Test Outline
 ·UDL = universal design for learning, accommodates learning differences for individuals
·AT = anything that helps with learning, mobility, etc. simple/complex = pencil grip – ipad/wheelchair, relates to UDL in helping students learn/gives access to tools to help succeed
·AT device = device helps to improve quality of life, learning, mobility, AT service = services to obtain/use AT device
·AT continuum = sophistication, training needed to use, cost (no-, low-, mid-, high-tech). gov’t funding, could be funded by the school district if need is great, some teachers obtain no-/low-tech devices using own funds
·SETT = student, enviro, task, tools. 4 standard q’s – assessment to evaluate what AT students need (perusall)
 ·Explain Individualized Education Plan (IEP) – helps students have access to technology and other assistance they need to have a good educational experience. AT will be referenced in SDI, related services and mod/accom.
 ·FAPE = free appropriate public ed, cost will not be the parents expense, education will be appropriate for the students needs, right to public ed, education must be provided to children with disabilities LRE = least restrictive environment, special ed students are educated in the environment where they will thrive
·ADA, FERPA

Midterm Essay Exam

1.     First, you want to make sure the concept of UDL is understood, as it is foundational to assistive technology. Tell how you would define UDL and why UDL is important in all educational settings.

UDL stands for Universal Design for Learning which is designing the curriculum for universal access. UDL has three principles which are “1. Provide multiple means of representation, 2. Provide multiple means of action and expression, 3. Provide multiple means of engagement.” UDLCenter UDL has the goal to remove any barriers to learning and give all students an equal opportunity to succeed. It’s about building in flexibility that can be adjusted for each and every student’s strength and needs. So now the question is why is it important in all school settings? Well it’s important in ALL school settings because it gives those students that might learn slower or students that just need an extra explanation of a concept to understand the lesson and curriculum just as well as their peers.

2.     Very few teachers use and even understand assistive technology (AT) is and why it is important. Provide a comprehensive definition of AT, the reasons for using AT, and how AT connects to UDL.

AT stands for Assistive Technology, which is technology used by individuals with disabilities to help them perform certain tasks, that without the given technology it could have been hard or nearly impossible for the individual to perform. These many products and services both high tech and low tech will help individuals who have different disabilities, such as; walking, writing, learning, and remembering. The main reason of using assistive technology is if used appropriately could allow students with various and specific learning disabilities to successfully function in an inclusive setting, where students of varying skills can learn from one another. UDL is found to be foundational to AT because it is a framework based on researchers, that gives the development of flexible learning environments that can accommodate individual learning differences.

3.     You then put into the presentation the difference between AT devices and AT services. How would you explain what they are and how they are different?

An AT device is any product system or piece of equipment, whether found on the shelf of a store, or customized for an individual with disabilities, that could be used to advance or maintain his/her potential or capabilities. Which is basically any tool whether high tech or low tech, almost anything could be used for an AT device. While an AT system is directly provided to aid an individual with a disability in the selection, and the use of any AT device. The main differences in an AT device and an AT system is that an AT system is the support that helps select, implement and maintain a AT tool or device, while an AT device is just anything that will help benefit a student’s disabilities.

4.     In your first training the team gets excited and starts to talk about some higher technology devices that they have heard about and that are quite expensive. Before they get too far you stop them and explain the AT continuum and talk about how AT devices are funded. How would you explain the AT continuum and funding to them?

The AT continuum consists of no-tech, low tech, mid tech, and high tech devices. A devices placement on the continuum is based on the amount of training needed to use and understand the functions of the device, as well as the technologies difficulty. Low tech devices could include simple things like raised line paper, or pencil grips, something that doesn’t require much training, isn’t that expensive, and doesn’t have complex mechanical features. mid tech devices could include digital recorders, or closed captions on the TV, these devices may have some complex features, and may require some training but aren’t too hard to figure out. While high tech devices would most likely have digital components, which will require training and more effort in order to learn how to operate the device, some examples include power wheel chairs, augmentative communication devices with voices, or a computer or iPad with software or apps downloaded onto it. Most of the devices needed are relatively expensive mainly the high tech devices, you might be thinking to yourself how do we afford or who funds these devices. Well devices are funded most of the time through the school, but if the school doesn’t fund the device needed then it is left to the family to pay or fund the acquired device.

5.     You also want to help the team understand that you don’t just pick a device and figure out how it can help. There is a framework with the acronym S.E.T.T. Explain in whatever way is best for you what S.E.T.T. stands for and how to use S.E.T.T. to decide which AT device is best suited to the needs of a disabled person.

S.E.T.T. stands for Student, Environment, Tasks, Tools. S.E.T.T is used to decide which AT device is best suited to the needs of a disabled individual. S.E.T.T. is used after the IEP team analysis’s the information given about the student. Information like the environment in which the student functions in, the tasks that are required in each environment, and the tools that are currently implemented. The analyzation of the students, different environments, tasks and given tools is the foundation of S.E.T.T. After all of the gathering of information the team will then decide if the current solution and tools are meeting the needs of the individual, or if additional service or devices are needed for their success.

