| Assistive Technology Evaluation | EDU 620 Meeting Individual StudentNeeds With Technology
Instructor: Deborah Naughton | | Rhonda Reed | 11/20/2013 |

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Assistive Technology Evaluation Assistive technology evaluation must be in an initial or three year reevaluation. In addition, to the assistive technology is that it’s an ongoing process which is driven by a lot of changes in the student needs, but not limited to the participation, access, curriculum, or environmental changes. Assistive technology (AT) have become a vital component of the educational programs of students with disabilities. In which, is widely accepted that adopted toys, switches, computers, amplification systems, wheel chairs, memory aids, magnifiers, argumentative communication devices, and other adopted devices that will enhance or improve a student’s ability to learn, compete, work, and interact with his/her peers. Understanding the different applications of assistive technology is essential to effective educational planning for students. These guidelines are provided to offer important information into making case-by-case decisions as part of the student’s Individualized Education Plan (IEP). The Individuals with Disabilities Education Act (IDEA) reauthorized in June 1997 and later as IDEA, increases emphasis on assistive technology to ensure a student with a disability receives a free, appropriate, public education (FAPE).
The federal terms of assistive technology devices and services are: 1. Assistive Technology Devices- any item, piece of equipment, or product, or system, whether acquired commercially off the self, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. 2. Assistive Technology Services- any service that directly assists a child with a disability in the selection, acquisition, or use of assistive technology device including evaluation, purchase or lease of a device, coordination and use of other therapies, intervention, or services with assistive technology devices, training or technical assistance and/or the child’s family, and training or technical assistance for professionals, employers, or other individuals who are substantially involved in the major life functions of an individual with a disability. Services also include selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices.
Significant changes in the reauthorized IDEA include: The role and responsibilities of the parents of a student with disabilities are emphasized. The parents are expected to be full participants in planning their child’s education program and in facilitating its implementation. In every child’s IEP a team must show that assistive technology was considered as a routine part of the IEP planning process. If and when it is determined the assistive technology services and/or devices are needed, the IEP must contain a statement of the special and/or related services and/or supplementary aids and services to be provided the child, or behalf of the child.
There must also be a statement of the program modifications or supports that will or need to be provided for the child so that the child can advance appropriately toward attaining the annual IEP goals and be involved in and make progress in the general curriculum. If the IEP team determines that particular type of assistive device is required for home use in order for the child to be provided a free, appropriate, public, education, the device must be provided to assist the child in progressing toward the IEP goals. The IEP is a binding commitment between the local school system, the child with a disability, and the child’s parents. Whatever is determined to be needed for the child or student to enable him/her to advance appropriately toward attaining the annual IEP goals and progress in the general curriculum should appear in the child’s or student IEP.
Each school is required to appoint a coordinator for these matters on hand. A student that is not eligible for special education services, but who needs access to programs and services should be referred to the committee. During this process the committee will meet at the school to determine eligibility and recommend services. Then committee will review and convene also specify on the agreed-upon services, in a document called Student Services Agreement.
The Americans with Disabilities Act (ADA) prohibits discrimination against individuals who have disabilities in areas of employment, public services, public accommodations, transportation, and communication. Provision of auxiliary aids and services by public agencies includes qualified interpreters, note takers, transcription services, written materials, assistive listening devices, TDDs, videotext displays, or other effective methods of making verbally delivered materials available to individuals with hearing impairment. Also, qualified readers, taped tests, audio recordings, large print, braille materials, or other effective methods of making visual impairments are included in the definition of auxiliary aids and services.
A child or student with a disability may require an assistive technology evaluation. AT assessment team should be multidisplinary and involve educators, parents and therapists, who are knowledgeable about the school curriculum, particular types of impairments of the student, and assistive technology. This will also involve the parent’s participation to successful educational program planning. Parents must be members of the evaluation team as well as IEP Team. The parents may have an insight into what has worked effectively in the past, and they can often make suggestions about adaptive devices the child responds to will be able to use.
The Inclusion of assistive technology in the IEP requires an explanation of how and why the technology will be used to accomplish a particular goal. There are three places in the IEP where assistive technology may be included. These places are, (a) the annual goal short-term objectives/benchmarks section, (b) the list of supplementary aids and services necessary to maintain the student in the least restrictive educational setting, or (c) the list of related services necessary for the student to benefit from his or her education.
The quality of assistive technology assessments depend on active participation and input of all members of the assessment team. The composition of the AT assessment team varies according to the needs, skills, and disabilities of the student. Majority of the standard members of the assessment team are the student, when appropriate the parent(s) and/or primary caregiver(s), teacher(s), persons who are knowledgeable about assistive technology.
The Technical Assistance includes staff members who are involved in using assistive technology with students’ needs reliable sources of information to handle problems as they arise. Many manufacturers provide technical assistance on their products through local vendors and help lines. Establishing a relationship with local suppliers of technology, retired engineering groups and local AT centers can assist staff in getting technical assistance.
The Purchasing Considerations are before a purchase is or has been made on assistive technology device there are issues that should be considered that can reduce the need, at a later date, for school districts to fund repairs, secure loaner equipment, and/or to provide technical assistance. Always before you purchase any merchandise or device read the warranty thoroughly to determine the length and coverage. One-year warranties are common, and service contracts are available. Also, contact others who have purchased similar devices can give you an idea on the purchasing decision.
Technical Support vendors should be available locally to provide training, trouble shooting, and servicing of devices. Determine if the vendor will provide training to the student, family, and/or school staff as a part of the purchase agreement. The Equipment Return Policy understand the terms of the return policy. In meeting the terms of the return policy can save the district’s resources when the equipment does not work out. The return policies varies and should be obtained in writing prior to purchase.
The Loaner Equipment must ask the manufacturer or vendor if they will provide a device on a loan while repair or maintenance is being done. The process of having the equipment for loan is essential if the repair is going to take an extended period of time. Some companies promise prompt return of the equipment instead of providing loaner equipment.
The Funding Assistive Technology with IDEA that makes assistive technology devices and services available to children with disabilities as a part of special education programming. The law is divided into two parts:
Part B pertains to children and youth ages 3-21, and Part C pertains to children under age 3 and is known as Early Intervention Services. Assistive Technology services and devices that are specified in the child’s IEP must be provided. The local school system has the primary responsibility for funding the costs of required service and devices. The local school system may not require the parents of a child with a disability to use the family’s health insurance to fund assistive technology devices. However, local school system may ask the parents to explore the possibility of funding of a device by their health insurance if the deductible is not reduced by the purchase, and/or the parents are not required to pay extra premiums or any other expenses.
The Implementation and planning for students with disabilities may also include assistive technology devices and services as they pertain to vocational options, arrangements for living independently in the community, and pursuing further academic and vocational training. The school, various adult service agencies and programs, parents and guardians, and the student may be involved at any one time during development of the transition plan. Assistive technology can enable some students to move directly into post-school employment, community living activities, and post-secondary educational programs.
I think as an educator assistive technology devices need to be used in public schools, colleges, private schools, o enhance a child’s way of learning that have certain levels of disabilities. I also believe as teachers we should have experience and knowledge to help or students that have a learning disabilities rather if it physical or mental etc. I have learned a lot in this subject to better help me with my teaching.

REFERENCES http://www.greatschools.org/special-education/legal-rights/713-accommodations-IEP.gs http://www.sc.edu/scatp/cdrom/atused.html www.ncld.org › At School‎ www.techpotential.net/assessment‎ www.doe.virginia.gov › Special Education › IEP & Instruction‎