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Connecticut Assistive Technology Guidelines

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Connecticut Assistive Technology Guidelines CONNECTICUT ASSISTIVE TECHNOLOGY GUIDELINES SECTION 1: Connecticut Assistive Technology Guidelines for Ages 3-21 SECTION 2: Connecticut Assistive Technology Guidelines for Infants and Toddlers Under IDEA Part C Connecticut State Department of Education Connecticut Assistive Technology Guidelines Section 1: Connecticut Assistive Technology Guidelines for Ages 3-21 Section 2: Connecticut Assistive Technology Guidelines for Infants and Toddlers under IDEA Part C Contents Contents Foreword viii Acknowledgments x Abbreviations and Acronyms/Definition of Terms xiii General Overview 1 Document Purpose and Layout 2 Laws and Policies 4 The Individuals with Disabilities Education Improvement Act 4 ii | Connecticut Assistive Technology Guidelines CONTENTS Definition of Assistive Technology and Services under IDEA 5 History of Assistive Technology under the IDEA 5 IDEA 2004, Part B (children 3-21 years) 6 The Least Restrictive Environment (LRE) 8 Connecticut Special Education Laws and Regulations 9 The Rehabilitation Act of 1973—Section 504 Eligibility 9 Consideration of Assistive Technology Needs 11 Elements of Consideration 13 Consideration Outcomes 17 Documenting Consideration of AT in the IEP 17 Assessment/Evaluation 19 Background Information 20 Collaborative Team Process 21 Student Observations and Trials 21 Recommendations to PPT/IEP Team 22 Funding for Assistive Technology 23 Evaluation 23 AT Devices and Services 24 Ownership 25 Maintenance and Repair 25 Funding Devices 26 Assistive Technology: Documentation, Implementation, and Effectiveness 27 Documentation 27 Examples of Documenting AT in the IEP 28 Requirements Based on IEP Manual 28 Documenting AT in 504 Plans 28 Implementation of AT 29 Guiding Questions for Implementation of AT 30 Effectiveness of AT 31 Assistive Technology and Educational Transition 33 AT and Postsecondary Transition 34 iii | Connecticut Assistive Technology Guidelines CONTENTS AT and Self-Determination 35 Administrative Responsibilities for Assistive Technology 36 Assistive Technology Professional Development 38 AT Professional Development for School Teams 38 Assistive Technology Service Providers Competency 41 Universal Design for Learning 44 Principles of UDL 44 Research Supporting UDL 45 UDL and AT 46 The Law Regarding UDL 46 National Instructional Materials Accessibility Standard 47 Introduction 47 Definition 48 Why NIMAS is Necessary 48 Materials Covered by NIMAS 48 Students Who Qualify to Receive NIMAS-Derived Files 48 The NIMAS Process in Connecticut 49 Formats for Accessible Instructional Media 51 Bookshare 51 Learning Ally (formerly Recordings for the Blind and Dyslexic [RFB&D]) 52 National Library Services for the Blind and Physically Handicapped (NLS) 53 Matching Features to Student Needs 54 Looking to the Future 54 iv | Connecticut Assistive Technology Guidelines CONTENTS Frequently Asked Questions 55 Resources 58 Assistive Technology Funding Resources 58 General Resources 59 Assistive Technology and Transition Resources 60 Assistive Technology Web Resources 61 Assistive Technology Resources for Implementation 64 Assistive Technology Resources for Administrators 65 Resources for Training in Connecticut 65 Case Studies 68 Student with Muscular Dystrophy 68 Student with Learning Disabilities 1 69 Student with Learning Disabilities 2 69 Student with Cerebral Palsy with Intellectual Disability and No Augmentative and Alternative Communication 70 Student with Autism Spectrum Disorder (ASD) 71 Preschooler with Cerebral Palsy 71 Elementary Student with Down Syndrome and Intellectual Disabilities 72 Middle School Student Using Augmentative and Alternative Communication 72 Student with Visual impairment and Transition Plan 73 Glossary 74 References 84 Appendixes 86 Appendix 1: QIAT Indicators 87 Appendix 2: Self-Evaluation Matrices for the Quality Indicators in Assistive Technology Services 104 Appendix 3: Quality Indicators in Assistive Technology 123 Appendix 4: Laws and Policies 129 Appendix 5: AT Consideration Cycle 135 Appendix 6: AT Cycle Toolkit 137 Appendix 7: AT Consideration Checklist 139 v | Connecticut Assistive Technology Guidelines CONTENTS Appendix 8: WATI Assistive Technology Consideration Guide 142 Appendix 9: Assistive Technology Consideration Resource Guide 145 Appendix 10: AT Implementation Data Collection Form 155 Appendix 11: Sample AT Implementation Data Collection Form 157 Appendix 12: Audiobook Formats 159 Part 2: Assistive Technology Guidelines for Infants and Toddlers under IDEA Part C Purpose 162 Assistive Technology as Part C Service 163 Parent Rights 163 Definition of Assistive Technology Devices and Services 164 Continuum of Assistive Technology Devices 165 Types of Assistive Technology Devices 