48 ASNAT Math _ 123

ASNAT Assessing Student’s Needs for Assistive Technology ASNAT & Math Wisconsin Assistive Technology Initiative www.wati.org Objectives • Participants will understand the SETT process as it relates to identifying appropriate AT for Math • Participants will have basic knowledge of the AT continuum for Math as identified in the ASNAT Math Chapter • Participants will be able to access resources and tools for trial with students who need AT Math supports Introduction • 2009 ASNAT revision (Assessing Students’ Need for Assistive Technology) • Uses the SETT framework for AT assessments Student Environment Tasks Tools – Framework developed by Joy Zabala 2002 • http://sweb.uky.edu/~jszaba0/SETTUPDATE.PD F – Implementation Plan & Follow-up added by WATI • Revised version has added Sensory Considerations Using the SETT framework • “Traditional” SETT – The Student • Identify the functional area(s) of concern? • Special needs (related to area of concern) • Current abilities (related to area of concern) • What does the student need to communicate that is difficult or impossible to independently at this time? Using the SETT framework • The Environment(s) – Arrangement (instructional, physical) – Support (available to both the student and the staff) – Materials and Equipment (commonly used by others in the environments) – Access Issues (technological, physical, instructional) – Attitudes and Expectations (staff, family, others) Using the SETT framework • The Tasks – What SPECIFIC tasks occur in the student’s natural environments that enable progress toward mastery of IEP goals and objectives? – What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control) Using the SETT framework • The Tools – Tools include devices, services and strategies… everything that is needed to help the student succeed – Describe what a useful system of assistive technology devices and services for the student would be like – Brainstorm Tools that could be included in a system that addresses student needs – Select the most promising Tools for trials in the natural environments – Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.) – Collect data on effectiveness (Zabala 2002) Using the SETT process Decision Making Guide WATI’s version of the SETT Framework for Math Guide will be Different for every area of AT assessment Using the Student Information Guide in the SETT Process • The Guide is intended to help the team discuss key issues when assessing the need for AT for a specific student • It helps teams consider the whole child & environment & not “jump” to a device! • It is a group (sped, reg ed, support staff, admin., parent, student) process in which everyone contributes • Important to write on a large format so that everyone can see, edit, remember (shared group memory), stay focused, and be informed! • Team members take roles of: Facilitator, Recorder, Time Keeper Assistive Technology for Math The Student AT for Math • Adapted Math Paper – Enlarged worksheets – Graph paper – Guideline paper AT for Math • Adapted Math Tools – Calculators – Adapted measuring devices – Adapted time tools AT for Math • Math “Smart Chart” – Math Scripts AT for Math • Digital Access to Math AT for Math • Math Tool Bars – Equation Editor AT for Math • Alternative Keyboards – Portable Math Processors • CalcuScribe • Intellikeys AT for Math • Virtual Manipulative AT for Math Math Software and Web Simulations – Physical access – Computation – Visualization – Scripting AT for Math • Voice Recognition Math Software – Considerations • • • • • • Speech Cognitive abilities Dictation skills Literacy/Editing Motivation Support Solution Selection: Tools & Strategies • Review the list of potential tools – Now is the time to evaluate for a match with: • Student (abilities, difficulties, likes/dislikes) • Environment (supports, obstacles) • Tasks (what 1-2 things you want the student to do?) – Prioritize selections Implementation Plan • Very Important! This is often where it breaks down! – Write down on the group chart (for top priorities) • • • • Who is going to do… (get specific) What (ditto) When (do I need to say it again?) For how long? – Write down your expectations (objectives) so you know if the AT is working or not! – Give everyone a job Follow-up Plan • Before the meeting is over, plan the follow-up – For accountability – We are all busy, so plan it now! – Bring list from original meeting so group can review who, what, when, & expectations Tools Resources Refer to WATI (2009) Assessing Students Needs for Assistive Technology (ASNAT) chapter 8: Math, for an extensive list of resources, vendors and websites References Resources Refer to WATI (2009) Assessing Students Needs for Assistive Technology (ASNAT) chapter 8: Math, for an extensive list of References Conclusion • It’s not about the technology/device- it’s about matching the Student, the Environment and the Task with the best Tool • Finally some research about using technology…… – …using technology for compensatory intervention actually also provides remedial benefits (SilverPacuilla, H., Ruedel K & Mistrett, S p 8) ... tools AT for Math • Math “Smart Chart” – Math Scripts AT for Math • Digital Access to Math AT for Math • Math Tool Bars – Equation Editor AT for Math • Alternative Keyboards – Portable Math Processors... – Adapted manipulative AT for Math • Abacus /Math Line AT for Math • Adapted Math Paper – Enlarged worksheets – Graph paper – Guideline paper AT for Math • Adapted Math Tools – Calculators – Adapted... it relates to identifying appropriate AT for Math • Participants will have basic knowledge of the AT continuum for Math as identified in the ASNAT Math Chapter • Participants will be able to access