Leading the Way:
Leading the Way: Using Assistive Technology to Support Inclusion Minnesota Division for Early Childhood Early Childhood Special Educa8on Leadership Conference October 2016
© 2016, PACER Center
Contact Information • Bridget Gilormini, SLP-MST • Director, Simon Technology Center • Director, Technology to Improve Kids’ Educational Success • email: [email protected] • Twitter: @bgilormini • Phone: 952-838-1410 • Web: www.pacer.org/stc & www.pacer.org/stc/tikes
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Session Agenda 1. 2. 3. 4. 5.
Introduction to PACER and the Simon Technology Center Assistive Technology (AT) and Early Childhood: Research TIKES Project Resources to Support the Use of AT in Early Childhood Closing Thoughts, Questions, and Evaluations
Page 3
www.PACER.org PACER has programs for children and young adults with all disabilities, their parents and families, and the professionals working with the families.
2
Simon Technology Center The Simon Technology Center is dedicated to making the benefits of technology more accessible to children and adults with disabilities. • Information & Referral • Lending Library • Free Consultations
• Individualized Trainings • Workshops and In-services • Special Projects
Page 5
Assistive Technology (AT) and Early Childhood: Research Page 6
3
Assistive Technology and Early Childhood Strong research-based evidence demonstrates the positive effects of many types of assistive technology to use with children ages birth to 5
Page 7
Research Data suggests that the use of AT can significantly improve outcomes for infants and toddlers and improve both socio-emotional and pre-academic skills. (Campbell, et al., 2006; Dugan, et al., 2006; Moody, 2012; Wilcox, et al., 2006)
Page 8
4
Research In a review of a number of studies done by Carl Dunst and others, a wide variety of assistive technology makes a noticeable difference in just a few sessions of use with children. Systematic Review of Studies Promoting the Use of Assistive Technology Devices by Young Children with Disabilities (Research Brief Volume 8, Number 1 2013) Page 9
Page 10
5
DEC Recommended Practices E4. Practitioners work with families and other adults to identify each child’s needs for assistive technology to promote access to and participation in learning experiences. E5. Practitioners work with families and other adults to acquire or create appropriate assistive technology to promote each child’s access to and participation in learning experiences. INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
DEC Assistive Technology Checklist (draft) • Checklist includes procedures for identifying and using assistive technology (AT) to promote child participation in learning activities to enhance child competence. http://ectacenter.org/~pdfs/decrp/ ENV-5_Assistive_Tech.pdf • Full set of DEC checklists http://ectacenter.org/decrp/type-checklists.asp
6
TIKES Technology to Improve Kids’ Educational Success Page 13
Federally Funded Early Childhood and Assistive Technology Grants • Education priority based on research that shows assistive technology is underutilized by children with disabilities ages birth to 5 • One of three grants awarded in the country by U.S. Department of Education’s Office of Special Education Programs (OSEP)
Page 14
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What is TIKES? A partnership between PACER and three MN school districts to improve the use of assistive technology (AT) with young children with disabilities Page Page15 15
Purpose of TIKES • To empower families and professionals to use assistive technology (AT) with children with disabilities ages birth – five • To use assistive technology to help improve outcomes for children age birth - five Page 16
8
Why TIKES? • Research supports that the use of assistive technology can increase success for children ages birth – 5 • Research shows that assistive technology is not used enough for children ages birth – 5
Page 17
TIKES Components • Hands-on Training • Coaching • Consultations • Access to AT • Child-Centered AT Planning Documents • Technical Support • Support Materials Page 18
9
Who is responsible for AT services with children 0-5?
