Process

=// Process //:=

=1. Choose one of the four students:=
 * 1) Molly has just transferred to your school. She is in second grade and has autism which affects her ability to communicate. She is able to point to words and speak them. Her IEP referenced a communication board and a communication device however nothing has not been transferred. In absence of communication system, Molly screams, slaps, and cries when asked to respond to yes/no questions and transition from one task to another, and transition from one room to another. In school, she is expected to participate in a writing and retelling a fractured fairy tale which may be a verbal or written retell.
 * 2) Aaron is in seventh grade and has cerebral palsy which affects his ability to communicate and access writing tools. He is able to complete grade level work however his communication device was not transferred from his previous school therefore he is unable to express himself. He has limited fine motor skills and cannot hold a pencil. He has limited range of motion when typing on a full size keyboard. He is able to use a mouse and a touch screen. He is expected to complete a project (Blog, Poster, eBook, podcast, movie or report) and an oral report on the Civil War.
 * 3) Julie is in tenth grade and had a traumatic brain injury which affects her ability to hold a book to read and to hold a pencil to write. She has clear speech and fatigues easily. She can write fill in the blank answers in large lined spaces. She presents with mini seizures when any printed material is visually busy. She is expected to read a book and write a book report.
 * 4) Mark is in seventh grade and has executive functioning difficulties. He becomes frustrated and breaks down when asked to write anything. He can verbalize an entire writing assignment however when asked to write it, he is unable to organize it appropriately and write with a pen or pencil. He needs to write in his daily agenda. When asked if he completed it, he becomes defiant or claims he forgot it in his locker. He is expected to (1) chunk his writing tasks to plan on how to complete a five paragraph essay on a chosen topic and (2) write the five paragraph essay.

=2. Develop a brief description on barrier(s) the student faces when completing the task, which is stated with the student description.=
 * Student descriptions have been provided for you to assist you when writing your letter to the district. This gives you a frame of reference when describing the barriers the students face when asked to complete the task.
 * Include in the letter the barriers to the task.

=3. Research resources := __Information on AT Law:__
 * Assistive Technology Training Online Project []
 * Disability.Gov []
 * Individuals with Disabilities Act []
 * Standards.Gov []

__Review these resources on disabilities:__
 * Autism – PaTTAN []
 * Cerebral Palsy []
 * Education.com – Executive Functions Issues []
 * Traumatic Brain Industry []
 * Internet Resources for Special Children []

__AT Process Information__:
 * Joy Zabala - []
 * Introduction to the SETT Framework: []
 * SETT Framework: []
 * Allegheny Intermediate Unit Assistive Technology []
 * Read the description and then choose AT Forms on the left side menu
 * Read the options and download the form to learn more about the process
 * Georgia Project for Assistive Technology []
 * Read the resources on the right side menu
 * __Implementation and Integration__ offers an Intervention Plan

__UDL Information__:
 * CAST []
 * National Center on Universal Design for Learning []
 * Joy Zabala - []
 * See her tab entitled, //QUIAT UDL & AIM//

__Assistive Technology Solutions and Supports:__
 * AbleData []
 * Ability Hub []
 * Assistive Technology Tools: Reading, by Kristen Stanberry, Marshall Raskind Ph.D []
 * Assistive Technology Tools: Writing by Kristen Stanberry, Marshall Raskind Ph.D. []
 * Assistive Technology Training Online Project, AT Basics []
 * Enabling Devices []
 * Assistive Technology Feature Match [[file:AT-Feature-Match-Charts.pdf]]

__Accessible Instructional Materials (AIM):__
 * Digital Text format: Bookshare [|http://www.bookshare.org/]
 * Audio Text: Learning Ally []
 * Project Gutenberg http://www.gutenberg.org/

__Task Resources__
The following resources are provided for you to explore to gain an understanding of the task required of each student. Also included is some information on technology.

