2. All students will have access to educational
resources and experiences within their learning
environments. The use of assistive technology
will aid students to reach their full potential as
active learners. This may include the use of AT
devices, programs, and software that will serve
to level the playing field.
3. Lakeland Central School District
Located in Shrub Oak, New York
6,ooo students in 8 separate school buildings
Approximately 900 classified special education
students
AT teams were trained in 2009 through New York
State Department of Education
AT team included 3 Speech Language Pathologist
and 3 Occupational Therapist
4. AT team were divided with 1 SLP and 1 OT on each
team
Primary task for teams was providing
implementation of AT as recommended by outside
evaluators
Recommendations made by outside evaluators
were difficult to implement
No training provided
No consideration taken by assessment teams as
to how/when/where AT would be used
Significant device abandonment
5. 2 AT trained SLP’s have left the district
Budget constraints cut back teams
1 functioning AT team remains
1 team now serves all students
Remaining trained OT’s and SLP serve as AT
trainers within their school building
AT team completes basic AT assessments for
minimally involved students and continues to
implement recommendations from outside
agencies
6. Increase AT knowledge base for the remaining AT
team, administrators, parents, and staff
Increase the understanding of the role of AT
assessment and implementation in the IEP process
Provide resources for the AT team to improve the
assessment process
Provide resources on the current AT in place within
the school district
7. “Does the agency have clearly written guidelines
for documenting AT in the IEP?”
“Are the guidelines systematically
disseminated?”
“Has a person been designated to provide
support and guidance in addressing the
guidelines and their implementation?”
“Does the IEP team have a working knowledge
of these guidelines?”
“Are the guidelines consistently implemented?”
Source: QIAT Leadership Team 2012)
8. Goal: Create presentation for purpose of
training administration, staff and families on
the basic of AT
Objective: provide AT terminology
Objective: provide examples of high and
low tech
9. Goal: create presentation for the purpose of
training administration and staff on AT in the
IEP process
Objective: create clear and concise
understanding of AT devices and AT services
Objective: create understanding of how
students can benefit from AT in the IEP
process
10. Goal:Create a presentation for AT Team and
AT trainers on FAP
Objective: Provide in-depth training on
UKAT Toolkit
Objective: provide access to assessment
forms
11. Goal: Create a comprehensive list of AT used
in district currently
Objective: create list of AT devices and
examples of how they are being used
Objective: create tutorials on the use of
current AT devices within the district
12. Presentation 1: AT in Education
Presentation 2: AT in the IEP Process
Presentation 3: Assessment Process
Link to presentations
AT Inventory List
AT Device and Software Tutorials
Link to Resoureces
13. Defining terms
What is AT?
▪ High Tech
▪ Low Tech
How is AT used in Education?
Curriculum
Participation
Communication
Experience
14. Who uses AT in Education?
AT examples are provided for each disability
Blind and visually impaired
Physically disabled
Developmentally disabled
Deaf and hearing impaired
Students with communication disorders
Learning disabled
Case studies exhibit how AT has been used in our
district to level the playing field
15. Committee on Special Education (CSE) must
consider the use of AT for every student with
an IEP
CSE must consider AT devices
CSE must consider AT services
16. When is AT recommended at a CSE?
Student is not able to access curriculum
Student can not participate in instruction
Student can not take part in academic
assessments
Student can not produce assignments
17. How does AT get on the IEP?
Explanation of the Fundamental
Assessment Process that will be in place
assures team members and families will
vested in the process
18. Create a FAP that used consistently by AT
team
Expose AT members to the format and forms
that will be completed during the assessment
process
Provided step by step instruction to ensure
consistent follow through
Provide guidelines for team leadership and
team member responsibilities
19. Request meeting with Office of Pupil
Personnel
Provide PPS Director access to the
informational presentations
Request opportunity to present to:
Administrators
Support staff
Parent groups
Community
20. Implement the use of the Fundamental
Assessment Process when assessing students
Train all AT team members in the process
and format being utilized
Require appropriate and consistent
documentation of AT on the student’s IEP
Create follow up plan as part of IEP
21. Maintain accurate inventory list
Create tutorials when new equipment is
purchased
Provide regular training for staff on the use of
devices and software being used within the
district
22. Request training sessions during May
meeting with PPS Director
Request training sessions for parents through
Special Education PTA during final meeting
in June
Provide training to AT at Conference Day
meetings in September
Begin use of FAP immediately, utilizing forms
created by UKAT Toolkit