AT Services (Big Picture)
10
TIKES Project Model Observations • Engaged participants in trainings, coaching, access to AT through $$ and lending library, and variety of other activities • Participating providers had range of knowledge of AT • Observed using AT that was not recognized as AT (lower tech items) • Developed Child-Centered AT Planning documents across the life of the project
11
Analysis of Sampling of IFSP/IEP documents • Sampled approximately 10% of IFSP and IEP documents in each of the participating partner school districts • Sampling consisted of documents prepared by providers participating and not participating in TIKES • Documents were analyzed for evidence of the consideration of assistive technology • Both Intentional Consideration (IC) and Unintentional Consideration (UC) was evaluated • Documents were also rated for quality. – High quality = AT was intentionally considered and no contradicting information in document – Low quality = AT was not intentionally considered or there was contradicting information in document
What did we find? • Very little evidence of consideration in IFSP documents • The presence of guiding documents correlated to both quantify and quality of documentation • The data about unintentional consideration shows that providers are using AT without knowing it is AT confirming what was observed • TIKES Child-Centered AT Plan was introduced last year • Impact will be seen on this years analysis of IFSP/IEP documents
12
Planning Documents AT Consideration Flow Chart – Visual planning guide
Child-Centered AT Plan – Documentation guide
Expanded Child-Centered AT Plan – Comprehensive documentation guide
Page
TIKES’ AT Consideration Flow Chart • Visual reminder • Color coded • Includes – Key questions – Possible outcomes – Action items
Page 26
13
TIKES’ Child-Centered AT Plan: Four Different Possible Outcomes • Fill in basic information • Note child/student’s strengths and needs • Important: Only choose one of four possible outcomes
Page 27
TIKES’ Expanded Child-Centered AT Plan (IFSP/IEP) • • • • • • • • •
Current AT use Areas of need Trying AT Training Set-up and maintenance Back-up plan AT roles Documenting AT decisions Action items
Page 28
14
Resources to Support the Use of AT in Early Childhood
What is AT for Young Children? Page 29
TIKES Project What is Assistive Technology and How Can it Help My Child?
Page 30
15
TIKES Project Examples of Assistive Technology for Young Children
Page 31
TIKES Project Myths of Assistive Technology Use With Young Children: AT is Computers and Tablets
Page 32
16
TIKES Project Assistive Technology: Tips for Administrators
Page 33
Resources to Support the Use of AT in Early Childhood
Training Page 34
17
TIKES Project Trainings on Demand: Introduction to Assistive Technology for Young Learners More coming soon!
Page 35
TIKES Project Training of Trainers • Teams of EI and EC Providers, parents, administrators, etc. • 1 or 2 day training • Free • At PACER Center • July or November 2017? Page 36
18
Resources to Support the Use of AT in Early Childhood
Tools for Best Practices Page 37
Baby QIAT?? Quality Indicators for Assistive Technology (QIAT) (www.QIAT.org) Page 38
19
SETT Framework SETT Framework (Student, Environments, Tasks, and Tools) (http://joyzabala.com/)
Page 39
Resources to Support the Use of AT in Early Childhood
Finding, Trying, and Acquiring AT Page 40
20
TIKES Project How to Try Assistive Technology with Your Infant, Toddler, or Preschooler
Page 41
TIKES Project Accommodations, Modifications, and Assistive Technology
Page 42
21
TIKES Project Explore Assistive Technology and Open New Doors for Your Child
Page 43
TIKES Project High Expectations and Assistive Technology: Empowering Your Child
Page 44
22
TIKES Project Conversations About Including Assistive Technology: Tips for Parents and Professionals
Page 45
AT Loan Libraries • STC Lending Library • MN STAR Program
Page 46
23
Buy/Sell/Trade – AT Reuse • MN Special Needs Equipment for Sale Public Facebook Group
Page 47
Social Media - Pinterest Pinterest.com/simontechcenter
Page 48
24
Questions?
Page 49
Thank you for attending!
