AT & EC Tip Sheet_July2014.pdf

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Department of Education

EC-SEA

Early Childhood Special Education Assistive Technology

Prepared by: Leslie J. Couse, PhD Carrie L. Portrie, M.Ed July 2014

Assistive Technology (AT) is a speciﬁc type of

technology for individuals with disabilities. AT can be incorporated into an IFSP, IEP or 504 plan as a means to access the curriculum and perform at a high level regardless of disability.

Selec%ng AT for Children •  Evaluate the need for AT in a child’s natural environment (e.g., school or home) with the family and IEP or IFSP team. •  Address child strengths, abiliBes, and parBcipaBon in all parts of life including support networks. •  Consider mobility and ﬂexibility so the child can be acBve and engaged. •  Develop a plan to pracBce with the child using the AT device. Adjustment Bme for adults and children is essenBal and requires teamwork and paBence. •  Consider cost, Bme, and a backup plan for replacement and equipment repair. •  Contact your community’s AT center and specialist for help. (FCTD, 2013)

How is AT diﬀerent from other Technology used in the Classroom?

Examples of AT •  Simple forms of AT include providing a child with a slanted surface and molded pencil grip for writing. This solution is considered low-‐tech. Low-‐tech solutions like this are often more economical for schools and families. •  A tablet computer may be assigned to a child for communication and written work. Without this device, drawing, creating, and speaking would be diﬃcult. Tablets are considered high tech AT tools and can be quite expensive. Talk with a special educator or early interventionist who will consult an AT professional. •  A young child with low muscle tone may need a special bathtub seat for greater independence and allows the child to enjoy the sensory experience of the water more fully. Adults also beneﬁt from easier bathing and a richer opportunity for communication during bath time play.

•  AT meets the speciﬁc needs of a particular child. For example, a child using a wheelchair needs the technology for mobility, or a child may need a communication device for participating with peers and teachers. •  A classroom may provide a book or audio recording on a tablet or literacy games on a computer to enhance children’s literacy skills. This is considered instructional technology for the group and not necessarily AT. •  The diﬀerence between AT and instructional technology is individual need. Families and professionals can contact an AT professional to assess a child’s needs at home and school. Dr. Leslie J. Couse, EC-‐SEAT Project Director-‐ [email protected]; 603-‐862-‐0638 Website: http://iod.unh.edu/Academics/early-‐childhood.aspx Blog: http://ecseat.blogspot.com

The contents of this brief were developed under a grant from the US Department go Educa;on, H325K120176. However, these contents do not necessarily represent the policy of the US Department of Educa;on, and you should not assume endorsement by the Federal Government.Project Oﬃcer Maryann McDermoO.

Websites and Online Materials •  AT Connects – Resources and links -‐ http://www.atconnects.com •  ATinNH – http://iod.unh.edu/Projects/atinnh •  Tots n’ Tech -‐ http://tnt.asu.edu/; http://tnt.asu.edu/ﬁles Brief_5_ATUse_8-‐24-‐09_ﬁnal.pdf •  Abledata -‐ http://www.abledata.com •  Family Center on Technology and Disability (FCTD) Fact sheets: Assistive technology -‐ http://www.fctd.info •  CONNECT Module 5: Assistive Technology -‐ http://community.fpg.unc.edu/connect-‐modules/ learners/module-‐5 •  Early Childhood Technical Assistance Center (ECTA) -‐http://ectacenter.org/topics/atech/ atech.asp •  Preschool Technical Assistance Network -‐ http://ptan.seresc.net/ •  Supporting Early Education Delivery Systems (SEEDS) -‐ http://www.scoe.net/seeds/resources/ at/at.html •  Early Education Intervention Network -‐ http://www.eeinnh.org/ •  Association for University Centers on Disability (AUCD) – EIEC Webinar: The Use of AT in Early Intervention -‐ http://www.aucd.org/template/event.cfm?event_id=2825&id=740&parent=740.

Books and Articles Dugan, L.M., Campbell, P.H., & Wilcox, M.J. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education. 26(1), 25, DOI: 10.1177/02711214060260010301. Judge, S., Floyd, K. Jeﬀs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal. 36, 121-‐126. DOI 10.1007/s10643-‐008-‐0257-‐0. Parette, H.P.& Blum, C. (2013). Instructional technology in early childhood: Teaching in the digital age. Baltimore, MD: Paul H. Brookes Publishing. Sadao, K. C. & Robinson, N.B. (2010). Assistive technology for young children: Creating inclusive learning environments. Baltimore, MD: Paul H. Brookes Publishing. Willkomm, T. (2013). Assistive technology solutions in minutes Book II: Ordinary items extraordinary solutions. Durham, NH: Institute on Disability. References Family Center on Technology and Disability (FCTD). (2013). FCTD fact sheets: Assistive technology. Retrieved from www.fctd˚.info. Family Center on Technology and Disability (FCTD). (2014). Assistive Technology and the IEP. Retrieved from hOp:// www.fctd.info/resources/AT_IEP.php. Wojcik, B.W. & Douglas, K.H. (2012). “Illinois assistive technology guidance manual.” SEAT Center Special Education Assistive Technology Illinois State University. Retrieved from http://www.isbe.state.il.us/spec-‐ed/pdfs/assist-‐ tech-‐guidance-‐manual.pdf