There are many technology tools that can be used to address visual -spacial or motor control difficulties. Chapter 5 #5

For students with visual-spatial or motor control difficulties there are some technological options available to help them in the quest for math knowledge.

Math Pad is a program that creates talking worksheets for whole number math learning.  The student can use the keyboard or mouse or a scanning feature to allow them to respond.  Problems are revealed one at a time and the problems are lined up in correct digit position.  There is speech output available for the learners that struggle with reading or visual impairments.  This program can help the student that has attention or focusing issues.  The teacher can put math problems in and feedback will be given immediately. This allows the student to see where the mistakes are occurring.   Math Pad Plus raises the level to include fractions and decimals.  To assist the visual learners, there are charts and graphs that the student can move and adjust to help him see the math problem.

Virtual pencil - is for the "pencil impaired" student.  For the student that is motor impaired or blind or that has a learning disability that interferes with writing this program offers all math basics and also can be set to tutorial mode.  There is an Algebra level for the students in higher level math.

Number Navigator - is a very basic math processor that allows for the creation of math expressions or equations and for their solving.

Math Type - This is a program for advanced math with more symbols, greater number of equations and color enhancement to bring clarity to equations and solutions.

Scientific Notebook - This brings the programs to a whole new level.  This program can work in calculus, vector calculus, transformation and matrices.

Meander's Annotator - This allows for work in Geometry.  USing a part of Microsoft office student can draw on diagrams, properly show congruent angles, parallel lines and plot on a XY graph.

These next programs require Dragon Naturally Speaking software in order to supply the support of voice to text. or in this case voice to math equations/numbers.  Math can be inputted by voice and then printed to show the work.  The programs are Math Pad by Voice and Math Talk/Scientific Notation.

 

There really seems to be no limit on what technology can help the student with some specific learning disabilities in doing.  This technology addresses the needs of the physically challenged, visually impaired and students with reading difficulties and those that need immediate feedback.  While it cannot reach all students, it provides help and support for many.  

Applications used to address Automaticity and Fact Fluency Chapter 5 #4 Computers and Internet

2x2     40+6     10/5     25-6     697+333     245/3     45.34x.789

There were four educational applications that were mentioned to address automaticity and math fact fluency.

FASTT - stands for Fluency and Automaticity through systematic Teaching with Technology.  This system measures the response time of the student can then can create customized activities based on that information - results based.  This program helps the student to work on the memorization of facts.  Teachers are able to monitor results and adjust the program as necessary to better suit the learners needs or goals.

Timez Attack - focuses on multiplication facts from 2 - 12.  It is from the makers of Sony Playstation and the graphics and video game-like screens are enticing to many learners.

Arithm Attack - this program is used the practice all basic math in addition, subtraction, multiplication and division.  It also can be customized by the teacher .  The teacher can set the high and low numbers in order to provide the greatest challenge or successes for the student.

Arcademic Skill Builder - also focuses on basic facts in addition, subtraction, multiplication and division.  This program can be made to have multi -players or single players.  This can add to the competitive appeal for some learners.  The program can be customized by adjusting the number range, speed of expected response and the way the answer can be selected - typing, mouse and arrow keys.

All of these programs would fit the bill for the beginning math learner.  The game like quality of a few will reach the learner that loves to "game".  It is also nice to have the "team" or multi-player option.  The ability of other students to supply motivation for each other takes some of the pressure off the teacher.  The teacher can create levels that will challenge and others that allow for greater success.  This helps to create an activity that all students can be successful in, no matter their learning ability.

Chapter 5 Computers and the Internet to teach Math #3

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The art and science of asking questions is the source of all knowledge.

Thomas Berger 

When selecting educational applications to meet a student's goals and objectives there are key questions that should be asked.  It needs to be determined what the goal or purpose of computer use is.  Does the computer provide a different way of doing homework, participating in classroom activities or to "show what you know".  Does it help educate the user in basic concepts and skills?  Does it allow for practice of skills?  Does the computer assist with writing, language development and self expression?  Is it giving the student options to think critically and problem solve?  Is the student able to use the internet for reference and leisure activities?

The educational application needs to coordinate with the goal and purpose of the computer use.  Another question is if the application matches the students' interests?

It is important to keep in mind the age of the children and the educational needs of them.  Are visual problems addressed?  Are physical or cognitive abilities taken into account with speed of response?  Is there feedback provided when it is beneficial for the student?  Can the application be customized to provide the student with the best supports for him? Is it easy to use? 