Page 50
25
Contact Information Technology Improves Kids’ Educational Success (TIKES) Project: pacer.org/stc/tikes 952-838-9000 The TIKES Project is funded by the Office of Special Education (OSEP) TIKES is a project of PACER Center Page 51
PACER.org | 952-838-9000 | 888-248-0822
26
© 2016, PACER Center
Contact Information • Bridget Gilormini, SLP-MST • Director, Simon Technology Center • Director, Technology to Improve Kids’ Educational Success • email: [email protected] • Twitter: @bgilormini • Phone: 952-838-1410 • Web: www.pacer.org/stc & www.pacer.org/stc/tikes
Page 2
1
Session Agenda 1. 2. 3. 4. 5.
Introduction to PACER and the Simon Technology Center Assistive Technology (AT) and Early Childhood: Research TIKES Project Resources to Support the Use of AT in Early Childhood Closing Thoughts, Questions, and Evaluations
Page 3
www.PACER.org PACER has programs for children and young adults with all disabilities, their parents and families, and the professionals working with the families.
2
Simon Technology Center The Simon Technology Center is dedicated to making the benefits of technology more accessible to children and adults with disabilities. • Information & Referral • Lending Library • Free Consultations
• Individualized Trainings • Workshops and In-services • Special Projects
Page 5
Assistive Technology (AT) and Early Childhood: Research Page 6
3
Assistive Technology and Early Childhood Strong research-based evidence demonstrates the positive effects of many types of assistive technology to use with children ages birth to 5
Page 7
Research Data suggests that the use of AT can significantly improve outcomes for infants and toddlers and improve both socio-emotional and pre-academic skills. (Campbell, et al., 2006; Dugan, et al., 2006; Moody, 2012; Wilcox, et al., 2006)
Page 8
4
Research In a review of a number of studies done by Carl Dunst and others, a wide variety of assistive technology makes a noticeable difference in just a few sessions of use with children. Systematic Review of Studies Promoting the Use of Assistive Technology Devices by Young Children with Disabilities (Research Brief Volume 8, Number 1 2013) Page 9
Page 10
5
DEC Recommended Practices E4. Practitioners work with families and other adults to identify each child’s needs for assistive technology to promote access to and participation in learning experiences. E5. Practitioners work with families and other adults to acquire or create appropriate assistive technology to promote each child’s access to and participation in learning experiences. INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
DEC Assistive Technology Checklist (draft) • Checklist includes procedures for identifying and using assistive technology (AT) to promote child participation in learning activities to enhance child competence. http://ectacenter.org/~pdfs/decrp/ ENV-5_Assistive_Tech.pdf • Full set of DEC checklists http://ectacenter.org/decrp/type-checklists.asp
6
TIKES Technology to Improve Kids’ Educational Success Page 13
Federally Funded Early Childhood and Assistive Technology Grants • Education priority based on research that shows assistive technology is underutilized by children with disabilities ages birth to 5 • One of three grants awarded in the country by U.S. Department of Education’s Office of Special Education Programs (OSEP)
Page 14
7
What is TIKES? A partnership between PACER and three MN school districts to improve the use of assistive technology (AT) with young children with disabilities Page Page15 15
Purpose of TIKES • To empower families and professionals to use assistive technology (AT) with children with disabilities ages birth – five • To use assistive technology to help improve outcomes for children age birth - five Page 16
8
Why TIKES? • Research supports that the use of assistive technology can increase success for children ages birth – 5 • Research shows that assistive technology is not used enough for children ages birth – 5
Page 17
TIKES Components • Hands-on Training • Coaching • Consultations • Access to AT • Child-Centered AT Planning Documents • Technical Support • Support Materials Page 18
9
Who is responsible for AT services with children 0-5?
