Assistive Technology

Assistive Technology

The Monroe County Intermediate School District (MCISD) recognizes that assistive technology can eliminate barriers and enable students with impairments to be participating and contributing members of society.

We believe that all students with impairments in Monroe County are entitled to equal access to the technology needed to ensure appropriate educational opportunities.

What is Assistive Technology?

Assistive technology (AT) device means 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 a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.

Decision Making

Assistive Technology Guidelines

The Guidelines for the Provision of Quality Assistive Technology Services: A Plan for Region IV serves as the framework for districts, counties, and schools to use as they develop and refine their Assistive Technology Service.  The plan reflects No Child Left Behind and IDEA 2004. In addition, it incorporates the principles of Universal Design for Learning and integrates Quality Indicators for Assist

PDF DocumentAT Consideration Process Guide

External LinkAssistive Technology Staff Forms (sign-in page)

Assistive Technology Procedures

  1. Complete AT Consideration Process Guide  with the IEP team to decide if AT is required. Review the consideration outcomes and decide whether or not assistive technology is required.
  2. If potential assistive technology solutions are not known to the IEP team, the IEP team may contact the assistive technology consultant/committee who can assist the team in addressing assistive technology or refer the student for an assistive technology evaluation. A trial use period may be recommended at the end of the consultation or evaluation. To contact the assistive technology consultant, complete the Consultation Request Form.
  3. If potential assistive technology solutions are known to the IEP team, trial use of the identified assistive technology solution may be documented in the IEP and implemented. To complete a trial of assistive technology, complete the Assistive Technology Trial Request Form.

  4. If you’ve determined that the student accomplishes the required tasks within the relevant instructional or access areas with assistive technology that has been determined educationally necessary and is currently in place, then document required assistive technology devices and services in the IEP.  Complete and/or update the Assistive Technology Plan.

AT Tools/Resources

Find self-paced learning tutorials, hands-on activities, how-to videos, and resources to build technology skills including free learning modules and professional development courses.  Learn about a variety of topics that promote best practices. For more information on assistive technology tutorials, augmentative and alternative communication (AAC) apps and software, core vocabulary resources/activities, switch access, and visual impairment apps and software, visit Resources and Information.

Lending Library

The Instructional Resource and Technology Center (IRTC) has a lending library of materials available to students attending schools within Monroe County. The IRTC loans both low-tech and high-tech devices in the following categories:

Communication

Computer Access

Daily Living Aids

Hearing & Listening Aids

Learning

Software

Switches

Vision Aids

Assistive Technology equipment can be checked out after completing the AT Consideration Process Guide.

Professional Learning

   
   
   
   
   
   

May 5, 2020

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 2, 2020

 

 

 

 

 

 

 

 

 

 

 

 

 

June 9, 2020

 

 

 

 

 

 

 

 

 

 

 

 

 

July 23, 2020

Switch Access Beyond Cause and Effect: Stepping Stones for Effective Learning - Part 1 ONLINE 

 | 1:00 PM EST | 60 minutes

Teaching switch access for the most severely involved students often focuses on single switch cause and effect games used over and over with little variation. Even though there are existing guidelines, educators and therapists may find it challenging to locate or create effective resources to teach the motor cognitive skills of learning switch access. What strategies and software features move students beyond cause effect and engage their brains in active learning? How can learning to use two switches without an element of timing put the child in control and provide opportunities for active problem-solving?

This webinar series will clarify strategies for engaging the child's brain in the development of motor/cognitive learning and encourage problem-solving skills through the use of two switches. Examples of available resources, software, apps and websites that support the early steps of the Stepping Stones to Switch Access Process (Burkhart) will be shared.

Part 2 of this series will focus on issues with "timing" and why "two switch step scanning" may make a better tool for learning switch access.

 

Switch Access Beyond Cause and Effect: Stepping Stones for Effective Learning - Part 2 ONLINE 

| 1:00 PM EST | 60 minutes

Teaching switch access for the most severely involved students often focuses on single switch cause and effect games used over and over with little variation. Even though there are existing guidelines, educators and therapists may find it challenging to locate or create effective resources to teach the motor cognitive skills of learning switch access. What strategies and software features move students beyond cause effect and engage their brains in active learning? How can learning to use two switches without an element of timing put the child in control and provide opportunities for active problem-solving?

This webinar series will clarify strategies for engaging the child's brain in the development of motor/cognitive learning and encourage problem-solving skills through the use of two switches. Examples of available resources, software, apps and websites that support the early steps of the Stepping Stones to Switch Access Process (Burkhart) will be shared.

Part 2 of this series will focus on issues with "timing" and why "two switch step scanning" may make a better tool for learning switch access.

Switch Access Beyond Cause and Effect: Stepping Stones for Effective Learning - Part 3 ONLINE  | 1:00 PM EST | 60 minutes

Teaching switch access for the most severely involved students often focuses on single switch cause and effect games used over and over with little variation. Even though there are existing guidelines, educators and therapists may find it challenging to locate or create effective resources to teach the motor cognitive skills of learning switch access. What strategies and software features move students beyond cause effect and engage their brains in active learning? How can learning to use two switches without an element of timing put the child in control and provide opportunities for active problem-solving?

This webinar series will clarify strategies for engaging the child's brain in the development of motor/cognitive learning and encourage problem-solving skills through the use of two switches. Examples of available resources, software, apps and websites that support the early steps of the Stepping Stones to Switch Access Process (Burkhart) will be shared.

Part 3 of this series will focus on how to move individuals from "two switches, two functions" to learning to step-scan (failure-free with feedback).

Managing Behavior in a Technology Rich Environment ONLINE 

 | 11:00 AM EST | 60 minutes

Technology is a powerful tool and one that is available in most classrooms today.  However, along with technology comes increased concerns about managing behaviors in regards to screen time, engagement, and appropriate technology use.  

How do you navigate the wide variety of tools that are available to figure out which will work best in your classroom to increase students' time on task, participation, and access to content?  This session will start with a look at how behaviors have changed with the introduction of technology and then move into tools for self-monitoring time on task, increasing student engagement, and providing more access to the content you are teaching.