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Jeanette Thomas

IRIS Assistive Technology Online Module Assignment

Assessment
1.

Name at least three items that could be considered AT and describe how those devices
could support a student with a disability in the classroom.
1. Specialized writing tools: Used to develop gross-motor and fine-motor skills
such as pencil control and pencil grasp, these tools reduce frustration for students
when writing while increasing their writing speed and movement.
2. Pencil grips: These simple devices are often used by students who have low
muscle tone or immature pencil grasp patterns.
3. Planners: Notebooks or calendars are used to help students keep track of their
schedules and upcoming events, as well as to plan how much time is needed to
complete an assignment.

2.

Explain two reasons why it is necessary to consider AT for students with disabilities.
1. students are equipped with multiple means to complete their work
2. meet their educational goals.

3.

Why is it important to consider both AT devices and services?


These forms of assistive technology go hand-in-hand because success for a student is
dependent not only on having access to a device but also on having the support and
services needed to use it effectively.

4.

Describe three responsibilities of the Implementation Team.


1. Selecting, fitting, adapting, repairing, or replacing the device as needed
2. Coordinating the services for a student who uses a device (e.g., therapies,
education)
3. Providing training or technical assistance to the student, family, teachers, or
others involved in the use of the device

5.

List three outcomes the Implementation Team can determine by evaluating a students
assistive technology.
As soon as the implementation of AT has begun, it is critical that information be gathered so
the team can make informed decisions about what is working for the student. Some of the
information that should be collected includes:
1. Student feedback to determine whether the student likes the AT and feels
that it is helpful
2. Observations to establish whether the student uses the AT and appears
engaged and interested in using the device
3. Performance data to determine whether the AT helps the student to perform
the intended task(s)

6.

Imagine you are a seventh-grade general education language arts teacher and a student in
your class has an upcoming IEP meeting. What types of information should you gather ahead
of time to contribute to the discussion of the students AT needs? Name at least four.
The team develops a plan to help guide AT implementation and to ensure that
activities related to AT are completed.
1. Who is the contact person for coordinating efforts
2. Who is on the Implementation Team and what are their roles
3. What AT devices and services will be used
4. How AT will be used across home, school, and community environments
5. How the student, teachers, and parents will be trained on AT
6. How AT will be monitored and evaluated

7.

During the meeting suggested in the example above, the IEP team recommends AT for
the student. As a general education teacher, describe your role in the AT implementation and
evaluation processes.
There are several things a teacher can do to maximize students success with AT:
1. Understand the Students NeedsKnow the students strengths and weaknesses.
2. Attend meetings (e.g., IEP meeting, AT Team meeting) to share information and
consider the students AT needs.

3. Participate in AT training to learn about the students AT.


4. Understand how AT helps support a students IEP goals and objectives.
5. Recognize that some AT will be simple to implement in the classroom, whereas other
types may be more difficult to implement or might require more time to learn how to
effectively use.
6. Allow the student to practice with a new device using skills that come easily to him or
her, only then moving to more difficult skills. In this way, the student is not both
struggling with the academic content and learning to use a new device at the same
time.
7. Be aware that students using AT may require more time to complete instructional
tasks.
8. Understand the ways in which the classroom environment can affect the students
successful use of AT. For example, use of the classroom computer may require prior
consideration for structuring a small-group activity.
9. Take note whether AT is isolating the student from his or her peers.
10. Regularly monitor the students progress.
11. Encourage AT Use
12. Learn how to use the students AT device(s).
13. Incorporate AT into the regular school day.
14. Create a to-do list to make sure that the AT is ready for use.
15. Set up the AT in easy-to-access locations in the classroom.
16. Familiarize the entire class with the AT and explain why certain students need to use
it.
17. Make time for students to become familiar with equipment.
18. Assign buddies as needed (e.g., the student may need assistance putting on
headphones).
19. Collaborate and Communicate

20. Seek support from knowledgeable individuals (e.g., information technology


specialist, other educators, family members).
21. Use Websites, blogs, and listservs to find helpful answers to questions or to find out
how others have successfully implemented AT in the classroom.
22. If the AT is not working for the student, communicate with the IEP team to consider
new AT options.
23. Communicate with teachers and family members about what is and is not working.