview
Parents must be invited to be members of their child's IEP team. The IEP team meets at least once a year to discuss placement, transition, and annual goals for every student that receives special education services. As members of the IEP team, parents have the right to provide input on their child's need for AT, to request evaluations, and to help set educational goals. If your child is served by an Accommodation Plan, you should also be involved in the planning of the services--including any AT--provided to your child.
Refer to the following links for more information:
http://uwctds.washington.edu/resources/legal/legal%20resources/faqsanswers.asp
http://www.ncld.org/students-disabilities/assistive-technology-education/choosing-assistive-technology
http://www.gpo.gov/fdsys/pkg/ERIC-ED466063/pdf/ERIC-ED466063.pdf
Parents must be invited to be members of their child's IEP team. The IEP team meets at least once a year to discuss placement, transition, and annual goals for every student that receives special education services. As members of the IEP team, parents have the right to provide input on their child's need for AT, to request evaluations, and to help set educational goals. If your child is served by an Accommodation Plan, you should also be involved in the planning of the services--including any AT--provided to your child.
Refer to the following links for more information:
http://uwctds.washington.edu/resources/legal/legal%20resources/faqsanswers.asp
http://www.ncld.org/students-disabilities/assistive-technology-education/choosing-assistive-technology
http://www.gpo.gov/fdsys/pkg/ERIC-ED466063/pdf/ERIC-ED466063.pdf
Early Communication
Children with severe social, cognitive, motor, and sensory disabilities are at risk for delays in developing effective communication and language skills (Stremel-Campbell & Matthews, 1988). Early communication development requires that children participate actively in their environment. Children participate actively through play, interactions with other children, interaction with adults during daily routines and other activities that are repeated over and over. These tasks become challenging for children who have significant social, cognitive, motor and sensory disabilities.
They must be taught the fundamental concept that their actions can influence the environment and that their deliberate interaction can achieve desired ends. Through the use of devices to request attention, develop understandings of consequences, and stimulate the sensory system, children with disabilities can be provided with opportunities to access environments rich in interesting objects and people.
The following links she videos displaying AT for early communication:
http://www.youtube.com/watch?v=ApG0ahrgipw
http://www.youtube.com/watch?v=CM-wu5wqpfE
http://www.edb.utexas.edu/atlab/Labinventory/Communication/devices.php
http://www.tobii.com/en/assistive-technology/global/
Children with severe social, cognitive, motor, and sensory disabilities are at risk for delays in developing effective communication and language skills (Stremel-Campbell & Matthews, 1988). Early communication development requires that children participate actively in their environment. Children participate actively through play, interactions with other children, interaction with adults during daily routines and other activities that are repeated over and over. These tasks become challenging for children who have significant social, cognitive, motor and sensory disabilities.
They must be taught the fundamental concept that their actions can influence the environment and that their deliberate interaction can achieve desired ends. Through the use of devices to request attention, develop understandings of consequences, and stimulate the sensory system, children with disabilities can be provided with opportunities to access environments rich in interesting objects and people.
The following links she videos displaying AT for early communication:
http://www.youtube.com/watch?v=ApG0ahrgipw
http://www.youtube.com/watch?v=CM-wu5wqpfE
http://www.edb.utexas.edu/atlab/Labinventory/Communication/devices.php
http://www.tobii.com/en/assistive-technology/global/
Peer Support Training Manual
A peer group is defined as a collective unit in which the members share some common characteristics (Council of Europe, 1997). It usually refers to age groups in general, but more specifically to adolescent groups in which members are bound closely together by youth culture. As young adults share a distinctive history and a particular social context, they are often the first point of contact in times of distress and therefore play a valuable role in support. Often when a crisis arises, peers are willing to give their time and to offer themselves in the role of listener when professional help is not perceived to be available, accessible, or advantageous.