__Fairy tale__
Fairy Tales Story Elements on Pinterest [] Fairy Tale Webquest [] ReadWriteThink - read and write a fractured fairy tale [] [] Write a fractured fairy tale []

__Civil war__
ReadWriteThink - Blog writing [] Edutopia – “Listening to Themselves: Podcasting Takes Lessons Beyond the Classroom” []

__Reading__
Hempfield Summer Reading Assignment [] Project Gutenberg – //The Red Badge of Courage// by Steven Crane []

__Organization__
Executive Functioning Skills – LD Online [] PBL – Making a checklist on line []

[]

Marcia Garcia Winner – //Teaching Organizational Skills to Individuals with Autism//

Part 1 [|http://kidcompanions.com/teaching-organizational-skills-to-individuals-with-autism-executive-functioning-part-1/#more-12737] Part 2 [|http://kidcompanions.com/homework-clearly-define-what-needs-to-be-done-motivation-and-reward-organizational-skills-part-2/#] Part 3 [|http://kidcompanions.com/homework-chunk-and-time-it-use-visual-structures-organizational-skills-part-3/#.U5tMUUhdVyx] Part 4 [|http://kidcompanions.com/homework-prioritize-plan-follow-instructions-organizational-skills-part-4/#] Part 5 [|http://kidcompanions.com/homework-when-and-how-to-ask-for-help-completion-and-rewards-organizational-skills-part-5/#more-12840]

__Additional Resources__
 * Apple Computer Accessibility Page []
 * iPad Accessibility Features []
 * Microsoft Accessibility Home Page []
 * Center for Applied Special Technology, Universal Design for Learning []

__Loaning resources__
 * PaTTAN (PA Training and Technical Assistance Network) – [|www.pattan.net]
 * Choose Education Initiative
 * Choose Assistive Technology
 * Scroll to bottom of page
 * Choose Short Term Loan
 * Search for device by name or category
 * PIAT (PA’s Initiative on Assistive Technology) - []
 * Company’s often time have trial versions of the software available on-line for a free download or they may send a complete operating version of the software for a designated period of time

=4. Complete the //__**2 parts**__//:= =Part 1 - Write a letter to the district= =Part 2 - Complete your assistive technology resource project (there are two options for this part)= = =

=__Part 1:__= =Letter should be a **//__2 page professional letter__//** ** to the superintendent of your district and the special education director as it relates to the student you chose.=

The 2 page professional letter should include the following:
 * ===Summary===
 * A brief summary of the student and the impact the disability has on the student’s learning in the academic setting.
 * ===Define===
 * Assistive technology and how it is compared to Universal Design for Learning
 * Include at least one law that supports AT for students with disabilities
 * ===AT Process===
 * Describe the AT process that will determine the AT that will best meet the student’s needs in the defined task
 * Include a statement linking to your choice of Option A or B.

This concludes your letter. You must turn it in with Part 2 Option A or Option B.
=__Part 2:__= =Assistive technology exploration/implementation: Choose one of the following options:=

Option A: Evaluate and Implement:

 * Choose two assistive technology tools that may aid your student.
 * Evaluate the tools (form provided) [[file:SED860 75 Final Project Option A AT Evaluation & Implementation.doc]]
 * Implement and summarize
 * Should you choose this option you will be turning in the following:
 * Part 1 - 2 page professional letter
 * Part 2- 2 AT Evaluation Forms AND 2 page summary on the tool you implemented

Option B: Develop a comprehensive UDL, IT & AT Resource guide

 * Create a resource guide with resources. You may use resources from this class for the following areas:
 * __AT Informatio__n
 * AT Process – three resources
 * AT Laws – three resources
 * AT for Communication
 * AAC – three resources
 * Core Words – three resources
 * Implementation – three resources
 * ====__ UDL __====
 * ==== UDL - Two resources that explain/define UDL ====
 * ==== UDL Principles - two resources ====
 * ==== UDL Guidelines - two resources ====
 * __AT for Reading__ – three resources
 * __IT for Reading__ - three resources
 * __AT for Writing__ – three resources
 * __ IT for Writing __ - three resources
 * __IT/AT for Organizatio__n – three resources
 * __IT/AT for Transition__ – three resources
 * Resource guide should include:
 * Resource area
 * Resource name
 * Resource link/address/citation
 * Description //**in your own words**//
 * Should you choose this option you will be turning in:
 * Part 1 - 2 page professional letter
 * Part 2 - AT Resource Guide

=__NOTE**__: Write the letter (Summary, Definition, and AT) as you would write it for a student's IEP or RR. This provides you with the opportunity to practice your professional writing skills. Contact the Professor for an example and a non-example of a professional letter.=

=// __5. Submit your report in a Microsoft Word format to the instructor via CANVAS. Save it using the following format: year mo day lastname FP (2012 10 00 Smith FP) Due date: April 23, 2015 at 11:55 PM__ //=