Assistive Technology
Ridgefield Public Schools
Read it from the top down …..
Assistive technology is not needed
And don’t try to convince me that
Each child can benefit from being more independent
Because, when you take a closer look,
Devices can seem complex.
Even if
Some empowerment and new skills shine through one in a while
They don’t get the writing, reading and communication fundamentals.
And it’s not true that
It’s all in awakening the mind and giving purpose to effort
Because
True learning can be obtained
Only if one isn’t cheating by using crutches – to speak, to spell, to write.
It’s not true that a student learns independently
I’m sure you can agree that
The reality
Creates
My attitude
It’s all beyond my control
And you’ll never in a million years hear me say that
Assistive technology can benefit all children.
Now read it from the bottom up ….
An AT Version of Read It From Top to Bottom & Bottom to Top Poem by Wylanta Jones.
Taken from the ConnSense Bulletin. She has given her permission for us to share it with you.
AT consideration should be noted on the IEP, and thus the implementation plan (link below) becomes essential to guiding the team through the consideration process.
"Consideration of assistive technology need is required by IDEA and is based on the unique educational needs of the student. Students are not excluded from consideration of AT for any reason. (e.g., type of disability, age, administrative concerns)" https://qiat.org/indicators/indicator-1-consideration-of-at-needs/
Use this form to request AT. This form is reviewed by the RPS AT Specialist, who then confers with the team if needed. Details are then given to the technology department for processing.
Assistive technology services means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Assistive technology services include:
evaluation of the needs of such child, 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 such child;
selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing 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 of child and family; and
training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child (IDEA 2004).
Follow Consideration Steps found HERE. If the team needs help with consideration steps, then contact District AT Specialist Laura Baxter for help. If after working with district resources an outside (CREC, for example) AT evaluation is deemed necessary, contact Asst. Director of Special Services Anthony Showah, or Special Services secretary Patricia McCarthy for support and PO information. Not all students require a consultation. Sometimes the consideration steps are enough to guide the team to trial AT and find a solution.
While you are considering AT, you may record such information on the summary page of the IEP. For example: "The PPT will consider AT to trial, including reading and writing supports and executive functioning supports, after which the team will reconvene to determine which AT provides the best support for the student to access curriculum and achieve goals and objectives."
If it is determined that an AT specialist should work directly with a student to review student needs vis a vis available AT, then please obtain parent consent at the PPT. The AT evaluation will be conducted by an "AT Specialist". Do not list any specific person or agency. This will allow district AT specialist and outside AT consultant to work together for final determinations.
Contact district AT Specialist, Laura Baxter for support before, during and after the evaluation process. Even if CREC is handling a case, Laura will shadow the process and provide support.
If you are missing a copy of an evaluation, please contact Kathy Carnazza or Patricia McCarthy.