VISION

Visual Impairments

• Legal Blindness: A person is determined as legally blind when his/her visual acuity is 20/200 in the better eye after best correction, or a visual field subtends the angle of 20 degrees or less

• Low Vision: An ocular condition whereby a person's visual acuity ranges from 20/70 to 20/200 (legally blind) after best correction, or a visual field subtends the angle of 50 degrees or less.

• An ocular condition whereby a person perceives light or less, or is unable to efficiently use his/her residual vision.

• Cortical Cerebral Visual Impairment: A neurological condition related to the visual pathway whereby a person has difficulty in interpreting visual information.

• An ocular condition that is not correctable with regular lenses or surgery. It significantly interferes with doing everyday activities where vision is necessary.

Describe why establishing a student's strengths is important in the technology selection process

• Size

• Reading visual or tactile medium

• Auditory skills

• Illegible handwriting

• Touch typing

• Navigating the computer or tablet operating system and programs/apps

• Identifying & finding details in pictures

• Organizational skills

• Photo sensitivity and color blindness

• Mobility skills

• Activities of daily living (incl. self-help)

• Participation in PE activities

• Participation in extracurricular activities

Discuss environmental factors that can affect the functioning of a student with visual impairment

• Desk space

• Classroom space and furniture arrangement

• Location in the room

• Visual access to board work

• Visual access to classroom presentations

• Access to required technology

• Type of learning medium

• Type of light and level of illumination

• External noise

List no-tech accommodations to support a student with visual impairments

• Large-print materials

• Modified print text: amount per line, kerning, letter size, letter and background color

• Bold-line paper, raised-line paper

• Braille materials, paper and transcriber

• Personal copy of chalkboard materials

• Personal copy of overhead materials/multimedia presentation (e.g., PowerPoint slides)

• Peer note-taker, Scribe

• Special seating, lighting

• Time for individual/small-group instruction/test taking

• Minimizing visual and auditory distraction

• Monitoring and make adjustments for visual fatigue

• Modification of length of assignments, tests, exams

• Extended time for assignments, tests, exams

• Take tests and exams with TVI (teacher of visually impaired)

• Test items explained or paraphrased as needed

• Access to notes/text/learning materials such as tactiles/manipulatives during tests, exams

WATI At Decision-Making Guide

1: Solution Generation: The continuum is generally organized from simple, non-electronic tools to more specialized and complex software and devices. Brainstorming ONLY- No decisions are made yet.

2: Solution Selection: The team identifies those that best match the student's abilities, environmental constraints, and supports, plus the tasks the student needs to complete. Student’s input is included in this process.

3: Implementation Planning: Identify the AT trials/services needed. Formulate specific task objectives to determine the effectiveness of the trial: Training needed, date, length, and person(s) responsible.

4: Follow-Up: Select a time and date a head of time of when you will revisit the data collected from the implementation trial data.

Identify tools (software and hardware) for computer access

• Mac (OS X)

• Windows (98, 2000, ME, XP, Vista)

• Linux

• Chromebook

• Android accessibility

• iOS accessibility

• Fire OS accessibility

• Other Options for Screen-Reading Software

Expanded Care Curriculum 

9 skills consisting of

• recreation

• leisure

• instruction in braille

• orientation

• mobility

• compensatory skills

• independent living skills

• use of technology

• sensory efficiency

• social skills

• self-determination

(American Foundation of the Blind [AFB], 2012)

Identify non-academic areas where AT for learners with visual impairments will be helpful

• Recreation and Leisure (Basketball w/ bell)

• Orientation and Mobility (Cane)

• Living Skills (Cash reader bill identifier)

• Compensatory Skills/ Organization (QR codes and apps)

List and understand tools that teachers of the visually impaired (TVIs) and classroom teachers will require to ensure accessible instruction

• Text-to-braille translation software- programs that translate print to braille. 

• Word-to-LaTex conversion software - programs that translate printed math expressions and equations to LaTex format, which is a typesetting program that allows complex mathematical expressions to be accessible for learners who work with screen readers. 

• Embosser - aka braille printer, a device used to emboss text in braille. 

• Scanner with optical character recognition (OCR) software - in order to turn printed text into a format that can be further edited to allow for increased font size, contrast colors, or the addition of spoken output, it must be converted to a digital format. This can be done by first scanning the printed text. 

• Color copier with enlarge function - many copy machines offer a feature that can enlarge the text of the printed material. 

