AT Initial Thoughts-Brandon Garcia

1.

What should teachers know about assistive technology and how it is used by students
with disabilities?

Assistive technology is important in helping a student with a disability achieve the goals they are
capable of. Assistive technology is not a accommodation that should do the work for the student or
replace what they are learning from the teacher. It should instead do what its intended for and that is
assist the student in completing certain tasks or assignments that if they were without the technology
would be extremely difficult to complete.

2. What are the school's responsibilities regarding assistive technology?

The schools responsibilities for assistive technology are to determine if the student needs the
technology to assist them in completing tasks. There are times when the student is fully capable of
completing assignments without assistive technology and times when it is needed. The school or system
needs to devise a plan as to what technology will be used and how it should be implemented. The school
is also responsible for collecting data, feedback from student/teachers and determine if the technology
is appropriate or needing to be changed. The school needs to meet with the student and parent to
update them on the technology use on a consistent basis.

3. What can classroom teachers do to help their students fully succeed in their use of
assistive technology?
The classroom teachers need to make sure that the student uses the technology on a consistent basis
and on things the IEP specifically outlines. The teachers need to know how the technology works so that
they can help the student if they have questions about the AT. It is also important that the teacher
consistently asks for feedback from the student to understand if the student is comfortable with the
technology and if it is helping the student as it should.

AT Reflection
1.

What should teachers know about assistive technology and how it is used by students
with disabilities?

Assistive technology is important in helping a student with a disability achieve the goals they are
capable of. Assistive technology is not an accommodation that should do the work for the student or
replace what they are learning from the teacher. It should instead do what its intended for and that is
assist the student in completing certain tasks or assignments that if they were without the technology
would be extremely difficult to complete.
R: It is important that assistive technology is talked about and possibly considered at every students
IEP meeting not just those who have had a history with a disability that might require AT use. There is a
process that should go with the meeting during the AT consideration and it is important that the proper
steps are done correctly. When the meeting is held, there should be representatives from many areas of
expertise so that valuable information and observations are noted. AT is not to take away from the
teachers expertise or replace them, it is simply there to help that student achieve the product that the
teacher wants for their assignments.

2. What are the school's responsibilities regarding assistive technology?

The schools responsibilities for assistive technology are to determine if the student needs the
technology to assist them in completing tasks. There are times when the student is fully capable of
completing assignments without assistive technology and times when it is needed. The school or system
needs to devise a plan as to what technology will be used and how it should be implemented. The
school is also responsible for collecting data, feedback from student/teachers and determine if the
technology is appropriate or needing to be changed. The school needs to meet with the student and
parent to update them on the technology use on a consistent basis.
R: AT is covered under FAPE and if it is documented that AT is needed then it is in the IEP and the
teachers and staff need to follow the specific outlines. Not doing so is detrimental to the student and
breaking the law. The school needs to let the student try it out before making a solid confirmation on if
AT is needed. If there is a question on whether its necessary or not, the student deserves a chance to
see if it will help them succeed.

3. What can classroom teachers do to help their students fully succeed in their use of
assistive technology?
The classroom teachers need to make sure that the student uses the technology on a consistent basis
and on things the IEP specifically outlines. The teachers need to know how the technology works so that
they can help the student if they have questions about the AT. It is also important that the teacher
consistently asks for feedback from the student to understand if the student is comfortable with the
technology and if it is helping the student as it should.
R: Teachers can continue to find other resources to help that student with AT, and not stick to the same
AT if other/better options are available. The teacher needs to encourage the student to use it regularly
so that they become comfortable with it and are not shy of using it in front of others. The teachers can
extend different tools that they find to help students out and communicate with other teachers as to
what is working well for their students and what isnt so that valuable time is not spent combing through
certain AT that might not work well. Its important to interact with the student to see how they feel
about the technology and communicate with the parents and case manager consistently to update them
on progress or concerns.

AT Post Reflection
1.

What should teachers know about assistive technology and how it is used by students
with disabilities?