These questions (and more) are vital to establish the necessary and proper supports for the student with learning disabilities.  These questions are similar to the questions in the SETT program.  It is important to determine need and then if the need is being fulfilled correctly with the most benefit for the student. 

Read more at http://www.brainyquote.com/quotes/keywords/asking_questions.html#ZctZkMOmVWeLBJ0y.99 

Writing - friend or foe?

 Writing is a form of therapy; sometimes I wonder how all those who do not write, compose or paint can manage to escape the madness, melancholia, the panic and fear which is inherent in a human situation.

Graham Greene 

 I myself am very found of writing.  I enjoy turning a phase or telling a short amusing story.  I also love to read and without writers there would be nothing to read.  For some learners - that would be fine with them.  Without the written word we would  struggle to communicate and share ideas.  The words would be heard briefly and then fade into a memory.  There are many steps to writing and for the struggling writer they represent an almost insurmountable obstacle.  Notice I said almost.  Here are some ways that may help.

For prewriting - inspiration, more specifically kidspiration provides wonderful tools like graphic organizers and sequencing charts to help a writer get started wth ideas and points.

Drafting can be helped by using a word processor.  For students with physical or cognitive difficulties the DRAGON software can help with word recognition and more.  This program can also help with text to speech as well as editing. As can, JAWS.

Sharing or publishing has many option thanks to the internet.  The blogs that we have created are available to an audience and can be a great way to share learning progress with family and friends.  You can use a regular PC or even an Ipad.  The Ipad is really proving to be a tool for the future.  The size allows for greater use among many people.  We just need it to become mor affordable so that it can be put in the hands of the many that need it for the bare need of communication.

As has been shared, just having the tools is not enough.  There needs to be effective training for all users and it needs to be updated as updates are made available.  The tool can only be as good as the user.  If we plan the IEP right we can help all students become the storyteller of the future.

 

   

Websites that are GREAT!

It has been great seeing, reading and hearing about these assistive technology tools.  The you tube vidoes and testimonials have been informative as well.
BUT
actually using them opens a whole new world of possibilities to myself as a teacher and as a result to the students that I will teach.  My advice is to take advantage of the free downloads and try them for yourselves. I just wish I had more time!

I first went to the Inspiration software site, http://www.inspiration.com to see what all the fuss was about.  I selected kidspiration and spent about an hour reading about the options and possibilities and decided to try the free download.  Once I had the software - I was off to the races.  I am actually using the graphic organizer tool tomorrow in my student teaching observation.  It is easy to use.  It has talking icons and a very forgiving correction ability.  For a single computer download it is $39.95.  So, relatively inexpensive for all it does.  As I said I will be using it for my reading lesson tomorrow.  We are working on comprehension and sequencing so the graphic organizer is perfect!  The students will be able type words and phrases onto the organizer (along with pictures) and then with the push of a button convert it to a sequence chart that has space for the student to add details.  
I will let you know how it goes!

After all the time I spent on kidspiration I was rather let down when looking at the readwritethink site.  It had useful tools and seemed easy enough to use but did not seem as user friendly.  The different websites offer were a plus and there were a lot of lessons from other teachers.  I am just anxious about tomorrow and hope trying the software will yield a positive result.

http://www.readwritethink.org
http://www.inspiration.com/examples/search

Website - AT and the options for reading/writing

The ability to read is a requirement for learning.  For students that struggle with reading they have a disadvantage when it comes to participating in the "usual" or "ordinary" way.  Technology has broken down those walls for some learners.

Bookshare.org offers books in electronic form that can be read aloud.  These options can meet the needs of many of the learners with various disabilities.

Some of the software offers options to highlight and extract information.  This can assist with comprehension and retrieval for later assigned work.  It can also control the speed at which the text is revealed and can be paused to allow for comprehension and questioning.

The text to speech can be customized to suit the learner's needs.  The rate of speech, the speed of text reveal, dictionary access and high quality voice choices.  These selections can create a learning situation that allows the learner to access the reading selection and comprehension at the same time.

There is OCR - optical character recognition that helps bring visual clarity to any type. 

For some learners, the format needs to be consistent throughout the learning process.  There is some software that can assist with this need so that the student is not spending time or mental resources adjusting to different layouts or menu bars.
  