• Text-to-audio software - programs that convert electronic text into an audio format. Some programs also save files as portable audio files like .mp3 or .wav. These audio files do not typically offer real-time highlighting of the spoken words. 

Describe the direct connection between mobility skills and academic success

The ability to travel independently and, most important, safely is necessary for students with all vision conditions. Orientation in large and small spaces, finding information, locating signs, boards, etc., are all part of O&M training. Students learn how to maximize the use of their senses to be the most efficient and effective in traveling and doing other activities that involve changing location. 

COMMUNICATION

List two reasons why determining the communication abilities and difficulties of a student with CCNs is challenging

• These include "student-specific challenges" that impact their successful participation in communication interactions. These challenges may be associated with physical, intellectual, and sensory challenges. Due to these "student-specific challenges," the AAC assessment process is complex. Not all assessment areas need to be completed for every student, however; this decision should be based on a given student's specific challenges that have a negative impact on his or her communication.

• Students having CCNs are difficult to assess because of the physical, intellectual, and sensory challenges that impact their communication abilities.

Link to document

List two reasons why it is important to determine the symbolization level of a student with CCNS

1. The Communication Matrix was designed primarily to document the expressive communication skills of children who have severe or multiple disabilities, including children with sensory, motor, and intellectual impairments. 

2. Mirenda and Locke (1989) compared different levels of symbolic understanding based on the symbol and the individual's ability to comprehend the meaning of the symbol. Their study established a symbol hierarchy that seems to be uniform across individuals with various disabilities. 

Document Link 

Define both direct and indirect accessing methods

1. Solution Generation: The continuum is generally organized from simple, non-electronic tools to more specialized and complex software and devices. Brainstorming ONLY- No decisions are made yet. 

2. Solution Selection: The team identifies those that best match the student's abilities, environmental constraints, and supports, plus the tasks the student needs to complete. Student’s input is included in this process.  

Define and explain how to conduct a feature match approach

AAC feature-matching refers to the process of determining what features are needed by the AAC user and then selecting tools that have those features for trials. AAC trials based on feature-matching, conducted in the context of real communication opportunities, are critical to data-based decision-making in AAC. 

List advantages and two disadvantages of low-, mid-, and high-tech communication systems

• Low- 

  • Pros 

    • Requires students and their communication partners to be actively involved in joint attention during the communication interaction

    • Easy to maintain

    • Easy to use

    • Doesn't require a power source

    • Doesn't "break down"

    • More portable

    • More functional in a noisy environment

    • More functional in specific environments; for example, at recess, at the swimming pool, on a field trip, etc.

    • Serves as a useful backup system if the voice output device is not available or is not working

  • Cons

    •  May be difficult to gain the attention of a communication partner

    • Can have limited communication messages and communication capabilities

    • May be difficult for the communication partner to see where the student is pointing on the system

    • Requires support staff to start from scratch in terms of collecting vocabulary, designing the communication overlay, determining the communication purpose of the communication overlay, and deciding how to display it

• Mid- 

  • Pros 

    • Uses recorded (digitized) speech as the source of the voice output which sounds more natural

    • Digitized recordings can be made quickly, on the spot

    • Because there is voice output, it is easy to gain the attention of others to convey important basic need messages such as "I need to use the restroom," "I'm hungry," "I'm thirsty," etc.

    • Recording of non-speech sounds is possible and easy (yelling at a sports event, making truck noises, laughing noises, etc.)

    • Some systems have multiple levels where vocabulary can be stored for different communication situations or environments

    • Message recordings can be matched to the age and gender of the AAC user.

    • Digitized recordings are highly intelligible to the listener

    • Systems are lightweight and portable

    • Systems are reasonably priced

  • Cons 

    • Because the messages are pre-recorded for a specific communication context, there is limited flexibility in creating novel messages. That is, the student can only say what has been preprogrammed

    • It is not possible to produce novel or unique and personal utterances using spelling

    • There is less overall digitized storage space for recorded messages than in systems that use synthesized text-to-speech for recording messages

    • It may be difficult to find an ideal age and gender match to record messages for a student

    • Batteries run out fairly quickly depending on the amount of use and whether the system is shut off when not in use. When this occurs the user has no voice output option until the batteries are changed or recharged. 

• High- 

  • Pros 

    • Use synthesized or a combination of synthesized and digitized speech

    • Many are designed on a computer platform, which allows for larger vocabulary options and different message formulation

    • The computer platform also allows the individual user to access environmental controls, WiFi, social media, email and any software programs or apps compatible with the operating system.

