Assistive Technology tools and resources are available for trial purposes to local teams, through the WISD Assistive Technology Lending Library. You can view available resources by going to the WISD Online AT Catalog and clicking on "Search the Catalog" and entering keywords or clicking on "Browse the Assistive Technology Collection by Category".
WISD ATAC LAB SOFTWARE INSTALLATION - AssistTechform.pdf
This form should be completed and submitted to Technology Services to
request installation of ATAC Lab loaned software on WISD computers
Local
The ten local school districts in Washtenaw County provide Assistive Technology (AT) services to students within their district. If you have a question or concern about AT, begin by contacting your local district AT representative.
WISD
WISD offers comprehensive assistive technology services to students, parents, local districts, staff, and community agencies. WISD services include a lending library of assistive technology devices and software, workshops and trainings to build capacity, consultation to local district teams, development of innovative initiatives to provide access to the curriculum for all students (e.g. Universal Design, STELA), as well as links to local, regional, statewide and national assistive technology resources.
Regional and State
The Region IV Assistive Technology Consortium mission is to promote and facilitate the capacity to deliver quality AT services through regional and inter-regional collaboration and training. The Consortium includes representatives from eight Intermediate School Districts in Southeast Michigan- Jackson, Lenawee, Macomb, Monroe, Oakland Schools, St. Clair, and Wayne RESA. www.resa.net/regioniv
Michigan's Assistive Technology Resource (MATR) has become Michigan's Integrated Technology Supports (MITS). MITS is Michigan's statewide Assistive Technology resource. They have broadened their focus to include universal design for learning (UDL), a framework that seeks to develop flexible goals, methods, materials and assessments to meet the needs of the broadest range of students by removing barriers in the curriculum from the outset rather than retrofitting to meet the needs of individual students. Assistive Tech tools and strategies are a critically important part of UDL. MITS established contracts with an AT Consultant in each ISD region to support the work of the project as well as serve as the liaison between MITS and the Regional AT Committees: Region I - Mecosta-Osceola ISD - Marilyn Shewan, Region IA - Delta-Schoolcraft ISD - Sue Hampton, Region II - Eaton ISD - Mark Dennis, Region III - Allegan Area ESA - Gayle Underwood, Region IV - Macomb ISD - Sue Hardin. http://www.cenmi.org/matr/Default.asp
Every IEP Team is now required to "consider" the child's need for Assistive Technology for every child in special education, as part of the new Special Factors requirement in IDEA 1997 and IDEA 2004.
This requirement leaves us with several questions, such as: What does it mean to "consider"? How will every IEP team do that? What is the difference between consideration and assessment?
In thinking about consideration some things are pretty clear. One is that "consideration" is a brief process, one that can take place within every IEP meeting, and should not be confused with an "evaluation." The other is that in order to consider the need for assistive technology, at least one person on the IEP Team must have some knowledge about assistive technology. You cannot "consider" something about which you know nothing.
Here are possible decisions an IEP team can make:
- AT is not needed. The student is making adequate progress through task modification, skill remediation or other interventions specified on the IEP. Nothing new is needed for this student.
- AT is needed and is successfully being used, as determined most often through an Assistive Technology Decision Making Process (ATDMP.) In this case, it is appropriate to list particular AT services and devices on the IEP, being careful to include enough detail of features and device categories needed. You may choose to not specify the brand name, as this may limit your options.
- AT may be needed, but the IEP team is unsure what service or device would meet the student's needs. The team may decide that new AT should be tried and additional data be collected to determine what an appropriate service or product might be. The Assistive Technology Decision Making Process (ATDMP) is initiated. The team may access additional resources outside of the local district.
AT Process Forms
- Beginning the Process
ATProcessForm1.pdf - Problem Identification and Solution Generation
ATProcessForm2.pdf - Trial and Follow-Up Plan
ATProcessForm3.pdf - AT Notes
ATProcessForm4.pdf - Word Document that contains all 4 process forms
WISDATFormComputer.doc
AT How To Tips Forms
- Problem Identification and Solution Generation
HowToTipsForm2.pdf - Trial and Follow-Up Plan
HowToTipsForm3.pdf
AT Sample Forms
- Beginning the Process
ATSampleForm1.pdf - Problem Identification and Solution Generation
ATSampleForm2.pdf - Trial and Follow-Up Plan
ATSampleForm3.pdf
Definition of Assistive Technology Devices
The following definition of assistive technology comes from the Individuals with Disabilities Education Act (IDEA 2004), Section 300.5: The term "assistive technology device" means 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 child with a disability. The term does not include a medical device that is surgically implanted or the replacement of such device.
Definition of Assistive Technology Services
The following definition of assistive technology services is from the Individuals with Disabilities Education Act (IDEA 2004), Section 300.6.: The term "assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes:
- the evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;
- purchasing, leasing or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
- selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices;
- coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
- training or technical assistance for a child with a disability or, if appropriate, that child's family; and
- training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of children with disabilities.
Ensuring Access to 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 part of the child's: (a) special education; (b) related services; or (c) supplementary aids and services. (300.308) Development of Individual Education Plan 300.324(v) The IEP Team must consider whether the child needs assistive technology devices and services.
Support for Universal Design and Access to Instructional Materials
The State must adopt the National Instructional Materials Accessibility Standard (NIMAS) for the purposes of providing instructional materials to blind persons or other persons with print disabilities. (Section 300.172) The State supports the use of technology in the classroom by children with disabilities to enhance learning, including technology with universal design principles and assistive technology devices, and to maximize accessibility to the general education curriculum for children with disabilities. (Section 300.704)
Americans with Disabilities Act of 1990
Civil rights law that ensures equally effective communication, and appropriate auxiliary aids and services where necessary to afford an individual with a disability an equal opportunity to participate in, and enjoy the benefits of, a service, program, or activity conducted by a public entity. Disability is defined as a physical or mental impairment that substantially limits one or more major life activity. The intent is to remove the discriminatory effects of architectural, transportation, and communication barriers. For full text of the ADA www.usdoj.gov/crt/ada/pubs/ada.htm
Section 504 of the Rehabilitation Act of 1973, Reauthorized in 1992
Section 504 states that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives Federal financial assistance. This civil rights law prohibits discrimination on the basis of disability. It uses ADA's definition of a person with a disability. Section 504 refers to equal/comparable access, reasonable accommodation for employment, and appropriate education (education designed to meet the individual needs of handicapped persons as adequately as the needs of non-handicapped persons). This law may apply to students who do not qualify as disabled under IDEA, and it may require consideration beyond free appropriate public education.
This glossary of AT terms is from The Family Center on Technology and Disability which operates entirely through program support from the Department of Education's Office of Special Education Programs (OSEP). The Family Center is managed by a partnership of organizations, including the Alliance for Technology Access (ATA), Parent Advocacy Coalition for Educational Rights (PACER), Center for Assistive Technology and Environmental Access (CATEA) and InfoUse, Inc. The partnership is led by the Academy for Educational Development (AED).
http://www.fctd.info/resources/index.php