AT vs. IT PDF

Assistive Technology & Instructional Technology ​ Assistive Technology (AT): Special education law defines assistive and technology as both devices and services. ○​ Devices: Any item, piece of equipment, or product system, whether acquired commercially just off the shelf, modified...

Assistive Technology & Instructional Technology ​ Assistive Technology (AT): Special education law defines assistive and technology as both devices and services. ○​ Devices: Any item, piece of equipment, or product system, whether acquired commercially just off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. ○​ Services: Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. ○​ Legislation ​ Tech Act, 1988 (PL 100-407): Support programs of grants to states to address the assistive technology needs of individuals with disabilties. AT state grant program was established in 1988 as a 10-year program to enable states to create systems for improving access to AT devices through public awareness, public policy initiatives, and training and technical assistance. ​ IDEIA 2004: Stands for individuals with disabilties improvement act, and it defines AT as both devices and services. ​ Assistive Tech Act 2004 (PL 108-364): Requires states to spend a significant portion of state grants on direct AT services for individuals with disabilities. ○​ AT in the IEP: ​ Low tech: Equipment and other supports readily available in school, including off-the-shelf items to accommodate the needs of students. ​ Ex: Post-it, Stopwatch, Highlighter, outlines, printed materials double-spaced and with larger print ​ High tech: Supports students who may need more specialized equipment and support services beyond basic assistive technology, often students with low incidence and/or significant/severe disabilities. ​ Ex: Reading and writing software, word processor, multi-media software, laptop/tablet for note-taking ​ Staff training: Helps teachers, support staff, and students use AT in the classroom. ○​ Assessment: ​ WATI-AT Consideration Guide ​ Consideration not assessment ​ Uses known information  ​ Information collected helps guide further assessment ​ Should be able to complete this form in one sitting ​ Looks at: ○​ What is already in place ○​ What is being looked at for the future ​ WATI-AT Assessment: ​ Three parts: information gathering, decision making, and trial use (sampling different AT options). ○​ Seven Categories: ​ Positioning: Devices like supportive seating systems or adjustable desks to enhance posture and comfort. ​ Mobility: Tools like wheelchairs, walkers, or powered scooters to support movement. ​ Augmentative or Alternative communication: Devices like communication boards or speech-generating devices to assist non-verbal or speech-impaired students. ​ Computer Access: Products that help people with disabilities access and use computers. ​ Examples: Specialized software, alternative keyboards, voice recognition ​ Adaptive toys & games: Modified tools to promote play and engagement. ​ Adaptive environments: products designed to increase access to homes, businesses, and other buildings by people with disabilities and include systems to open/lock doors, control lighting, temperature and other environmental needs. ​ Examples: door openers, ramps ​ AT Service: Support to select, acquire, and use assistive devices effectively. ○​ SETT Framework for Planning AT: Group of questions that help guide AT decision making ​ Student: Identify the student’s strengths, needs, and goals. ​ Environment: Analyze the settings where the student will use the technology. ​ Tasks: Define the tasks the student needs to accomplish. ​ Tools: Select approperitate tools to support the student in completing the tasks. ​ Instructional Technology (IT) ○​ Uses for reading:  ​ IT can help students with a reading disability (dyslexia) in areas such as decoding and vocabulary. ○​ Uses for writing: ​ It can help students with a writing disability (dysgraphia) in areas such as: fine motor, language processing, and visual spatial. ○​ Uses for math: ​ IT can help students with a disability in math (dyscalculia). IT can help students with visualizing, working with numbers, pattern recognition, and recognizing numbers and symbols. ○​ Uses for executive function support: ​ Executive function are a set of cognitive skills that we all use everyday to learn, wokr, and manage daily life. ​ IT can help students with making goals/plans, time management, engaging in repair strategies, etc. ○​ Differences between Assistive and Instructional technology ​ Assitive technology is mandated by Special Education laws, while Instructional technology is not. ​ IT focuses on facilitating student learning. ​ Teaching through a variety of technological teaching tools to improve student understanding, this increasing learning. Sources used: https://mn.gov/admin/at/getting-started/understanding-at/types/