    • Programming can easily be backed up

    • Have a variety of high-quality synthesized speech options

    • Offer a variety of access modes

    • Allow customization of access options

    • Dynamic display allows more vocabulary options

    • Provide a variety of design features for supporting different levels of language

    • Have pre-made communication page sets developed by the manufacturer of the system

    • Can easily import digitized photographs and pictures from Internet

    • Supports literacy development

  • Cons 

    • High purchase cost; often thousands of dollars

    • The multiple pages of vocabulary can result in slower conversation and longer pauses while the student navigates the device to find the desired response

    • Require significant training of the student to understand use of the system

    • Require significant training of staff and families to support the student's use of the system

    • Programming can be complex based on the system's programming software

    • If it is not recharged, the battery will die, leaving the student without a means of communication

    • Possible need for technical support from the manufacturer because of the complexity of some systems

    • If the system breaks down or malfunctions, it cannot be repaired locally and will need to be sent to the manufacturer for repairs potentially leaving the student without a voice-output communication system

Explain the pros and cons of using mobile communication systems (hardware and communication apps) with students with CCNs

• Pros

  •  Affordable for schools and families

  • Funding through private and some county agencies may be available

  • Some mobile systems with communication apps can be easily customized by families and school staff

  • Families may not be dependent on professionals for programming the system

  • They have the "cool factor,"

  • They are engaging learning tools and have multiple purposes

  • portability

  • Can be mounted on different mounting systems if needed

  • Because many different communication apps can be loaded onto a single mobile device, this may help to simplify the trial process when determining the most effective tool for the student

  • Multiple apps can be loaded onto a mobile system

  • Hardware repairs can typically be done locally

  • Some communication apps have backup options within the app itself

• Cons

  • Funding is not usually covered by insurance companies

  • Training and support/implementation for the communication app may be limited

  • Loan programs are limited to local resources

  • It is difficult to trial a full version of a communication app

  • They are not durable and can be easily damaged if not handled properly

  • Volume may not be adequate for all environments; therefore, additional speakers may be required

  • Alternate access is somewhat limited

  • Touchscreen technology, including swiping, pinching, etc., is difficult for some students with physical access challenges

  • Travel to the location to receive service

  • Tech support for apps varies greatly, depending on the developer of the app

  • Some communication apps do not support language development and the potential for language growth over time

Identify three areas of the IEP in which communication goals/objectives might be included

1. Solution Generation: The continuum is generally organized from simple, non-electronic tools to more specialized and complex software and devices. Brainstorming ONLY- No decisions are made yet.  

2. Solution Generation: The continuum is generally organized from simple, non-electronic tools to more specialized and complex software and devices. Brainstorming ONLY- No decisions are made yet. 

3. Solution Selection: The team identifies those that best match the student's abilities, environmental constraints, and supports, plus the tasks the student needs to complete. Student’s input is included in this process. 

List and explain two strategies that would facilitate and support students' use of their communication systems

1. Solution Generation: The continuum is generally organized from simple, non-electronic tools to more specialized and complex software and devices. Brainstorming ONLY- No decisions are made yet. 

2. Solution Generation: The continuum is generally organized from simple, non-electronic tools to more specialized and complex software and devices. Brainstorming ONLY- No decisions are made yet. 

HEARING

Describe how residual hearing and mode of communication impact decisions about assistive technology in the classroom environment

Describe how residual hearing and mode of communication impact decisions about assistive technology in the classroom environment.

• AT Decision-Making Guide for Hearing

• Bilateral/Unilateral

  • Locating the source of a sound

  • Understanding distant or soft-spoken speech

  • Listening within noisy or echoey environments

  • Hearing and understanding speech directed towards the ear with hearing loss

• Case Studies

Describe how environmental factors impact students with hearing loss in the classroom setting

• Students with hearing loss simply do not have the auditory processing capabilities to access auditory information in the presence of background noise. 

• Hard, flat surfaces such as walls, windows, and tiles tend to produce more reverberation. Smaller spaces and sound-absorbing surfaces like carpet and acoustic ceiling tiles tend to have lower reverberations effects. 

• The distance the student is away from the teacher when they’re teaching, or a student who is answering the question will make a difference in the student’s ability to hear. 

• Where they can access visual supports. Such as lip reading, U seating is a way to enhance their ability to stay engaged in the conversation 

• Windows, LED Lighting, and Lighting for presentations. Arranging seating appropriately can help minimize some of the issues related to lighting and glare. 

