Developed by:

1023 South U.S. 27 • St. Johns, MI • 48879

Phone: 800.274.7426 • Fax: 989.224.0330
TTY: 989.224.0246 • E-mail: matr@edzone.net
Website: www.cenmi.org/matr

This document was produced and distributed through an IDEA Mandated Activities Project for Michigan’s Assistive Technology
Resource awarded by the Michigan Department of Education, Office of Special Education and Early Intervention Services.
 Michigan’s Assistive
Technology Resource

1. The overall purpose of MATR is to provide information

services, support materials, technical assistance, and training
to local and intermediate school districts in Michigan to
increase their capacity to address the assistive technology
needs of students with disabilities.
2. MATR’s website is: www.cenmi.org/matr/
3. Services to schools are FREE and include:
• Support to IEP team members during the process of
considering AT
• Equipment loan program for trials of AT to schools
• A software loan library for parents and school personnel
• Training - inservice workshops, intensive trainings, and
development of training materials
 This document was produced and distributed through an IDEA Mandated Activities
Project for Michigan’s Assistive Technology Resource (MATR) awarded by the
Michigan Department of Education. The opinions expressed herein do not necessarily
reflect the position or policy of the Michigan Department of Education, the Michigan
State Board of Education, or the U.S. Department of Education, and no endorsement
is inferred. This document is in the public domain and may be copied for further
distribution when proper credit is given. For further information or inquiries about this
project, contact the Michigan Department of Education, Office of Special Education
and Early Intervention Services, P.O. Box 30008, Lansing, MI 48909.

STATEMENT OF COMPLIANCE WITH FEDERAL LAW

The Michigan Department of Education complies with all Federal laws and regulations
prohibiting discrimination, and with all requirements of the U.S. Department of Education.
 1023 South U.S. 27
St. Johns, MI 48879
Phone: 800.274.7426
Fax: 989.224.0330
TTY: 989.224.0246
matr@edzone.net
www.cenmi.org/matr

Keys to Success:
Assistive Technology Overview
 Objectives
•Define assistive technology

•Identify indicators of appropriate assistive

technology consideration and documentation

•Gain knowledge of funding resources

•Gain awareness of assistive technology

continuum and tools

•Discuss available local, state and national

resources
 What is Assistive
Technology?
The Individuals with Disabilities Education
Act IDEA ‘97 (Public Law 105-17) mandates
the provision of assistive technology and
offers clear definitions of assistive technology
devices and services.
 Legal Definitions
Assistive Technology Devices

Any item, piece of equipment or product

system, whether acquired commercially
off the shelf, modified, or customized that
is used to increase, maintain, or improve
the functional capabilities of children with
disabilities. (Section 300.5)
 Legal Definitions
Assistive Technology Services
Any service that directly assists an individual with a
disability in the selection, acquisition, or use of an
assistive technology device. (Section 300.5)

•Evaluating
•Providing devices
•Selecting, Designing, Customizing
•Maintaining, Repairing
•Coordinating
•Training/Technical Assistance –student, family
and school service providers
 IDEA Facts
•Schools are required to provide AT at no cost to
the parents if it is needed for a student to receive a
free appropriate education.

•The IEP team is responsible for determining

whether a child requires assistive technology to
benefit from their educational program
•IDEA ‘97 requires IEP teams to consider the
assistive technology needs of students during the
development of an IEP
Assistive Technology Consideration
Where do we start?
 A Team Approach
• Multiple perspectives from a number of disciplines will
ensure that the needs of the student will be addressed
and services are provided across all environments.

• Members may include: Student, Parent(s), Assistive

Technology Specialist, Special Education Teacher,
General Education Teacher, Occupational Therapist,
Speech and Language Pathologist, School Administrator,
Physical Therapist, School Psychologist, Para-Educator

• The IEP team is responsible for determining whether a

student requires AT to achieve goals and objectives.
Assistive Technology Consideration
•Student centered focus

•Multidisciplinary team approach which

includes the student and family

•Provides information about the student from

multiple perspectives across all environments

•IEP team is empowered to make decisions

regarding AT devices and services
Consideration Process

Features of a consideration process:

– Identifies area of concern
– Identifies barriers to learning and participation
– Explores potential solutions
– Implements solutions
– Gathers and documents information
– Tracks and monitors progress and adjusts
plan as needed
The use of a decision making
framework is helpful in
determining a student’s
assistive technology needs.

SETT is one example of a

framework that assists teams
in the consideration process.
 Example of a Framework for AT Consideration
SETT
Student Environment Tasks Tools
by
Joy Zabala
www.joyzabala.com

SETT is a framework that assists teams in the consideration

process.
Critical elements of SETT:
•Process
•Communication
•Multiple perspectives
•Collaboration
•Flexibility
•Pertinent information and resources
 SETT
By Joy Zabala (1994)

What does the student need to be able to do What are the students special needs
that is difficult or impossible to do and abilities?
independently at this time? STUDENT

What are the functional areas of concern?

What are the students current abilities?

What activities take place in the environment? Where will the student participate- classroom, home,
community, therapy?

ENVIRONMENT
What materials, equipment,
supports, resources are available? What is the physical arrangement?

What specific tasks occur in the environments which What activities is the student
enable progress toward mastery of IEP goals and TASKS
expected to do?
objectives?

Tools are devices and services- everything Tools must be student centered.
that is needed to help the student succeed. TOOLS

Describe tool features that are needed.

Tools are on a continuum
from no/low, mid, high.
 Documenting Assistive Technology
• IDEA regulations do not identify how or where to
address assistive technology in the IEP however
they do specify that “consideration” is
documented somewhere in the IEP

• AT should be identified in the part or parts of the

IEP that best fit with the type of assistive
technology provided and correspond to the
areas addressed by IEP goals and objectives.

