Assistive Technology Services

We have a young lady in Middle School that is able to stay in the general education classroom through the use of Snap & Read and Co-writer. She has struggled a great deal in all areas of school - we've seen her become much more academically interactive and able to voice what supports/technology she needs.

My student that benefits greatly from having AT is a student with no limbs. He is a very intelligent young man that uses a tablet with touch screen, eye gaze and voice recognition. He relies on this tool in order to independently complete his work in his gifted classes.

One student, diagnosed with cerebral palsy, was unable to generate verbal expressions. By providing him with access to a dynamic augmentative communication device and by training involved stakeholders, he demonstrated increased independent participation with class activities.

I recently worked with a 5th grade student whose reading scores have consistently been 2 grade levels below. She has an IEP for SLD and ASD. I introduced an iPad with TTS, a Bookshare membership for audiobooks in addition to various apps for visual supports and alternate ways the student could complete projects for science and social studies. Her interest in school work has increased dramatically, parents are very excited, teachers are now using recommended websites with other students, and the school now has an AT Team to address the needs of other students at the school.

One of my students has a diagnosis of cerebral palsy and seizure disorder. As a result, he has no volitional control of his hands, arms, feet, legs, or head. Therefore, eyegaze is his only means of access. The school did a trial using a AT UDL Library Accent 1400. Through the trial, the school found that the eyegaze system was able to improve the student's attention level, communication, social interaction, expression of emotions, and access on the computer.

One of our schools developed a "Play Day", where they adapted several activities for students with significant physical and cognitive impairments. Students were able to:

• activate nerf toys with switch access
• blow bubbles with switch access
• score a goal with switch access (leaf blower blowing ball into net)
• comment with a communication device (GOAL!!!!)

It was tremendous to see them experience independence within a task in way they hadn't in the past.

**In regard to the students we support with assistive technology, this is very challenging to quantify so I will give my perspective as a district supervisor of this program. Three years ago, Duval County removed traditional LATS and now supports school-based teams who work collaboratively to make decisions on equipment and implement strategies that support students. In the beginning, we relied heavily on Related Services staff to bear the weight, however, this year, we have moved to include more teachers in training. Our best outcomes are when we see groups of staff from school sites (including SLPs, PTs, OTs, and ESE teachers) attend "Game of Access" or "AT in the classroom". We are continually working to bring accessibility to all students.

Provided a Pre-K student a high-tech communication device. He was first introduced to a communication notebook with core vocabulary. He did very well so we trialed a high-tech dynamic display device and he soared.

I work with a student who has autism and has had a dynamic communication device (Nova Chat) for a couple of years. Unfortunately, his behaviors have been so extreme that it was hardly used. He would throw it in the toilet, pour water on it, throw it down, etc. Because of this, the teacher and even the private SLP pretty much abandoned its use. This year, the team that worked with him went through our ECT training and by the end of the year, he was using it independently and appropriately with much success. It was absolutely amazing to see the growth he had in part due to the support that was offered the team.