Refer to the following links for more information:
http://student-learning.tcd.ie/assets/docs/old/Peer%20Support%20Training%20Manual.pdf
A peer group is defined as a collective unit in which the members share some common characteristics (Council of Europe, 1997). It usually refers to age groups in general, but more specifically to adolescent groups in which members are bound closely together by youth culture. As young adults share a distinctive history and a particular social context, they are often the first point of contact in times of distress and therefore play a valuable role in support. Often when a crisis arises, peers are willing to give their time and to offer themselves in the role of listener when professional help is not perceived to be available, accessible, or advantageous.
Refer to the following links for more information:
http://student-learning.tcd.ie/assets/docs/old/Peer%20Support%20Training%20Manual.pdf
Alternative Augmentative Communication (AAC) in the IEP
Special considerations must be given for AAC within the IEP. Teachers must be knowledgeable and familiar with their students learning styles to adjust goals within the IEP.
Refer to the following link for more information:
http://www.lburkhart.com/Writing%20IEP%20Goals%201%20hr%205%2010.pdf
http://praacticalaac.org/praactical/how-i-do-it-writing-iep-goals-for-students-who-use-aac-with-lauren-enders/
Special considerations must be given for AAC within the IEP. Teachers must be knowledgeable and familiar with their students learning styles to adjust goals within the IEP.
Refer to the following link for more information:
http://www.lburkhart.com/Writing%20IEP%20Goals%201%20hr%205%2010.pdf
http://praacticalaac.org/praactical/how-i-do-it-writing-iep-goals-for-students-who-use-aac-with-lauren-enders/
Self – Evaluation
The self-assessment guide provides a framework for evaluating (a) knowledge, (b) skills, and (c) dispositions in 5 domains relevant to addressing the needs of students from culturally and linguistically diverse backgrounds.The 5 domains are based on instruments developed by research centers and professional groups and associations.
Refer to the following link for further information:
http://www.nccrest.org/publications/assessment.TOOL.formA.pdf
The self-assessment guide provides a framework for evaluating (a) knowledge, (b) skills, and (c) dispositions in 5 domains relevant to addressing the needs of students from culturally and linguistically diverse backgrounds.The 5 domains are based on instruments developed by research centers and professional groups and associations.
Refer to the following link for further information:
http://www.nccrest.org/publications/assessment.TOOL.formA.pdf
AT/Self-Advocacy Training
Self-advocacy refers to an individual’s ability to effectively communicate, convey, negotiate or assert his or her own interests, desires, needs, and rights. It involves making informed decisions and taking responsibility for those decisions. (VanReusen et al., 1994)
Self-knowledge is the first step towards advocating for your rights. You need to know your strengths, needs, and interests before you can begin to advocate.
Tips for Self-Advocacy Ø Know and understand your rights and responsibilities
Ø Learn all you can about your disability, needs, strengths, and weaknesses
Ø Know what accommodations you need as well as why you need them
Ø Know how to effectively/assertively communicate your needs and preferences
Ø Find out who the key people are and how to contact them if necessary
Ø Be willing to ask questions when something is unclear or you need clarification
Refer to the following link for further information:
http://www.sackonline.org/SACK_Training_Modules.html
Self-advocacy refers to an individual’s ability to effectively communicate, convey, negotiate or assert his or her own interests, desires, needs, and rights. It involves making informed decisions and taking responsibility for those decisions. (VanReusen et al., 1994)
Self-knowledge is the first step towards advocating for your rights. You need to know your strengths, needs, and interests before you can begin to advocate.
Tips for Self-Advocacy Ø Know and understand your rights and responsibilities
Ø Learn all you can about your disability, needs, strengths, and weaknesses
Ø Know what accommodations you need as well as why you need them
Ø Know how to effectively/assertively communicate your needs and preferences
Ø Find out who the key people are and how to contact them if necessary
Ø Be willing to ask questions when something is unclear or you need clarification
Refer to the following link for further information:
http://www.sackonline.org/SACK_Training_Modules.html