• Humming from lighting, AC, Heating, Class in the Hallway (visual and Auditory) Tactile Sensory sensitivities: Headphones or other tools used in the classroom. 

Identify tasks that are challenging to students with hearing loss

• The goal is for students who are deaf or hard of hearing to access auditory information to the same extent as their peers.

• Access lectures, take notes

• Participate in class discussion

• Access audio equipment across formats (computer, TV/video)

• Engage with peers

• Access alarms/warnings and announcements

AT Decision-Making Guide for Hearing.

Identify needed modifications in the environment and/or tasks to provide the best access for the student

AT Decision-Making Guide for Hearing

• This link breaks down the process of identifying the needs of the student with hearing needs, from the checklist you will see what modifications need to be made.

Define the goal of AT for students with hearing loss in the classroom and other environments

AT for deaf or hard of hearing students often has a profound impact on their ability to access information and be part of a community, both in school and at home. Some devices are more appropriate for school environments while others are more appropriate for homes and community use. 

Categorize technology as hearing technology, alerting devices, or communication supports

1. Hearing - Assistive listening devices, Bluetooth streaming, Personal Amplification, and Hearing aid

2. Alerting - Visual or vibrating alerting devices: Fire/carbon monoxide detector

3. Communication - Person to person, pen/paper, Telecommunication, smartphone, Closed captioning, Supports for group environment, and remote captioning

List technology that some students with hearing loss use that is not considered AT

• Cochlear Implant

• Bone-Anchored Hearing Aid

• Hearing-aid 

Identify relevant stakeholders working with the student and their potential effect on AT selection, implementation, and assessment

These team members may include the

• clinical audiologist

• educational audiologist

• school personnel

• student

• family

• medical providers

Select technology based on the student's abilities and challenges, environmental considerations, and tasks

Students with hearing loss are in many varied environments throughout their day and are required to perform many different tasks. After a thorough review of these environments and tasks, brainstorming with the team about possible options is the next step. It is important to consider the three general categories previously discussed: hearing technology, alerting devices, and communication supports. Many students will benefit from using AT from within all three of these categories. 

Implement technology in the classroom and other environments

A child's environment in school is constantly changing, so minimally the team will need to follow up whenever a child moves to a new classroom setting or grade level. You may also need to follow up or make modifications if a child gets new personal hearing technology as that may change the connectivity of devices the child is using in the classroom. 

Students With Complex Needs

Identify when additional information about a student is needed

Learning environments that promote the principles of universal design for learning (UDL) offer new opportunities in accessibility for students with complex needs. Using UDL principles, the curriculum is designed with careful consideration for all potential learners. 

Curriculum access for students with low-incidence disabilities: The promise of universal design for learning. 

Describe the key elements of a responsive educational environment

Environments become increasingly important to support and engage these complex learners in ways that are meaningful and interesting to them. Adults within these environments must become careful observers of students' sensory needs and the communication opportunities provided to them. Adults need to find an appropriate balance between doing and waiting and not always deciding for the student, even if waiting for a choice takes more time. 

Identify at least one tool that assists in program development

Students with complex needs represent the most challenging 1% of the school population. They present as students with significant intellectual, physical, communication, medical, and sensory needs who will need physical support throughout their lifespan. 

Assess the student's AT supports to determine where they fall on the continuum of the Presence to Contribution scale: Is the student merely physically present? Is the student cognitively engaged and fully participating? Is the student socially connected and contributing to the classroom learning experience?

Each stage imagines a deeper level of participation and engagement with the student's community. The ultimate goal is to help all students realize their potential by making their own unique contributions to the communities to which they belong 

Identify barriers to participation and problem-solve possible solutions, such as classroom accommodations, instructional strategies, and assistive technologies

• exploration of their environment, due to reduced mobility and sensory impairment;

• experimentation with how they can impact the people and objects in their environment, such as writing tools and books, due to reduced mobility, motor skills, sensory impairment, and communication skills;

• incidental learning from their environment, due to sensory impairments and poor sensory processing;

• time in ordinary activities, such as playgrounds and parks, storybook reading, science centers, and zoos;

• receptive language development and reciprocal language experiences, such as back-and-forth babbling and verbal referencing of objects in their environment (Downing, Hanreddy, & Peckham-Hardin, 2015).

Identify their students' learning needs in the areas of visual and auditory processing, and access to language development

Many of the challenges these students face, such as medical diagnoses and medical treatments, are outside our ability to change or influence. The role of AT for students with complex needs is to dismantle as many barriers as possible, to learning, participation, and contribution.