An Assistive technology means "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 a child with a disability." Individuals with Disabilities Education Act (IDEA)
An assistive technology service is defined by IDEA 2004 as "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device." The term includes:
a) the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment;
b) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child;
c) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
d) coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
e) training or technical assistance for such child, or, where appropriate, the family of such child; and
f) training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child.
COMING SOON TO A PLAYGROUND NEAR YOU!!!
Carroll County Public Schools is dedicated to providing accessible communication for all students in the community. Playground communication boards are being implemented throughout the county for all children to communicate with each other as they play during recess or after school hours. We currently have six schools who have communication boards installed with many more to come in the near future.
The communication boards use BoardMaker® symbols with printed words that many children with complex communication needs already use in their communication books or devices. The background colors are helpful for students with visual challenges. These playground boards let children who have difficulty speaking aloud, invite their friends and family to play on different equipment, comment on the fun they had together, or solve a typical playground disagreement.
To use a communication board, children or adults can touch pictures “saying” words that match their message.
Communicators who are verbal can say the words aloud as they touch, such as I…Want…Swings, and then put the message in English form, I want to swing.
Communicators who are non-verbal or use multiple communication forms can use the symbols by touching and having their partner “read” their pattern; Ex. Swings Want. The partner can then reflect and model the appropriate language with the child’s message by saying, “You want to swing”.
The boards use communication patterns designed to flow smoothly, like a conversation. Taking turns, children can complain, comment, request, refuse, and ask anything about activities typical to the play area near the board.
Have fun communicating and playing!
Frequently Asked Questions
- How would the IEP team request an assistive technology consultation?
- What areas could a student be considered for an assistive technology consultation?
- What should the team be implementing/discussing prior to requesting an AT consultation?
- How do you document AT consultation services and equipment on the IEP?
- Who is responsible for implementing and monitoring the use of AT strategies, software and hardware?
- How often does the AT team monitor student progress?
How would the IEP team request an assistive technology consultation?
The IEP team will gather data and document the need for an assistive technology consultation. A member of the AT team should be invited to the Referral Review meeting in order to hear the screening information and review data. At this time, the team could recommend a consultation, observation, review as determined by the screening information.
What areas could a student be considered for an assistive technology consultation?
What should the team be implementing/discussing prior to requesting an AT consultation?
How do you document AT consultation services and equipment on the IEP?
Who is responsible for implementing and monitoring the use of AT strategies, software and hardware?
How often does the AT team monitor student progress?
The CCPS Assistive Technology Team includes a certified Speech/Language Pathologist with advanced degrees and clinical practice in AAC and AT, and two paraprofessionals with training and skills in AAC and AT. This team supports teachers, other therapists and parents to evaluate and develop technology solutions to support students that require specialized instruction for communication as well as written language, reading, and math access to curriculum. The team provides training for staff, families and students to support the implementation of technology solutions for students.
You can call 410-751-3292 or email one of the members of the AT Team below: