Is this AT?

[KarenJanowski]

Scenario: you are asked to evaluate a High School student with learning issues, on an IEP for support in written language, reading, organization and study skills and social skills with goals written for each area.
There are three computers in the classroom with internet access, printer and scanner access.

You follow the SETT framework - identify additional appropriate student, environment and task information and develop your recommendations as follows:
IEP goal focus area - Reading (bright student reading four years below grade level)

1. All material will be available in digital format so that it is accessible to student
2. Recommend WordTalk, PowerTalk, Click,Speak and Accessibar be downloaded to each computer (All free, some offer highlighted words as they speak, color choices, can adjust speed and pitch)
3. Recommend download higher quality voices from nextup.com - student can choose which voice sounds best to him. ($35.00)
4. Show power of voice and color tools that are available in Word (which school has)
a. Recommend use insert sound object tool, drag to toolbar for easy access whenever student needs it. Teachers use it to record directions, embed prompts when completing assignments
b. Create default for student with customized font, font size, font spacing, font color and background color that supports student's learning style.

IEP Goal - Written Language
1. Offer student multiple methods of expression to demonstrate what he knows.
2. Pre-writing activities – use free online graphic organizers such as bubbl.us, mindomo, mindmeister or organization chart in Word or PPT
3. Explicitly teach spell check, synonym support to reflect use of grade level vocabulary
4. Teach use of text-to-speech tools recommended above to improve editing skills
5. Encourage use of voice tools such as “insert sound object” in Word or Voice Thread (voicethread.com)

IEP Goal – Organization/Study Skills

1. Teach use of tools embedded in Word – highlighting, autosummarize, outlining, etc.
2. Download electronic flashcards (for example, Cue Card, StudyCard) tools available on internet or use internet flashcard resources (for example, StudyStack
3. Set-up student to use iGoogle or similar free resource, as customized homepage with tools necessary for organization success – To-do lists, Notes, homework assignments

IEP Goal – Social Skills
1. Create scenarios using digital video tools such as cartoon callouts with graphics in Word, Voice Thread, PhotoStory, etc, that promote social skill development.

You get the point. Of course, there are more free resources, tools and strategies and I could also recommend tools such as Kurzweil, Read & Write Gold, Inspiration, etc. But by only recommending free resources (other than nextup voices) or using what is currently available, is that still AT? The tools are supporting the student’s IEP goals and objectives.
(And we appreciate that educators are more likely to incorporate tools that are easy to use and readily available and our goal is to promote independence and success for the student.)
Is this AT? Why or why not? Does AT for the high incidence populations have to cost money?
(I am posting this on my blog as well.)

[Chip Aldrich]

Jennifer,
I agree that the tools should be available to all. That would be the benefit of a more UDL oriented educational system. I find that audiobooks have allowed me to enjoy content which I would never have had time to read. It does "ramp up" the pace. In my opinion, we are doing many students a great disservice by expecting them to learn by the same educational style that we did (and our parents did). Educators nowadays are in competition with X-Box, Wii, Cable and the Net. I think anything we can do to address this widening gulf is to the good.
Having said that, I also worry that reading might, over time, become a lost art. If our students (and kids) learn only to compensate for lack of abilities, where will that leave us as a society? While I agree that information processing is evolving, should we forego any need for slower and more thoughtful comprehension? I agree with Glenda's suggestion of a menu of options for the students. I would also advocate for students (where possible) to listen to audio as a supplement while reading, thereby utilizing to modes of learning. I would think that this might be a more assistive strategy for struggling readers or ELL students. Whatever the options, I think that you have tapped into a core challenge we all will be facing in these coming years.

[Laura Leigh]

If you are making all these things readily available to all students in the classroom it is not AT. Its great though.

[Eileen P]

If the free software meets the definition of assistive technology for the student, then it is assisitive technology even if the same devices or software and equipment might be made available to other students to use.
If I need an amplication device to attend in class, by definition it is considered assisitve technology. If the student next to me uses the same device because the like the input they receive but they do not have any learning deficits that require support in this area, how could anyone determine that it is not assistive technology for me? If the device is available to others and they are using device because of their personal preferences, my need is not diminished because others choose to use the same equipment.