There is a way for everyone to be able to learn.  If we create the right situation for a struggling learner he can have access to the world, in his own way and learn his best way.  We need to provide that opportunity for all.

http://www.gatfl.gatech.edu/tflwiki/index.php?title=Webinar_Archives

www.bookshare.org/‎

Bookshare.org How-To By Jessica Pinto - YouTube

www.youtube.com/watch?v=TJVPG4e38Wo‎

AT & Learning Disabilities

There are many learners with disabilities that can use assistive technology to help them navigate the learning process.  The technology today can give learners a voice when before they cold only stay silent.  In this course we have seen and heard about many of these devices and we can share this knowledge with everyone using, you guessed it, technology!  These learners have the ability but cannot share their knowledge in our ordinary way.  Extraordinary means for extraordinary learners!

Stephen Hawking - theoretical physicist, cosmologist and learner with multiple disabilities.  Considered by some to be one of the greatest minds of our time.  He was diagnosed with ALS at the age of 21.




Some learners with disabilties can benefit from the less stimulating presentation of information and spelling and grammar checks that are built into a program.  There are learners that have the words that they wish to use but cannot access them to put them on paper or on the screen.  He may have dyslexia and this can create a difficulty in reading accurately or for clarity and comprehension.  There are times when words are not an option for communication and only pictures will assit the learner in sharing his knowledge.  Some of the sensory difficulties could be low vision or blindness.  These learners need assistance with writing, typing and or reading.

Students with learning disabilties can use:

High tech options
Word prediction software - this can save the learner time by helping find the word he means to use quickly.  This allows for the flow of work to continue at a pace that does not interrupt the flow of thought.
Voice recogntion software - the learner that is unable to write or type what he is able to say or hear in his head can dictate to the computer.  The student can now say what he means and can share what he has learned or discovered.
Low tech options
Dictionary or thesaurus - this can be made available to the student in every class.
Word rings - these can hold high frequency words with definitions and pictures that allow the student easy access.

Students with Sensory Disabilties
High tech option
Scanner - this can have information to be read loaded into it and then will read aloud to the learner.
Screen magnifier - this can allow for the print on the computer screen to be enlarged to a size that the learner can more easily read.

Low tech option
Colored transparencies - this can help by providing contrast in color between background and the words.
Enlarged text - this can be worksheets and reading material that is enlarged when printed on the copier.

There are many ways to assist learners with disabilities reach their goals and access learning and knowledge.  It is important to include assistive technology in a students IEP if there is a way that it can help the learner read, write, type, hear, see or express thoughts, emotions and needs.

www.k12.wa.us/specialed/families/ieps/.../lowtechassistivetechnology.pdf

www.hawking.org.uk/

IEP considerations

The focus in our coursework so far has been about what AT devices are available, what disabilities they would be helpful with and how to plan lessons including all learners.  Now we are investigating the legal side of the quest for education for all.  The IEP represents what all interested parties agree would be best for the learner with disabilities - whether it be a calculator and pencil grip to a side mounted selection device.

Copy of an annotated IEP

In the IEP the special education teacher must consider the following when writing goals:

1) The area of need; the direction of change; and the level of attainment

2)

2) Relate it to the functional task that the child needs to complete.

 3) In some cases the child will need training and instruction on the use of the assistive technology and in other cases, it will be a material that the child is using to achieve a specific goal or objective. An augmentative communication device might 

be used under either of these conditions.

It is important in all IEPs to consider if an AT device would be helpful for a student to reach his learning goals.  The SETT checklist would be a great tool in assessing the need.

www.joyzabala.com/

If you have a team approach to the IEP process and you ask for help when determining struggles, needs and goals the student is more likely to benefit from everyone's expertise.

In a previous video it was mentioned by the expert that it is not as important where you put the AT portion of the IEP but that the technology aspect is addressed and put in if it is deemed necessary.

AT devices

There are many types of technology available to those who are learners that are struggling with various disabilities.  We have read some information about many of these in previous assignments.  Here are a few pictures and some details that can help assess which tool or tools would be right for you or your learner.

READ and WRITE GOLD software

Read and Write Gold – Comprehensive Literacy software with features such as Text-to-Speech with highlighting, Word Prediction while typing, Study skills for organization and research, Scanning Documents & Books with OCR, highlighting and exporting with Bibliography, Fact-Mapping and Brainstorming, and Web apps for the iPad.



For students that struggle with writing, word or vocabulary needs, reading difficulties.