Assistive technology is important in helping a student with a disability achieve the goals they are
capable of. Assistive technology is not an accommodation that should do the work for the student or
replace what they are learning from the teacher. It should instead do what its intended for and that is
assist the student in completing certain tasks or assignments that if they were without the technology
would be extremely difficult to complete.
R: It is important that assistive technology is talked about and possibly considered at every students
IEP meeting not just those who have had a history with a disability that might require AT use. There is a
process that should go with the meeting during the AT consideration and it is important that the proper
steps are done correctly. When the meeting is held, there should be representatives from many areas of

expertise so that valuable information and observations are noted. AT is not to take away from the
teachers expertise or replace them, it is simply there to help that student achieve the product that the
teacher wants for their assignments.

2. What are the school's responsibilities regarding assistive technology?

The schools responsibilities for assistive technology are to determine if the student needs the
technology to assist them in completing tasks. There are times when the student is fully capable of
completing assignments without assistive technology and times when it is needed. The school or system
needs to devise a plan as to what technology will be used and how it should be implemented. The
school is also responsible for collecting data, feedback from student/teachers and determine if the
technology is appropriate or needing to be changed. The school needs to meet with the student and
parent to update them on the technology use on a consistent basis.
R: AT is covered under FAPE and if it is documented that AT is needed then it is in the IEP and the
teachers and staff need to follow the specific outlines. Not doing so is detrimental to the student and
breaking the law. The school needs to let the student try it out before making a solid confirmation on if
AT is needed. If there is a question on whether its necessary or not, the student deserves a chance to
see if it will help them succeed.

3. What can classroom teachers do to help their students fully succeed in their use of
assistive technology?
The classroom teachers need to make sure that the student uses the technology on a consistent basis
and on things the IEP specifically outlines. The teachers need to know how the technology works so that
they can help the student if they have questions about the AT. It is also important that the teacher
consistently asks for feedback from the student to understand if the student is comfortable with the
technology and if it is helping the student as it should.
R: Teachers can continue to find other resources to help that student with AT, and not stick to the same
AT if other/better options are available. The teacher needs to encourage the student to use it regularly
so that they become comfortable with it and are not shy of using it in front of others. The teachers can
extend different tools that they find to help students out and communicate with other teachers as to
what is working well for their students and what isnt so that valuable time is not spent combing through
certain AT that might not work well. Its important to interact with the student to see how they feel
about the technology and communicate with the parents and case manager consistently to update them
on progress or concerns.

WATI Assistive Technology Consideration Guide

1. What task is it that we want this student to do, that they are unable to do at a level that
reflects their skills/abilities (writing, reading, communicating, seeing, hearing)?
Document by checking each relevant task below. Please leave blank any tasks that are
not relevant to the students IEP.
2. Is the student currently able to complete tasks with special strategies or
accommodations? If yes, describe in Column A for each checked task.
3. Is there available assistive technology (either devices, tools, hardware, o software) that
could be used to address this task? (If none are known, review WATIs AT Checklist.) If
any assistive technology tools are currently being used (or were tried in the past),

describe in Column B.
4. Would the use of assistive technology help the student perform this skill more easily or
efficiently, in the least restrictive environment, or perform successfully with less personal
assistance? If yes, complete Column C.

Task

Motor Aspects of Writing

Computer Access

Composing Written
Material

A. If currently completes
task with special
strategies and / or
accommodations,
describe.
The student is given extended
time on written assignments to
help with his difficulty in writing
due to his motor ability disability.

B. If currently
completes task with
assistive technology
tools, describe.

C. De
assist
tried.

None

Write-O
is spok
in to te

The student is given computer

access so that he can use word
processing software and voice to
text software to complete writing
assignments.

The student is given

computer access so that he
can use word processing
software and voice to text
software to complete writing
assignments.

Additio
softwar
help th
be ove
differen
Docs/S

The student is given extended

time on written assignments to
help with his difficulty in writing
due to his motor ability disability.

The student is assigned a

computer to use so that his
written responses are clear
and easy to read by those
who view his work.

Along w
new sp
used a
supplem
studen
to text
spoken
save.

