Replies to This Discussion

Permalink Reply by Blanca Duarte Martini on August 22, 2009 at 10:32pm

Hi Lorianne,
I know to comply with making sure students meet the standardized test minimum of 3 or better, students are placed into AIS courses. Sometimes these classes include the use of AT, such as visual or hearing adjustments or diagnostic software. I am not sure that this is to decrease the referral to Special Ed but certainly with the extra help, students can improve (and it is the requirement)...I'd be interested in finding out what happens in other districts as well...

Permalink Reply by Kathy Levy on August 23, 2009 at 10:18am

Hi All,
I don't think AT is used proactively to reduce special education referrals. Occasionally, it is used by Speech Therapists when they have students on an "improvement" basis and not classified yet. They might use some programs such as Simon Sounds It Out or Earobics. I have not seen it used during pull-out reading support for the general education student, but that doesn't mean some teachers are not incorporating AT into their program. It is not yet used to strictly instruct and monitor progress as a Tier 2 or 3 model of instruction. I think change in that area is very slow and teachers need to learn how to balance the technology effectively with intensive instruction.

Permalink Reply by Blanca Duarte Martini on September 17, 2009 at 11:08pm

Hi Kathy,

I was talking more along the lines of using diagnostic software like Read 180, for example, to address lack of proficiency. This tool can also be used as AT to help that child increase fluency. At some point I think that it will be difficult to differentiate a tool and classify as only "educational" technology or assistive technology. There are several web based tools, such as Christine mentions below, that are used in general ed settings to increase collaboration, for example, that when used individually with a student to increase writing skills (Google Docs) that could be looked at as an AT. If we are talking straight "AT" like specific tools that you would find in a catalog, then I would agree that I have not seen general ed teachers recommending AT. I was talking specifically about Read 180 (and I imagine there are others),that could be used both with general ed to increase reading skills and with a Special Ed child. Does that make sense?

Permalink Reply by Kathy Levy on October 14, 2009 at 6:54pm

Hi Blanca,
Yes, that makes total sense. When I was responding to Lorianne's original email I was thinking more of what you called "tools that you would find in a catalog." My head just keeps putting AT into that category. I think that is because I view any technology that is available to the general public as just good 21st century tools that we should be teaching all of our students to use and we should be using to teach. It's Best Practice. It's all educational technology. Even Read 180 doesn't hit me as assistive technology; it's a reading intervention program that has a technology component. Lol- I might be having difficulty with the word "Assistive." I agree with your statement, "At some point I think that it will be difficult to differentiate a tool and classify as only "educational" technology or assistive technology." I think I'm at that point already!

Permalink Reply by Lorianne Hoenninger on August 23, 2009 at 4:33pm

Hi
I was actually thinking about handwriting and organization impaired kids who just need access to a portable word processor or laptop. Kathy in your district there were several students who had AT who were not classified. In those cases the special dept paid for the device. In one of my current districts, the building paid for the device. There is another district that I am involved with that is trying to resolve this issue. That is why I wondered how everyone else handled it. Who pays for the device, training, followup, repairs etc

thanks
Lorianne
Lorianne

Permalink Reply by Christine Southard on September 2, 2009 at 5:28am

Teaching students to use 21st century tools to compensate for deficits is a great 'response to differentiation,' but I have not heard of it being used as part of the RTI initiative. A response to intervention needs to be a research-validated intervention and I'm wondering how AT would fit into the equation for an individual. I'm sure that there are other programs a district has had to purchase for the initiative and they would have to consider using those tools first to address student needs prior to purchasing a device for that child. For example, I believe our district is looking into AIMS as part of the RTI initiative. If a student has a 504, he/she may have access to AT, but I cannot see a how/why a district would purchase AT for a student that does not fall under that category.

In our school all students have access to some type of technology (computers and laptops included), but like Kathy said, "Change in that area is very slow and teachers need to learn how to balance the technology effectively with intensive instruction" for whole class, small group and individualized instruction. Technology integration is going to take time based on the training and comfort level of the staff beyond the scope and sequence of the technology teacher, especially for non-classified students. It is sad to say that we have to wait for the teachers to catch up with the technology, but we have to be patient.

If you're just looking for tool suggestions, a Franklin Spell Checker has multiple functions that can assist with handwriting and is a tool that could be readily available to all students as educational technology rather than assistive technology. I wrote a blog about the product here here. The device is relatively inexpensive, the training involves reading the directions and I have only had 1/8 break in the 3 years that I've been availing this technology to my students. Gravity and spell checkers are counter productive.

Google Docs and Calendar are two free online tools that students could use to help with writing/organization. Since all Google applications are web based and accessed on any computer with internet access, students can access these tools on any school laptop or desktop, as well as at home. Students can do all of their writing assignments online and the calendar could be used for homework assignments or events you normally place in an agenda. Both applications allow sharing and the information could be shared and edited with a teacher and parent. HTH (Hope that helps).