• Describe the type of assistive technology,

include enough detail of features, and device
categories without specifying the brand name.
 Data Collection and Documentation
Data collection and documentation is an ongoing
process that is used to review and revise a
student’s plan. This includes:

– Formal or informal assessment data identifies

baseline performance, specific needs, and initial
assistive technology implementation.

– Performance data supports or disproves solutions

tried (tool trials).

– Performance data evaluates outcomes and measures

student performance toward goals.
 Funding
Local Sources
For small monetary requests (under approximately $2500)
•Service Organizations
•Local Businesses
•Community Foundations

Large Foundations
Additional funding for larger requests (Typically over $5000)
•Private Foundations
•Corporate Foundations

•Visit MATRs website for more resources

http://www.cenmi.org/matr
 Assistive Technology Continuum

Assistive Technology is a continuum of

tools, strategies, and services that match
a student’s needs, abilities and tasks.

Explore possible solutions needed to meet goals

Low Tech Tools Mid Tech Tools High Tech Tools

Pencil grips Books on tape Text readers
Color coding Talking spell checker, dictionary Voice recognition
Highlighters Word processor Environmental control devices
Slanted surfaces Tape recorder Augmentative communication device
Reading and writing guides Adaptive eating utensils Software for manipulation of objects
Enlarged worksheets Switch controlled toy, light, blender Electronic books
Assistive technology can support access to the
curriculum in many ways.

 Early childhood issues (such as play, early literacy)

 Positioning
 Physical access for learning tools/computers
 Motor Aspect of Writing
 Composing Written Material
 Learning/Studying
 Organization
 Reading
 Math
 Communication
 Specific needs of students with sensory deficits such as hearing or vision
 Needs of Daily Living
 Assistive Technology
for

Early Childhood
 Early Positioning

2
3

4
Making Play Accessible
Early Literacy
 Assistive Technology
for Positioning
Beyond Early Childhood
Positioning at a workstation
Supportive Positioning
 Assistive Technology
for
Physical Access
Switches for Accessing
Learning Tools
 Physical Access to Computers

When assessing a student’s need for computer

access:

•Observe the student using standard equipment before

making any adaptations

•Make adjustments in small increments thus maintaining

the focus on “least restrictive”

•When an adaptation is made, a trial period of at least

six weeks to assess usefulness is recommended
 Windows’ Accessibility Features
• Mouse: pointers, speed and trails

• Display: resolution settings, high contrast etc., Magnifier (XP)

• Cursor: repeat rate or delay and blink rate

• Keyboard options: sticky keys, filter keys and toggle keys, onscreen
keyboard (XP).

• SoundSentry: screen sounds for VI

• Narrator-Screen Reader (XP)

• Accessibility Wizard Windows ME and above: for setting features in

control panel based on user need
Cursor Control
Switch Interfaces for Computers Access
Utility Scanners
Alternate Cursor Control
Accessing the Keyboard
Specialty keyboards
Onscreen Keyboards
Accessing the Keyboard Through Voice
 Assistive Technology
for
Accessing the General Curriculum
Switch Based Adaptations for

Classroom Participation
Pouring Cup
from Ablenet
Adaptations for Classroom Participation
Low Tech Academic Support
Portable Learning Tools
Portable Word Processors
 Software for Academic Support

1 2 3

5 6
4
Assistive Technology
for the
Needs of Daily Living
Low Tech Daily Living Devices
Talking Measuring Jug
High Tech Daily Living Devices

2 4
9

3 8
1
5 6
7

10

11
 Assistive Technology for
Students with Visual Impairments
 Access to Print Material

•Large print books

•Audio Books

•Desk top magnifiers

Access to Writing for Students
with Visual Impairments
 Computer Access for Students
with Visual Impairments

•Lower screen resolution

•High contrast settings

•Screen magnification
software

•Screen reader software

•Scan and read software

•Refreshable Braille output

 Assistive Technology for
Students with Hearing Impairments
 Accessing Communication through
Augmentative and Alternative Communication

“Any device, system or method that

improves the ability of a child with
a communication impairment to
communicate effectively” YAACK
Light-Tech AAC Options
Mid-Tech AAC Devices
Mid-Tech AAC Tools
High-Tech Dedicated AAC Tools
High-Tech Non-Dedicated AAC Tools
Communication Software
How can I learn more about
Assistive Technology?
 Resources

Local National
Regional State
•AT Contact •CTG
•ATA
•MATR •CSUN
•WATI
•MACUL •RESNA
•TAM/CEC •UCP
•AER
•ASHA
•AOTA
 References/Resources
MATR (Michigan’s Assistive Technology Resource) http://www.cenmi.org/matr
TAM/CEC (Technology & Media Division of the Council for Exceptional Children)
http://www.tamcec.org/
MACUL (Michigan Association for Computer Users in Learning) http://macul.org/
Closing The Gap http://closingthegap.com/
ATA (Alliance for Technology Access) http://www.ataccess.org/
CSUN (California State University Northridge) http://www.csun.edu/
RESNA (Rehabilitation Engineering & Assistive Technology Society of North America)
http://www.resna.org/
WATI (Wisconsin Assistive Technology Initiative) http://www.wati.org/
ASHA (American Speech Language Hearing Association) http://asha.org/
AOTA (American Occupational Therapy Association) http://www.aota.org/
UCP (United Cerebral Palsy Association) http://www.ucpa.org/
AER (Association for Education and Rehabilitation for Blind and Visually Impaired)
http://www.aerbvi.org/
Joy Zabala, Assistive Technology Consultant – http://www.joyzabala.com
Assistive Technology – A LIFE TOOL!

THANK YOU