Technology Plan Why How Marilyn Harren Director ACCESS at Collin College Can a good assistive technology plan assist your students to make progress and save you time YESeventually Why ID: 931792
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Slide1
Develop an Accessibility and AssistiveTechnology Plan Why? How?
Marilyn Harren
Director, ACCESS at Collin College
Slide2Can a good assistive technology plan assist your students to make progress and save you time?
YES…eventually
!
Slide3Why?ADAAA, Title II (Title III applies to civil rights of people with disabilities in the private sector. Entities must make themselves accessible when they can afford to do so.)
Section 504 and
Section 508
Slide4Why? Under Section 508Section 508 covers:
Access to federal programs and services in regards to
electronic and information technology. If your college receives
federal financial aid, this is required.
Section 508 requires that alternative, accessible information
technology which can be operated in a variety of ways and
does not rely on the ability of the user, is required to be
provided to those with disabilities. This includes the student,
the public, your alumni, and those accessing your web
content.
Source: Leslie, 2018, Section 508, Applicability & Conformance Requirements|Section508.gov.
Slide5Why? Section 508 (continued)The U.S. Access Board published updated Section 508
standards. This updates and clarifies the Access Board's
"standards for electronic and information technology
developed, procured, maintained, or used by Federal
agencies covered by Section 508 of the Rehabilitation Act of
1973”.
Compliance was required January 18th, 2018
Source: Section 508 and EIT standards.
Slide6Dudley Consent Decree (Summary of Best Practice)When students with vision or hearing impairments who are registered with a
disability office, the consent decree suggest that the disability office reach out to
each
instructor twice
during the semester and the
student once a month
, to
assure that alternate media needs are addressed and identify all materials in a
classroom or lab determining what format the student prefers and confirm with
the student that the format is usable. Decree covers and is not limited to
students, prospective students, applicants, accepted but not yet attending
students, and alumni.
Oh yes…
any student
served by the disability office using alternate
media/assistive technology can request this level of support.
Source: Consent Decree
Aleeha
Dudley v. Miami 2015 case of Dudley v. Miami University Case No. 1:14-cv-38 (consent-compromise in lieu of litigation & history of hearing about this case)
Slide7Assistive Technology PlanAfter hearing about Dudley and understanding that 508 was updated effective January 2018, concern set in!
Slide8What is assistive technology?Any item, piece of equipment, or product, whether
acquired commercially, off the shelf, modified, or
customized, that is used to increase, maintain, or
improve the functional capabilities of individuals with
disabilities.
“Simply stated, assistive technology are tools
and resources used by individuals with disabilities to help
improve their quality of life and increase their
independence”.
Source: Assistive Technology Definition,
Harner
, 2019
Slide9How Timely?Timeliness…From the Department of Justice Part 35.160:
“In order to be effective, auxiliary aids and services
must be provided in accessible formats, in a timely
manner, and in such a way as to protect the privacy
and independence of the individual with a disability”.
Slide10More on Timeliness…Resolution Agreement- University of Phoenix
“….Adherence to these accessible technology standards is one way to ensure compliance with the University’s underlying legal obligations to ensure applicants, students, and members of the public are able to independently
acquire the same information, engage in the same interactions, and enjoy the same benefits and services within the same timeframe as their nondisabled peers
, with substantially equivalent ease of use; and that they are not excluded from participation in, denied the benefits of, or otherwise subjected to discrimination in any University programs, services, and activities delivered online”.
Source: Resolution Agreement-University of Phoenix 2015 (case number 08-15-2040”)
Slide11Low and High Tech
Low Tech
Sticky notes
Is there an app for that?
Screen colored overlays
Colored transparencies
Pencil grips
Fidget toys
Digital recorder
Tracking ball
High Tech
JAWS/NVDA (free)
Juliet Braille Embosser
CCTV
CART and
Typewell
Dragon Naturally Speaking
Kurzweil,
Read&Write
, Wynn Wizard
Portable document cameras
Assistive listening devices
Slide12Free and low-cost Assistive TechnologyGeorgia Tech App Finder:
https://gatfl.gatech.edu/favorite-search.php
Augsburg University Free or low cost technology for everyone:
https://www.augsburg.edu/class/groves/assistive-technology/everyone/
Notability-note taking app
Voice Dream Reader
Be my eyes-low vision or blind
Slide13Free and low-cost Assistive Technology #2Seeing AI-for low vision or blind student
One Note- note taking app
Google Voice Typing-speech to text option
Lane Community College Accessible Technology:
https://www.lanecc.edu/it/helpdesk/assistive-technology
Slide14Developing A PlanBorrow and steal (give credit where it is due)
Do not reinvent the wheel.
There is no perfect model out there.
Analyze and adjust as needed.
Slide15SETTStudent/SkillsEnvironment
Tasks
Tools
This framework creates a user focused assessment.
Source: SETT framework designed by Joy
Zabala
Slide16Assistive Technology Assessment-Where to start?AT Assessment Student Questionnaire
Do you have a computer, tablet or smart phone? What kind?
What (if any) experience do you have with computers/software?
___Little to no experience using a computer
___Able to navigate the internet using a web browser
___Can use word processing software like Microsoft Word, Google Docs, etc.
___Can send and receive emails via multiple email clients
___Can transfer files from a flash drive
___Can download a program to a computer
Other_________________________________________________________________________
Slide17Student Questionnaire (2)What (if any) experience do you have with assistive technology?