AT Services (Big Picture)
10
TIKES Project Model Observations • Engaged participants in trainings, coaching, access to AT through $$ and lending library, and variety of other activities • Participating providers had range of knowledge of AT • Observed using AT that was not recognized as AT (lower tech items) • Developed Child-Centered AT Planning documents across the life of the project
11
Analysis of Sampling of IFSP/IEP documents • Sampled approximately 10% of IFSP and IEP documents in each of the participating partner school districts • Sampling consisted of documents prepared by providers participating and not participating in TIKES • Documents were analyzed for evidence of the consideration of assistive technology • Both Intentional Consideration (IC) and Unintentional Consideration (UC) was evaluated • Documents were also rated for quality. – High quality = AT was intentionally considered and no contradicting information in document – Low quality = AT was not intentionally considered or there was contradicting information in document
What did we find? • Very little evidence of consideration in IFSP documents • The presence of guiding documents correlated to both quantify and quality of documentation • The data about unintentional consideration shows that providers are using AT without knowing it is AT confirming what was observed • TIKES Child-Centered AT Plan was introduced last year • Impact will be seen on this years analysis of IFSP/IEP documents
12
Planning Documents AT Consideration Flow Chart – Visual planning guide
Child-Centered AT Plan – Documentation guide
Expanded Child-Centered AT Plan – Comprehensive documentation guide
Page
TIKES’ AT Consideration Flow Chart • Visual reminder • Color coded • Includes – Key questions – Possible outcomes – Action items
Page 26
13
TIKES’ Child-Centered AT Plan: Four Different Possible Outcomes • Fill in basic information • Note child/student’s strengths and needs • Important: Only choose one of four possible outcomes
Page 27
TIKES’ Expanded Child-Centered AT Plan (IFSP/IEP) • • • • • • • • •
Current AT use Areas of need Trying AT Training Set-up and maintenance Back-up plan AT roles Documenting AT decisions Action items
Page 28
14
Resources to Support the Use of AT in Early Childhood
What is AT for Young Children? Page 29
TIKES Project What is Assistive Technology and How Can it Help My Child?
Page 30
15
TIKES Project Examples of Assistive Technology for Young Children
Page 31
TIKES Project Myths of Assistive Technology Use With Young Children: AT is Computers and Tablets
Page 32
16
TIKES Project Assistive Technology: Tips for Administrators
Page 33
Resources to Support the Use of AT in Early Childhood
Training Page 34
17
TIKES Project Trainings on Demand: Introduction to Assistive Technology for Young Learners More coming soon!
Page 35
TIKES Project Training of Trainers • Teams of EI and EC Providers, parents, administrators, etc. • 1 or 2 day training • Free • At PACER Center • July or November 2017? Page 36
18
Resources to Support the Use of AT in Early Childhood
Tools for Best Practices Page 37
Baby QIAT?? Quality Indicators for Assistive Technology (QIAT) (www.QIAT.org) Page 38
19
SETT Framework SETT Framework (Student, Environments, Tasks, and Tools) (http://joyzabala.com/)
Page 39
Resources to Support the Use of AT in Early Childhood
Finding, Trying, and Acquiring AT Page 40
20
TIKES Project How to Try Assistive Technology with Your Infant, Toddler, or Preschooler
Page 41
TIKES Project Accommodations, Modifications, and Assistive Technology
Page 42
21
TIKES Project Explore Assistive Technology and Open New Doors for Your Child
Page 43
TIKES Project High Expectations and Assistive Technology: Empowering Your Child
Page 44
22
TIKES Project Conversations About Including Assistive Technology: Tips for Parents and Professionals
Page 45
AT Loan Libraries • STC Lending Library • MN STAR Program
Page 46
23
Buy/Sell/Trade – AT Reuse • MN Special Needs Equipment for Sale Public Facebook Group
Page 47
Social Media - Pinterest Pinterest.com/simontechcenter
Page 48
24
Questions?
Page 49
Thank you for attending!
Page 50
25
Contact Information Technology Improves Kids’ Educational Success (TIKES) Project: pacer.org/stc/tikes 952-838-9000 The TIKES Project is funded by the Office of Special Education (OSEP) TIKES is a project of PACER Center Page 51
PACER.org | 952-838-9000 | 888-248-0822
26
