Developed by:

1023 South U.S. 27 St. Johns, MI 48879

Phone: 800.274.7426 Fax: 989.224.0330
TTY: 989.224.0246 E-mail: matr@edzone.net
Website: www.cenmi.org/matr
This document was produced and distributed through an IDEA Mandated Activities Project for Michigans Assistive Technology
Resource awarded by the Michigan Department of Education, Office of Special Education and Early Intervention Services.

Michigans Assistive
Technology Resource
1. The overall purpose of MATR is to provide information
services, support materials, technical assistance, and training
to local and intermediate school districts in Michigan to
increase their capacity to address the assistive technology
needs of students with disabilities.
2. MATRs website is: www.cenmi.org/matr/
3. Services to schools are FREE and include:
Support to IEP team members during the process of
considering AT
Equipment loan program for trials of AT to schools
A software loan library for parents and school personnel
Training - inservice workshops, intensive trainings, and
development of training materials

This document was produced and distributed through an IDEA Mandated Activities
Project for Michigans Assistive Technology Resource (MATR) awarded by the
Michigan Department of Education. The opinions expressed herein do not necessarily
reflect the position or policy of the Michigan Department of Education, the Michigan
State Board of Education, or the U.S. Department of Education, and no endorsement
is inferred. This document is in the public domain and may be copied for further
distribution when proper credit is given. For further information or inquiries about
this project, contact the Michigan Department of Education, Office of Special
Education and Early Intervention Services, P.O. Box 30008, Lansing, MI 48909.

STATEMENT OF COMPLIANCE WITH FEDERAL LAW

The Michigan Department of Education complies with all Federal laws and regulations
prohibiting discrimination, and with all requirements of the U.S. Department of Education.

1023 South U.S. 27

St. Johns, MI 48879
Phone: 800.274.7426
Fax: 989.224.0330
TTY: 989.224.0246
matr@edzone.net
www.cenmi.org/matr

Keys to Success:
Assistive Technology Overview

Objectives
Define assistive technology
Identify indicators of appropriate assistive
technology consideration and documentation
Gain knowledge of funding resources
Gain awareness of assistive technology
continuum and tools

Discuss available local, state and national

resources

What is Assistive
Technology?
The Individuals with Disabilities Education
Act IDEA 97 (Public Law 105-17) mandates
the provision of assistive technology and
offers clear definitions of assistive technology
devices and services.

Legal Definitions
Assistive Technology Devices

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 children with
disabilities. (Section 300.5)

Legal Definitions
Assistive Technology Services
Any service that directly assists an individual with a
disability in the selection, acquisition, or use of an
assistive technology device. (Section 300.5)
Evaluating
Providing devices
Selecting, Designing, Customizing
Maintaining, Repairing
Coordinating
Training/Technical Assistance student, family and
school service providers

IDEA Facts
Schools are required to provide AT at no cost to
the parents if it is needed for a student to receive a
free appropriate education.
The IEP team is responsible for determining
whether a child requires assistive technology to
benefit from their educational program
IDEA 97 requires IEP teams to consider the
assistive technology needs of students during the
development of an IEP

Assistive Technology Consideration

Where do we start?

A Team Approach

Multiple perspectives from a number of disciplines will

ensure that the needs of the student will be addressed
and services are provided across all environments.

Members may include: Student, Parent(s), Assistive

Technology Specialist, Special Education Teacher,
General Education Teacher, Occupational Therapist,
Speech and Language Pathologist, School
Administrator, Physical Therapist, School Psychologist,
Para-Educator

The IEP team is responsible for determining whether a

student requires AT to achieve goals and objectives.

Assistive Technology Consideration

Student centered focus
Multidisciplinary team approach which
includes the student and family
Provides information about the student from
multiple perspectives across all environments
IEP team is empowered to make decisions
regarding AT devices and services

Consideration Process
Features of a consideration process:

Identifies area of concern

Identifies barriers to learning and participation
Explores potential solutions
Implements solutions
Gathers and documents information
Tracks and monitors progress and adjusts
plan as needed

The use of a decision making

framework is helpful in
determining a students
assistive technology needs.

SETT is one example of a

framework that assists teams
in the consideration process.

Example of a Framework for AT Consideration

SETT

Student Environment Tasks Tools

by

Joy Zabala
www.joyzabala.com

SETT is a framework that assists teams in the consideration

process.
Critical elements of SETT:
Process
Communication
Multiple perspectives
Collaboration
Flexibility
Pertinent information and resources

SETT
By Joy Zabala (1994)
What does the student need to be able to do
that is difficult or impossible to do
independently at this time?

What are the students special needs

and abilities?

STUDENT
What are the functional areas of concern?

What are the students current abilities?

Where will the student participate- classroom, home,

community, therapy?

What activities take place in the environment?

What materials, equipment,

supports, resources are available?

What specific tasks occur in the environments which

enable progress toward mastery of IEP goals and
objectives?

Tools are devices and services- everything

that is needed to help the student succeed.

ENVIRONMENT
What is the physical arrangement?

TASKS

What activities is the student

expected to do?

Tools must be student centered.

TOOLS
Describe tool features that are needed.

Tools are on a continuum

from no/low, mid, high.

Documenting Assistive Technology

IDEA regulations do not identify how or where to

address assistive technology in the IEP however
they do specify that consideration is
documented somewhere in the IEP

AT should be identified in the part or parts of the

IEP that best fit with the type of assistive
technology provided and correspond to the
areas addressed by IEP goals and objectives.

