Skip Ribbon Commands
Skip to main content
SharePoint

Skip Navigation LinksAssistive Technology

Welcome to Assistive Technology

Assistive technology (AT) allows students to access their curriculum and the instructional technology in the classroom. The goal of AT is to help a student perform classroom tasks more easily or efficiently, perform it in the least restrictive environment and/or perform successfully with less personal assistance.

 

AT includes a range of low/no tech to high tech devices, gadgets, hardware or software used by a student with a disability. The AT assists the student to do things for themselves that might otherwise be difficult or impossible to do because of their disability. Some things aren't considered AT until a student needs them to meet their IEP or 504 goals.

 

AT eliminates barriers, enhances capabilities, and allows a student with a disability to do the things that we might take for granted in life. It builds on a student's skills and strengths to assist them in gaining access to the curriculum.

 

AT supports the needs of students with IEPs and 504 plans within a multi-tiered system of supports (MTSS), and includes a team based problem solving process that occurs at the school level.

 

   Brevard's Local Assistive Technology Specialist (LATS) Team 

​The Brevard LATS team serves public, charter, and non-profit private schools. 

Our team is an interdisciplinary team providing expertise across domains, from reading, writing, organization, math, communication and access. 

 

Nancy Frana, MS., CCC-SLP

Nancy_Frana.jpg 

Renee Smith, B.S.,  ESE Teacher

 ReneeSmith.jpg

Priscilla "Scilla" Kershaw, M.AAC 

priscilla.jpg                
  

Tami Folks, OTR/L

 

    Tami-Avator-Headshot.JPG   

.

 

 If you need support or have questions from

 our Local Assistive Technology Specialist (LATS) Team, 

email the team at AssistiveTechnology@brevardschools.org

Assistive Technology Process

All IEP teams must consider whether a student with a disability requires an AT device and service. Consideration is a discussion that takes place during the IEP team meeting using known information and results of screenings and/or evaluations. This information allows for an informed decision regarding AT already being used, trying different AT devices, or discontinuing AT that may currently be in place.

AT Considerations Video - We hope that this nine minute video will support your school team as you consider AT for your students. http://www.screencast.com/t/sqMLEQZrpVud
AT Guiding Questions- The IEP team will ask these questions in considering Assistive Technology.            https://www.tinyurl.com/ATGuidingQuestions

 AT Considerations Process Worksheet - This tool will assist school teams in the consideration process.
https://drive.google.com/open?id=0B3riHVxICPopYnlaZGN1OVRqTDg

AT Job Aid - This job aid was created to assist in the process when AT is being considered or a request is made additional support. https://sites.google.com/a/share.brevardschools.org/at-job-aid/ 

School based teams should refer to the district's County Plan for the specific process for Assistive Technology. 

 

Resources for Assistive Technology

Assistive Technology Technical Assistance Paper 

The purpose of this Technical Assistance Paper (TAP) is to clarify and provide information regarding the provision of AT for students with disabilities. This TAP will help IEP teams complete the following:

  • Consider AT
  • Assist students in the selection, acquisition and use of AT
  • Understand timelines regarding some AT services
  • Identify resources to support the use of AT to ensure the provision of a free appropriate public education (FAPE)
  • Understand transition of AT
  • Understand the role of the LATS team in supporting school based teams in building capacity to make assistive technology decisions

Assistive Technology Technical Assistance Paper (TAP) - August 21, 2013

 

Accessible Instructional Materials

This technical assistance paper is designed to assist school districts in providing access in a timely manner to accessible instructional materials, an inherent component of the providion of a free and appropriate public education under the Individuals with Disabilities Education Act of 2004 for students with disabilities (section 300.210(b)(3) of Title 34, Code of Federal Regulations). Students with disabilities who have difficulty reading and accessing standard print learning material require accessible instructional materials to participate in and make progress in the general curriculum. The individual educational plan team is responsible for determining if a student needs accessible instructional materials, the format of such materials and the necessary related accommodations the student may need to participate in the general curriculum.

Accessible Instructional Materials- Technical Assistance Paper (TAP)- May 2017

Accommodations: Assisting Students With Disabilities- April 2018

This manual updates Accommodations: Assisting Students with Disabilities, published by the Florida Department of Education (FDOE) in 2010, and is intended to help teachers and parents make decisions about accommodations for students with disabilities. Four categories of accommodations are identified along with numerous examples. Strategies to help teachers and students implement and monitor the impact of accommodations for classroom instruction and assessment are presented. The appendices provide a quick reference guide and resources on statewide testing accommodations. The document was written by Dr. Marty Beech through the Problem Solving/Response to Intervention (PS/RtI) Technology and Learning Connections, Florida’s Multi-Tiered System of Supports (MTSS) projects, University of South Florida. Guidance was provided by David Davis, PS/RtI Technology and Learning Connections; staff in Bureau of Exceptional Education and Student Services (BEESS), FDOE; the State Advisory Committee for Exceptional Student Education; and BEESS district partners.

Accommodations: Assisting Students with Disabilities, 2018

 

 

 

11
11
11