6.     Your trainings are going so good that you want to share them with parents. So, for your first parent training you want to include information about how AT fits into their children’s IEP. First, explain what and IEP is and its purpose. Second explain where AT will be referenced in the IEP.

An IEP is an individualized education plan, this is a plan to provide services needed for a student with disabilities. When an IEP is assigned to an individual they will then meet with a special education teacher, where they will write out the students measureable goals. Goals that are specific to the student’s needs. The teacher should check up on the student thought the year and monitor the student’s progress through administering validating test that are individualized to that student and their accommodations. In an IEP you will find the students specific accommodations, adaptations, supplementary aids, and services. Under supplementary aids and services is where you will find assistive technology, as well as other aids like large print, preferential seating, and pacing. AT is found in this specific section because it is a specific need/aid for that individual student, it’s something needed to help that student grow and progress toward their goals set in their IEP.

7.     In the training some parent’s express concerns about how their children are included in the classroom alongside their peers. So, you explain some of the basic principles from IDEA. There are six, but how would you specifically describe FAPE and LRE?

First off IDEA stands for Individuals with Disabilities Education Act. There are six principles that create a basis and understand of what each student should receive. IDEA ensures that all students receive equal education, despite their disabilities. IDEAS main principles include FAPE (Free Appropriate Public Education) which is provided in conformity with the individualized education program which is provided at public expenses, under the publics supervision without charge. Another principle is appropriate evaluations by trained evaluations, and an individualized education plan to meet the child’s unique individual needs. The LRE (Least Restrictive Environment) ensures that the student is involved with general education classes and settings at all times. Which is based on a case by case basis for each student in the special education program. The fifth principle is parent provision which allows the parent to be involved with all decisions. Lastly is the procedural safe guards which allows parents to review all educational records involving their child. These principles help parents implement appropriate education to their child by focusing on their son/daughter’s individual needs while ensuring them of the best education possible.

8.     After explaining IDEA principles, you also want to share with them some of the AT laws that you feel have shaped where we are today in providing opportunities for students to be successful. Pick two laws that you feel were most influential in providing access for individuals with disabilities today. Tell me about them and why you chose them.

Some of the AT laws that have shaped where we are today in providing opportunities for students to be successful that I found the most influential to getting the access we have for individuals with disabilities are Section 508 of the Rehabilitation Act and the Americans with Disabilities Act.  Section 508 of the Rehabilitation Act states that “all electronic and information technologies developed and used by any federal government agency must be accessible to people with disabilities” section508 This act is so important because nearly 1 in 5 people in the United States have a disability whether it be visual, auditory, mobility, or cognitive. This act provided all technology used by any federal agency available to the 56.7 million peoples in it US with disabilities. This helped them by now being able to hear, speak, or giving them transportation. This act was the most influential for me because it gave access to everyone not just a certain group. The next law that I found to be most influential was the Americans with Disabilities act which is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of life such as; jobs, schools, and transportation.  Title 2 in this law addresses employment, “which states that an employer must offer “equal employment.” ada This title was such a turning point for individuals with disabilities because it gave these individuals the equal opportunity to work which will help them become more independent and give them social skills. The second part of this title insisted that people with disabilities also have to be given equal access to public education and transportation. This part of the title helped those with disabilities finally feel equal to their peers as now they were able to go to free public schools and get an education. They also get public transportation which is something that they could use to get to school or their jobs. Both of these acts opened up so much potential opportunities expanding what people with disabilities could do and accomplish with the tools they need to succeed.

Citations

“A Guide to Disability Rights Laws.” A Guide to Disability Rights Laws, www.ada.gov/cguide.htm#anchor62335.

 “Assistive Technology.” PBS, Public Broadcasting Service, 16 July 2012, www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/assistive-technology/. 

“A Guide to Disability Rights Laws.” A Guide to Disability Rights Laws, www.ada.gov/cguide.htm#anchor62335.

“Definition of Assistive Technology.” Definition of Assistive Technology, www.gpat.org/georgia-project-for-assistive-technology/pages/assistive-technology-definition.aspx. 

“Funding Solutions.” Funding Solutions - Tools For Life, www.gatfl.gatech.edu/tflwiki/index.php?title=Funding_Solutions. 

“Least Restrictive Environment (LRE) & FAPE.” Wright, Pete, and Pamela Wright. IDEA: Least Restrictive Environment (LRE) and Free Appropriate Public Education (FAPE), www.wrightslaw.com/advoc/articles/idea.lre.fape.htm.

“Section 508 Law and Related Laws and Policies.” GSA Government-Wide Section 508 Accessibility Program, www.section508.gov/content/learn/laws-and-policies.

“The Three Principles.” National Center On Universal Design for Learning, www.udlcenter.org/aboutudl/whatisudl/3principles.