165 Consideration of Assistive Technology 167 Principles to Keep in Mind When Considering Assistive Technology for an Infant or Toddler 168 Assessment for Assistive Technology 169 Assessment Process 169 Assessment Considerations 170 Selection of Assistive Technology 171 Individualized Family Service Plan (IFSP) Documentation of Assistive Technology 173 AT and the IFSP Document 173 IFSP Section 8 for Assistive Technology Devices 175 IFSP Section 8 for Assistive Technology Services 175 vi | Connecticut Assistive Technology Guidelines CONTENTS Funding Assistive Technology 176 Payer of Last Resort 176 Obtaining Assistive Technology through the NEAT Center 177 Accessing Third Party Reimbursement for Assistive Technology 177 Insurance Requirements 178 Accessing Birth to Three Funding 178 Maintenance and Repair of Assistive Technology 179 Ownership of Assistive Technology 180 Implementation of Assistive Technology 181 Effectiveness of Assistive Technology 183 Transition Planning for Assistive Technology 185 Developing a Transition Plan 186 Assistive Technology Professional Development 187 Scope of Practice 187 Myths and Barriers 188 Resources for Professional Development 189 References 190 Appendixes 192 Appendix 1: Routines-Based Interview Outline 193 Appendix 2: Routines-Based Interview Form 195 Appendix 3: Assessment of Family Activities and Routines 208 Appendix 4: Assessment of Family Activities and Routines (Sample) 213 Appendix 5: Assistive Technology Device Request Form, CT Birth to Three Form 3-11 218 Appendix 6: Letter of Medical Necessity (Sample) 221 Appendix 7: Child Caregiver Interaction Plan 223 Appendix 8: Child Caregiver Interaction Plan (Sample) 225 vii | Connecticut Assistive Technology Guidelines Foreword he advancement and changing landscape of technology has impacted the lives of individuals with disabilities, enabling them to lead Tfuller and richer lives. The Connecticut Assistive Technology Guidelines were released in 2013. Since its publication, there have been significant changes in the availability of technology tools and resources that can improve educational outcomes for students with disabilities. The reason for the update is to ensure that current information is identified and websites in the document are brought up to date. Fortunately, current aspects of assistive technology (AT) are no longer “different” and fall within the realm of universal design for learning (UDL). In particular, students with disabilities are able to access high-tech AT such as smartphones and tablets of all types in order to perform a variety of functions designed for anyone without stigmatization or prejudice, which can be used to enhance teaching and learning experiences. As well, wireless mobile and smart home technologies (e.g., Google Home, Amazon Echo, text-to-speech software, etc.) promote self-reliance and enable young adults with disabilities to be as independent as possible within their limitations. However, technology by itself or just providing students with devices does not improve outcomes and make learning more effective. For students with disabilities, the human interface remains the most important aspect for educators to implement AT with fidelity for students with disabilities. As new technology and apps emerge at such a rapid pace, it is important now more than ever for viii | Connecticut Assistive Technology Guidelines FOREWORD educators to understand that technology is not an end in itself but rather a tool, which leads to new approaches to teaching and learning. Educators who embrace the potential of technology discover an innovative set of tools and applications that can better serve them and all of their students. Technology offers educators, students, and their families more choice and voice. They have more options than ever before to accommodate different needs and types of learning, to demonstrate that learning, and provide connections to share information and partner in learning. By having more educational supports, tools, and devices at their disposal, students with and without disabilities may feel a greater sense of purpose and ownership in their learning and education in general—allowing opportunities to tap the potential they possess for success. (Updated March 2019) ix | Connecticut Assistive Technology Guidelines Acknowledgments Special thanks to all who had a role in this project. Project Coordinator Editor Smita Worah, Ph.D.*† Jennifer Baker, Consultant Coordinator, Oak Hill Centers State Education Resource Center New England Assistive Technology Center Project Managers Sarah Harvey† Thomas S. Boudreau Education Consultant Education Consultant Connecticut State Department Connecticut State Department of Education of Education Bureau of Special Education Bureau of Special Education x | Connecticut Assistive Technology Guidelines ACKNOWLEDGMENTS
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