Communication
Reading
Organization

Task
Assessing Students Needs
for Assistive Technology (2009)

A. If currently completes
task with special strategies
and / or accommodations,
describe.

B. If currently completes
task with assistive
technology tools,
describe.

Math
Recreation and Leisure
Activities of Daily Living
(ADLs)
Mobility
Positioning and Seating
Vision
Hearing

5. Are there assistive technology services (more specific evaluation of need for assistive techn
the assistive technology, technical assistance on its operation or use, or training of student,
student needs? If yes, describe what will be provided, the initiation and duration.
At this time there is not. At his recent IEP meeting it was determined that the AT
working great and the data along with the student/teacher feedback proves that.

Assistive Technology Implementation Plan

STUDENT INFORMATION
Student Name

POINT OF CONTACT

(Individual assigned to keep the Implementation Plan updated)

Joe Peters-Collins Hill High School

EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED

STATUS (e.g., owned by school, will purchase, will borrow, etc)

Laptop Computer-Online Free Word Processing Software or Microsoft Suite Tools

Owned by Gwinnett County Public School System

EQUIPMENT TASKS
TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set up

PERSON RESPONSIBLE

DATE DUE

Software updates and general technology maintenance

Bill Wilson-School Technology

representative for the system

May 2016

IMPLEMENTATION TEAM
NAME (List all individuals who will implement the AT with the student.)

ROLE (e.g., administrator, teacher, family member, service provider, etc)

Joe Peters

Teacher/Case Manager

Brandon Garcia

Special Education Teacher/Co-Teacher in ELA

Marilyn Snyder

General Education Teacher-ELA

NH

Student

Barbara H

Mother of Student

TRAINING
TRAINING NEED

TRAINEES

TRAINER

DATES & TIMES

FOLLOW UP / ALONG PLAN

Technology update for school word

processing software

NH

Snyder, Peters, Garcia

February 2016

March 2016

CLASSROOM IMPLEMENTATION
IEP GOAL
Student will use school issued computer to
complete written assignments for both
classroom assignments/evaluations and
standardized evaluations.

CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc)
ELA

PERSON(S) RESPONSIBLE
NH

AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)
Computer, Word Processing Software, Microphone

HOME IMPLEMENTATION
IEP GOAL
Student will use school issued computer to
complete written assignments for both
classroom assignments/evaluations and
standardized evaluations.

CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc)
ELA

PERSON(S) RESPONSIBLE
NH

AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)
Computer, Word Processing Software, Microphone

MONITORING/EVALUATION
GOAL

INSTRUCTIONAL STRATEGY

RECORDING SYSTEM & FREQUENCY

(How will you teach student to use equipment

and/or how to achieve goals.)

(e.g., task analysis recording system; score + or - on

data recording sheet)

PERSONS RESPONSIBLE FOR

IMPLEMENTATION / DATA COLLECTION

Student will use school issued computer to

complete written assignments for both
classroom assignments/evaluations and
standardized evaluations.

Teachers will answer any

questions the student has about
the AT once training is completed.
Teachers will show the student
how to access certain tools in the
software to complete various
tasks. Student has a great
background with the AT.

Digital Recording and visual

observations. Recording number of
assignments that require writing and
how many times the student used his AT
for those assignments each week.

Peters,Snyder,Garcia

Evaluation:
The student has enjoyed using the word processing software in his classes to help him
complete his work. He says he often feels rushed or anxious because he cant seem to
complete his work on time or its not legible because of his motor impairment. He likes
how the laptop is portable and he can take it from class to class when needed to complete
writing assignments. The student says much of his stress on assignments has gone away
due to the implementation of the AT. The student is very engaged when using his AT. He
enjoys that he can put his thoughts clearly on a paper for the reader to understand and
that has made learning fun. The student uses the device on a regular basis and selfadvocates when he needs the device for another class by making the appropriate
arrangements beforehand. The IEP team determined it was important to check on the
AT use and data on a weekly basis and then reporting the information at the end of each
grading period to determine if any adjustments needed to be made. After this past
grading period where the goal is to have the student use the AT on every writing
assignment he was at a 95% mark. This has helped his learning and progress in the class

tremendously and appears that he will continue to improve now that a majority of his
stress in academics has been lifted.