Assistive Technology Evaluation

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Assistive Technology Evaluation by Mind Map: Assistive Technology Evaluation

1. Student problems:

1.1. "Some students with cognitive disabilities who have problems with generalization may need to be shown how to use the device in all settings." (Beard, Compenter, & Johnston, 2011, p. 46).

1.2. "

2. Availability of devices

2.1. "Some popular commercial devices are available for a limited time and may have a 30-day "try before you buy"program. (Beard, Compenter, & Johnston, 2011, p. 46).

2.2. "Even simple- to-use devices take time and effort to learn the correct use of the device and the circumstances in which the student will use the device. (Beard, Compenter, & Johnston, 2011, p. 46).

3. Decisions/ Training:

3.1. "After all the preliminary work and decision making based on the assessment, the time comes to purchase the device and implement it to meet the student's learning outcome." (Beard, Compenter, & Johnston, 2011, p. 46).

3.2. "During the trail period, the student and others who will be working with the student should be trained." (Beard, Compenter, & Johnston, 2011, p. 46).

4. What happens next?

5. Step Two: Conducting an Assistive Technology Assessment

5.1. Direct Observation:

5.2. "Durning direct observation, the AT specialist spends time focused on observing the student's abilities and skills, including the following:

5.2.1. Cognitive skills

5.2.2. Current use of any AT device

5.2.3. Sensory skills

5.2.4. Motor skills

5.2.5. Communication skills

5.2.6. Social skills"

5.2.7. REFERENCE: (Beard, Compenter, & Johnston, 2011, p. 43).

5.3. Interviews:

5.3.1. "Family concerns and expections

5.3.2. Perceived needs and abilities of the student

5.4. Reference: (Beard, Compenter, & Johnston, 2011, p. 44-45).

5.4.1. Academica expectations

5.4.2. Diagnostic information

5.4.3. Medical information

5.5. Formal Assessment: "A formal assessment generally involves selected activities in predetermined environments." ((Beard, Compenter, & Johnston, 2011, p. 45).

5.5.1. Putting it all together:

5.5.2. "When the referral, information gathering and assessment procedures are completed, the AT specialist will be able to construct a comprehensive picture of the student's strengths and needs." (Beard, Compenter, & Johnston, 2011, p. 45).

6. Step Four: Implementation of the Assistive Technology Device

6.1. Purchasing the device:

6.1.1. "After all the preliminary work and decision making based on the assessment, the time comes to purchase the device and implement it to meet the student's learning outcomes." (Beard, Compenter, & Johnston, 2011, p. 46).

6.2. Example of Table 3-3:

6.2.1. Ongoing Assessment Assistive Technology Checklist

6.2.1.1. Assessment items:

6.2.1.2. 1. Is the student using the AT device to meet IEP goals and/or curriculum standards?

6.2.1.2.1. Responses:

6.2.1.2.2. yes no undecided

6.2.1.3. 2. Does the AT device allow accessibility to learning or demonstration of knowledge?

6.2.1.3.1. yes no undecided

6.2.1.4. 3. Is the AT device as unobtrusive as possible in the classroom environment?

6.2.1.5. 4. Is the student able to generalize the use of the AT device to other environments?

6.2.1.5.1. 5. Is the student receiving the necessary support from the school personnel to use the AT device effectively?

7. Step One: Referral for Assistive Technology Assessment

7.1. Definition of Referral

7.2. Referral:

7.2.1. Definition:

7.2.2. A written document by a parent, family member, a referring agency, a teacher, doctor or a school personal requesting that a student be considered for an assessment. The referral must have "student data or personal information. Medical data for vital concerns. Vision and hearing reports. Information about any technology or equipment currently in use, and background information regarding any related services provided previously for the student." (Beard, Compenter, & Johnston, 2011, p. 42).

7.3. Referral Example:

7.3.1. Referral Letter from a Parent:

7.3.2. PLEASE READ NOTE!

7.4. Reference:

7.4.1. Chapter 3: Assistive Technology: Evaluation

7.4.2. (Beard, Compenter, & Johnston, 2011, p. 48).

8. Step Three: The Individualized Education Program Team:

8.1. DeviceTrails:

8.2. devices

8.2.1. "After a team decides that the student needs AT for access and support and determines the device or devices the student may need, it is time for them to procure the device." (Beard, Compenter, & Johnston, 2011, p. 45).

8.2.2. "If the team is able to obtain the device, however, those who will be working closely with the student must know how to use it" (Beard, Compenter, & Johnston, 2011, p. 45).

8.3. Training program

8.3.1. Call 1

8.3.2. Call 2

8.4. REFERENCE:

8.4.1. "During the training program, data should be collected to determine how the device meets the student's needs. The data can provide information for making meaningful decisions."(Beard, Compenter, & Johnston, 2011, p. 45).

8.4.2. (Beard, Compenter, & Johnston, 2011, p. 45).

9. Reference: (Beard, Compenter, & Johnston, 2011, p. 47).

10. Reference: (Beard, Compenter, & Johnston, 2011, p. 46).