E-Books and Apps - There are Apps for accessing digital books such as VoiceDream and iBooks, as well as many free e-book and audiobook options. Read textbooks for school or books for pleasure. Apps can be utilized with accessibility features such as Voice-Over, Zoom/ Magnification, HIghlighting, Definitions, Annotations, White on Black text, etc. There are iPad and iPhone Apps for all Abilities and Disabilities, and all Subjects of Learning (Math, Reading, Social Studies, Science), as well as Literacy, AAC (communication), mobility (GPS), Studying, Organization and Time Management, Reminders, Scheduling, etc.

DRAGON

Voice Recognition Software – Use your voice to control everything. Speech-to-Text software and apps for individuals who are physically unable to access a computer, or may have a learning disability or print disability. Speech recognition can be utilized to access all features of a computer- reading, navigating, typing, research, sending email and texts, completing work, etc. It can also be used for environmental controls in one’s home environment, for lights, television, music,  appliances, etc. Speech recognition can also support individuals who may struggle with spelling and grammar.

Students can dictate their writing assignments to the computer software for those students who have a physical disability and are unable to type or need assistance in typing with speed.




iPad and iPhone Apps – Apps for Learning, Apps for Communicating, Apps for Magnification and Screen Reading, Apps for Navigating, Apps for organization, studying, reminding, and scheduling; Apps for all subjects- and the learning is engaging and interactive. Apps encourage participation and exploration, and involve everyone, making all learning accessible. Apps for anything, anytime, are available now on the iPad and iPhone. Apps are also available for Android and Windows platforms, as well as tablets.



The iPad offers many supportive technological aspects to all learners.  The apps can be purchased at many different price points.

Digital Magnifiers and Magnification Software and Hardware - Software to magnify your computer screen, invert text colors, increase mouse and cursor sizes. Hardware to Magnify Documents and Books, magnify the Whiteboard or Chalkboard to be able to see instruction, Take photos to study later, screen reading built-in, and more options for individuals who are Visually impaired, or losing sight over time. There are also magnification apps for Apple and Android. Magnification options are available on iphones, iPads, and tablets for use in the community, such as reading bus schedules or signs, menus, and utilizing for work.




This software assists the learner in many ways including color and  magnification.  This would be great for the visually impaired or the student that needs text to be differentiated in color

JAWS ScreenReader -for individuals who are Blind and need screen reading and keyboard shortcuts to access the internet, email, and other computer applications for communication, research, and learning.







Adjustable and Large Font Keyboards – Keyboards with trays that raise and lower, Large Font Keyboards with easy to see keys, one-handed keyboards, keyguards and guides for the iPad and AAC devices.

There are many different keyboards - for one hand use, split keyboards that are ergonomically friendly, back lit keyboards to assist people with vision disability, large, colored keys that have numbers imbedded in keyboard for math use.



DAISY  Audio Players – There are several DAISY audio players available, such as the Bookport Plus, PlexTalk, and VictorStream. These audio book players are accessible to individuals who are Blind or Visually impaired, as well as those with print disabilities due to a physical or cognitive disability, such as TBI or Dyslexia. Download & Listen to audiobooks with Bookmarks, audio record, download MP3 music files, and more.









Voice output communication device, Dynavox.  It can be used by people with speaking difficulties to communicate.  There are different machines for different disability levels.  There are some that are supported by eye selection method, pointers, and typing.  As long as the person is able to do any of these skills - they can use one of these devices to speak to others.

Module 3 #2 Appropriate AT devices

We need the appropriate AT device for each and every student.  We have spent much time reviewing what devices are available.  We have seen what their functions are and what they can be used for.  As part of the SETT checklist - we can determine what the student needs are and how they can best be addressed with assistive technology.  It is vital that the IEP team meets to help determine need and equipment that best fits those needs.    

Andy

Example 6:

Present Level of Academic Achievement and Functional Performance: Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate with his family. He is very social and enjoys parallel play. Andy does not communicate vocally in the classroom, but does use some gestures. At school Andy will sign, but only with prompts.

Annual Goal: Andy will increase expressive language production by using a variety of communication methods in the classroom, including sign language, gestures, communication boards, pictures, and simple voice output devices during four out of five opportunities.