Describe the type of assistive technology,

include enough detail of features, and device
categories without specifying the brand name.

Data Collection and Documentation

Data collection and documentation is an ongoing
process that is used to review and revise a
students plan. This includes:
Formal or informal assessment data identifies
baseline performance, specific needs, and initial
assistive technology implementation.
Performance data supports or disproves solutions
tried (tool trials).
Performance data evaluates outcomes and measures
student performance toward goals.

Funding
Local Sources
For small monetary requests (under approximately $2500)

Service Organizations
Local Businesses
Community Foundations

Large Foundations
Additional funding for larger requests (Typically over $5000)

Private Foundations
Corporate Foundations
Visit MATRs website for more resources
http://www.cenmi.org/matr

Assistive Technology Continuum

Assistive Technology is a continuum of
tools, strategies, and services that match
a students needs, abilities and tasks.

Explore possible solutions needed to meet goals

Low Tech Tools

Mid Tech Tools

High Tech Tools

Pencil grips
Color coding
Highlighters
Slanted surfaces
Reading and writing guides
Enlarged worksheets

Books on tape
Talking spell checker, dictionary
Word processor
Tape recorder
Adaptive eating utensils
Switch controlled toy, light, blender

Text readers
Voice recognition
Environmental control devices
Augmentative communication device
Software for manipulation of objects
Electronic books

Assistive technology can support access to the

curriculum in many ways.
Early childhood issues (such as play, early literacy)
Positioning
Physical access for learning tools/computers
Motor Aspect of Writing
Composing Written Material
Learning/Studying
Organization
Reading
Math
Communication
Specific needs of students with sensory deficits such as hearing or vision
Needs of Daily Living

Assistive Technology
for
Early Childhood

Early Positioning
2
3

1
4

Making Play Accessible

Early Literacy

Assistive Technology
for Positioning
Beyond Early Childhood

Positioning at a workstation

Supportive Positioning

Assistive Technology
for

Physical Access

Switches for Accessing

Learning Tools

Physical Access to Computers

When assessing a students need for computer
access:
Observe the student using standard equipment before
making any adaptations
Make adjustments in small increments thus maintaining
the focus on least restrictive
When an adaptation is made, a trial period of at least
six weeks to assess usefulness is recommended

Windows Accessibility Features

Mouse: pointers, speed and trails
Display: resolution settings, high contrast etc., Magnifier (XP)
Cursor: repeat rate or delay and blink rate
Keyboard options: sticky keys, filter keys and toggle keys, onscreen
keyboard (XP).
SoundSentry: screen sounds for VI

Narrator-Screen Reader (XP)

Accessibility Wizard Windows ME and above: for setting features in

control panel based on user need

Cursor Control

Switch Interfaces for Computers Access

Utility Scanners

Alternate Cursor Control

Accessing the Keyboard

Specialty keyboards

Onscreen Keyboards

Accessing the Keyboard Through Voice

Assistive Technology

for
Accessing the General Curriculum

Switch Based Adaptations for

Classroom Participation

Pouring Cup
from Ablenet

Adaptations for Classroom Participation

Low Tech Academic Support

Portable Learning Tools

Portable Word Processors

Software for Academic Support

1

Assistive Technology

for the
Needs of Daily Living

Low Tech Daily Living Devices

Talking Measuring Jug

High Tech Daily Living Devices

3
5

8
6

10
11

Assistive Technology for

Students with Visual Impairments

Access to Print Material

Large print books

Audio Books
Desk top magnifiers

Access to Writing for Students

with Visual Impairments

Computer Access for Students

with Visual Impairments
Lower screen resolution
High contrast settings
Screen magnification
software
Screen reader software
Scan and read software
Refreshable Braille output

Assistive Technology for

Students with Hearing Impairments

Accessing Communication through

Augmentative and Alternative Communication
Any device, system or method that

improves the ability of a child with

a communication impairment to
communicate effectively

YAACK

Light-Tech AAC Options

Mid-Tech AAC Devices

Mid-Tech AAC Tools

High-Tech Dedicated AAC Tools

High-Tech Non-Dedicated AAC Tools

Communication Software

How can I learn more about

Assistive Technology?

Resources
Local
AT Contact

National
Regional

State
MATR
MACUL
TAM/CEC

CTG
ATA
CSUN
WATI
RESNA
UCP
AER
ASHA
AOTA

References/Resources
MATR (Michigans Assistive Technology Resource) http://www.cenmi.org/matr
TAM/CEC (Technology & Media Division of the Council for Exceptional Children)
http://www.tamcec.org/
MACUL (Michigan Association for Computer Users in Learning) http://macul.org/

Closing The Gap http://closingthegap.com/

ATA (Alliance for Technology Access) http://www.ataccess.org/
CSUN (California State University Northridge) http://www.csun.edu/
RESNA (Rehabilitation Engineering & Assistive Technology Society of North America)
http://www.resna.org/
WATI (Wisconsin Assistive Technology Initiative) http://www.wati.org/
ASHA (American Speech Language Hearing Association) http://asha.org/
AOTA (American Occupational Therapy Association) http://www.aota.org/
UCP (United Cerebral Palsy Association) http://www.ucpa.org/
AER (Association for Education and Rehabilitation for Blind and Visually Impaired)
http://www.aerbvi.org/
Joy Zabala, Assistive Technology Consultant http://www.joyzabala.com

Assistive Technology A LIFE TOOL!

THANK YOU