Topic outline

  • A GUIDE TO FACILITATE ASSISTIVE TECHNOLOGY BEST PRACTICES FOR USE BY INDIVIDUAL EDUCATION PROGRAM TEAMS

    Introduction: A Ferris State University Masters Project by William (Bill) Cunningham

    I have worked in many roles for last 15 years as an educator.  These roles include... more

    The intended result of this project is to establish a working resource guide for the best practice of the Assistive Technology (AT) integration process into a specific rural Kindergarten through 12th grade public school.  The supporting resources of this project come from many peer edited research articles and I welcome you to read itClick HERE to read my paper.  The methodology behind the project was to incorporate a wealth of existing information that originated with permission from Laura Taylor, Michigan’s Integrated Technology Supports Technology Integration Specialist. (MITS: a statewide resource focused on reducing barriers for students who struggle.) The project also includes various other resources that display similar information in multiple ways for IEP team members to learn from and to utilize as Assistive Technology decisions are planed for and intitiated within various plans of action.

    The icons with links below support IEP team decision-makers to properly consider AT and how it applies to individual students.

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  • Assistive Technology Law - Click HERE to Enter a List of Resources

    "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 the functional capabilities of a child with a disability (IDEA - Building).”

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  • Assistive Technology Consideration - Click HERE to access a list of AT Consideration Resources

    Consideration Flowchart

    Skill identification documents allow for correct AT tools to be applied within the individual’s learning environment. Within these documents, evaluations by personnel that are qualified to observe the student should be included.  This is accomplished when "an assessment of the student's AT needs within the context of the learning environment is complete, IEP teams can recommend specific AT devices and services" (Marino, Marino, & Shaw, 2006).  Collaboration among team members must include the dissemination of these documents with a thorough interpretation of the represented data. Collaboration should transpire during meetings set for this purpose prior to the IEP meeting.

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  • Assistive Technology Tools - Click HERE to access a list of the latest AT tools

    There is a "need to advocate for the types of AT that meet the student’s needs while providing the greatest potential for student success” (Marino, Marino, & Shaw, 2006).  

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  • Applications and Checklists - Click HERE to access a list of the latest AT Application and Checklist information

    "With Assitive Technology and inclusion becoming ubiquitous in many school districts, the challenge for families, IEP teams and technology experts is problem identification and determining how technology can be best utilized to create entry points for students in curriculum instruction and assessment." (FCTD | February 2012 - AT in Inclusive Classrooms:  What Problem Are We Trying  to Solve?)

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