 Communication Board

Sarah 

Present Level of Academic Achievement and Functional Performance: Sarah can use eye gaze fairly successfully to indicate her wants and needs when items are appropriately displayed so that her communication partner can tell what she is gazing at. She currently makes a grunting sound to greet others, to get attention, and to represent both yes and no. She has recently been using a four-message output device and is having some success at making choices. Sarah travels independently about the school in her power chair.

Annual Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using voice output devices and eye gaze strategies.

STO 1: When provided with a single message voice output device on her wheel chair, Sarah will use it to greet peers in the hallways, lunchroom and classroom 100% of the time.

STO 2: Using an eye gaze frame mounted on her wheelchair, Sarah will indicate her preference between four choices 80% of the time on five random trials.

STO 3: When asked “yes/no” questions, Sarah will indicate “yes” with a smile and eye contact with communication partner, and “no” by looking down at her wheelchair tray for at least three seconds 90% of the time on 10 random trials.

STO 4: When provided with a preprogrammed four message voice output device, Sarah will participate in story time by using repetitive phrases, requests to “hear more”, “turn the pages” etc., appropriately 80% of the time during five random trials.

Voice output device

Mary

Example 4:

Present Level of Academic Achievement and Functional Performance: Mary currently communicates with sounds that are not always understood by those around her. She often becomes upset when she is not understood. She likes people and likes to be around both adults and children. She is beginning to play simple games.

Annual Goal: Mary will communicate her interests and needs in three or more environments/situations using a single message voice output device.

Short Term Objective (STO) 1: Using a single message voice output device, Mary will communicate when she wants to change activities during play time on three out of five opportunities on three consecutive days.

STO 2: Mary will use the single message device to interact with others during games, such as Peek-a-Boo on three out of five opportunities on three consecutive days.

STO 3: Mary will initiate communication by “calling” someone using a preprogrammed message on a single message voice output device on three out of three opportunities on three consecutive days.

STO 4: Mary will “lead” singing during circle time by activating a preprogrammed single message voice output device on three out of three opportunities when it is her turn.

single message voice output device

Becky

Example 3:

Present Level of Academic Achievement and Functional Performance: Becky is learning to read and is anxious to complete writing assignments with her peers. She is not able to produce handwritten material due to severe spastic quadriplegia. Becky is interested in using the computer and has been introduced to it. The staff has helped Becky experiment with several switches in a variety of locations. She seems to be most accurate using a switch mounted next to her head.

Annual Goal: Becky will use a single switch mounted on a switch-mounting arm positioned to the right side of her head and scanning software to access the computer 9 out of 10 times for a variety of educational assignments.

single switch mounted on arm

Eric

Example 2:

Present Level of Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing any handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

Annual Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10th grade English and Civics classes.

word processor

Johnny

Example 1:

Present Level of Academic Achievement and Functional Performance: Johnny uses his right hand to write and to physically position his left arm and hand. He has difficulty managing papers as he writes. He collects and utilizes a lap tray, incline board, non-slip mat and modified clipboard but often waits for staff to set up modifications.

Annual Goal: Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task.

checklist/chart

5 AT videos - many opportunities

Plus training!

The I pad is "a miracle" was one of the quotes that was tossed about the internet.  There are many stories that are on you tube that support this assessment.  The Carly video showed how she became able to communicate with her family and caregivers using the ipad.  I would not say that it is a miracle but I would definitely acknowledge that the ipad is a powerful tool that when used correctly and with proper support can open the door to communication.  So for the family the experience could be a miracle if there was no prior way to communicate with the child before the I pad was introduced and taught.  If the child does not have the cognitive ability to begin with, the I pad itself does not matter.   The equipment is the means to access abilities that already exist within the child and then continue to develop it.

One of the social stories for children

Model me kids - offered various pre designed social stories.  These stories can be used to show children with Austism what some of the acceptable responses are in different settings and for various situations.  This would be helpful for the families as well.  It is a difficult thing to navigate social interactions with children that struggle with reading cues like body language and facial expressions.  The opportunity to see and hear someone else have a phone conversation with a friend can allow for greater success when the child tries to initiate a call himself.

Proloquo2go

The youtube video that discussed Proloquo2go was showing a bit about how the system/app can work.  It also mentioned its affordability in comparison to some other high quality text to speech machines.  It is also used on the iphone or itouch.  This would allow for the tool to be in the child's pocket and make it easier to use in public situations.  The earlier video that was required watching also mentioned this app and the woman was completely in support of this and had all good things to say about it.  The I pad with the Proloquo2go  total cost was about $1000.  (At the time of the video - it could be less at this time.)


The Leslie Stahl 60 minutes piece again talked about the positive learning experiences that some children are experiencing.  The strongest part of the video was when the teacher tried working with the student on her numbers.  The paper that was printed with the numbers was not at all interesting as a learning tool.  The I pad with the numbers and voice saying the numbers was able to inspire the child to pay attention and participate to the lesson.  If the ability is within the child - the I pad can provide him with a platform in which to express his knowledge, needs or opinions.  The non judgmental and impersonal machine offers, what seems to be, a safe place to try and try again if necessary.

I went to the "Geekdad" page.  This dad wanted to clarify the "miracle" name calling that was being used in reference to the I pad.  I do agree with his ultimate message though I did feel he did need to supply more factual truths and studies to back up his statements.  The use of the word "miracle" was not meant by anyone as a "cure" for autism or any other communicative disorder.  The gift that it can sometimes supplies family with is the first words from a child in 10 years.  The frustration that occurs on a daily basis when, as a parent, you try to meet the needs of a child and cannot guess right is monumental.  Our most helpless moments are when we cannot understand or help our children or students.  If the I pad provides the link to being able to communicate with more students - it comes close to being a miracle in my eyes.  I do agree that the I pad should not be used as a "babysitter" and needs to be taught properly and maybe then we can access even farther into the silence that exists while behind the child's eyes you know there lies so much more.  
www.wired.com/geekdad/2011/03/ipads-are-not-a-miracle-for-autism-geekdad-opinion/

I pad - the tool for all

http://m.youtube.com/#/watch?v=FGU1ELjS7bQ&desktop_uri=%2Fwatch%3Fv%3DFGU1ELjS7bQ

As I type this on my I pad mini I realize that I under utilize this tool.  I have learned more about it's uses since I have started back at school.  It can be a great word processor.  I can share you tube videos.  I can write my blog.  I can search for pictures and upload them onto my blog.  I can e mail a friend or text my daughters.  I can put together my grocery list and check my bank account balance.  The apps are never ending it seems and if you are willing to look for an app to teach you how to cook - it is

probably out there.

It seems that technology as we see it advances our abilities and saves us time.  For a child with learning disabilities it can bring everyday tasks that we take for granted, to their finger tips literally.

For the younger children with physical difficulties the ease of point and swipe offers them access

to activities that they would have been excluded from - like telling the teacher what you want for

lunch.  The "Speak it" app says what you type.  This can help the non verbal students that have

the ability to process but cannot verbalize.  Polo quo to go was a bit pricey but offered much in the 

way of flexibility and customization.  The prices of some apps can be a deterrent but for the most

part these apps seems to be affordable.

"Gage speaks:" is a wonderful story of how parents have supported their child with Autism and the growth he has made.

http://m.youtube.com/watch?feature=related&v=VZwKqEccDWY

The I pad has multiple uses.  It can be a tool for learning and communicating but it can also work 

as a reward for effort or work completed.  It is interesting that most children are not afraid of it and

actually prefer it as opposed to a person as an aide.  Maybe it is the non judgmental aspect

of this tool - as the one student used "Furry Friend" to try and fix his clarity of speech.  There is no

disappointing a machine and you are in control and in charge of how you do and what you do.  It is a machine for 1 that is a machine for all.

I would love to be able to offer this option to a student that could really benefit from all its powers. I am not sure of who that student is but using the SETT framework maybe I will be able to identify one soon.

AT for School Age - Ready - SETT....

Sorry, I couldn't resist the sports analogy...

Game, SETT, Match....

As you can tell, I thought that the SETT approach was great.  I prefer the systematic approach to - it takes the guess work and the subjectivity out of the situation.  An IEP meeting is potentially an emotionally charged situation so bringing transparency and clear, concise questions and answers allows for the facts to the forefront.  It is like a mathematical equation in the beginning - then the human side is added with the discussions among parents, teachers, student and specialists.

I thought the other tools - AT feature match and tech matrix brought another level of straightforwardness to the situation and made it easier to reach the goal of a well written AT aspect to an IEP.

I thought the independent consultant that said - it doesn't matter where you put the AT part of the IEP - it is more important that you write it well and cover all the tools that the student may need - from pencil grips to the more expensive high tech tools, if that is what the student needs to be successful in the educational setting and in his life.

www.atinternetmodules.org/mod_list.php