___Unfamiliar with assistive technology
___Use audio recording applications and/or software-what kind?
___Use note taking applications and/or software-what kind?
___Use screen reading applications and/or software-what kind?
___Use speech recognition applications and/or software-what kind?
___Use text-to-speech applications and/or software-what kind?
___Use magnification applications and/or software-what kind?
___Use magnification hardware (CCTVs, mobile cameras, etc.)-what kind?
Other________________________________________________________________________
Slide18Student Questionnaire (3)What task(s) at school is most challenging for you?
___Computer input
___Mathematics
___Note Taking
___Reading
___Writing
Other________________________________________________________
What questions do you have?
Source: Bromley 2016
Slide19Identified Strengths and Barriers Accommodation Specialist Report Post-Intake
Reading Comprehension Executive Functioning
Writing Expression Following Instructions
Speaking/Expression Math Problem Solving
Listening Comprehension Working Memory
Visual-Spatial Mobility
Math Calculation Vision
Organizing/Evaluating Information Processing Speed
Pertinent information from this report will be summarized on the AT Assessment Tool to help guide the decision-making process.
Slide20AT ASSESSMENTDate:______________
Student: ________________________________
Task to be assessed: __________________________________________________________
With the right tools and/or training the student will be able to:________________________
___________________________________________________________________________
___________________________________________________________________________
From Summary of Accommodation Specialist Report Post-Interview
Student’s strengths: __________________________________________________________
Barrier(s) at time of assessment: ________________________________________________
___________________________________________________________________________________
Slide21AT Assessment (2)AT device(s) recommended? Yes _______________ No ___________
If yes, what?____________________________________________________________________
______________________________________________________________________________
Training- By whom: ________________________________ How often: ____________________
Days and time for training:_____________________________________________________
Week 1- report on use of AT:____________________________________________________
Will student continue with current AT? Yes ___________ No___________
If no, what needs to be addressed?
____________________________________________________________________________
Slide22AT Assessment (3)If yes,
Week 2 report on use of AT: _____________________________________
Will student continue with current AT? Yes No If no, what needs to be
addressed?__________________________________________________________
If yes,
Week 3- Is the AT meeting the student’s needs? Yes No If no, reassess
student’s need and barriers to address with different AT device:
__________________________________________________________________________
__________________________________________________________________________
Slide23Accessibility PlanDisability Services Offices will meet with every student with a vision or hearing impairment and offer to meet with every student who requires assistive technologies or curricular materials in alternate formats, and their instructors, to develop an accessibility plan.
THIS STUDENT’S INFORMATION MUST BE KEPT STRICTLY CONFIDENTIAL
Name:___________________________
ID#__________________
Email: _______________________________________________
Phone: ______________________
Semester/Term: ___________________
Program of study: ______________________________________
Slide24Accessibility Plan (2)Preferred formats (PDF, Word, Braille, EPub
, other?):
___________________________________________________________
Need for communication access/type? (ASL Interpreter, CART,
Typewell
,
captioned media, audio description)
___________________________________________________________
What current Assistive Technology do you use?:
___________________________________________________________
___________________________________________________________
Attach student’s current schedule
Slide25Accessibility Plan (3)Additional information that will aid in the implementation of the classroom
accommodations
: ______________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Slide26Instructors’ Name/Class
Date
Date
Date
Date
Date
Date
Date
Instructor/Faculty Contact Form
Accessibility Plan (4)
Slide27Student ContactPlease date and initial for each meeting with ________________________________
(student name)
September
October
November
December
January
February
March
April
May
June
July
August
Comments
Slide28Quality Indicators for Assistive TechnologyQIAT has a post-secondary questionnaire to use as an internal evaluation/institutional self-study of AT on your campus.
Campus Self-Evaluation Matrix
QIAT-PS is a set of quality indicators in five content areas for Assistive Technology (AT) in Post-Secondary education. Evaluate to improve AT services at your school.
Check out the Campus Self-Evaluation Matrix.
http://qiat-ps.org/
Slide29QIAT Assistive Technology Assessment Process Planner(Sample of what is used in some pre-K-12
th
)
Referral for AT assessment is made by any member of the team when classroom strategies and tools do not meet the student’s needs.
AT assessments in pre-k-12
th
are completed by a collaborative team sharing responsibilities. Very detailed with expected outcomes and how those will be measured.
Source of information for QIAT: www.qiat.org
Slide30Resources:28 CFR § 35.160 - General. (n.d.). Retrieved May 13, 2019, from LII / LegalInformation Institute website:
https://www.law.cornell.edu/cfr/text/28/35.160
Applicability & Conformance Requirements | Section508.gov. (n.d.). Retrieved
October 1, 2018, from
https://www.section508.gov/create/applicability-conformance
Consent Decree:
Aleeha
Dudley and the United States v. Miami University, et
al. (n.d.). Retrieved September 15, 2018, from
https://www.ada.gov/miami_university_cd.html
Harner
, W. (2019, April). Developing an Assistive Technology Intake Evaluation.
Presented at the AHEAD in Texas Spring Conference, 2019, Waco.
Bromley, M. (2016, October). Facilitating Autonomy: Optimizing Adaptive
Technology Assessment and Support. Presented at the ORAHEAD Fall
Conference, 2016, Newport.
Slide31Resources (2)IT Accessibility Laws and Policies | Section508.gov. (n.d.). Retrieved October 1,
2018, from
https://www.section508.gov/manage/laws-and-policies
Laws - United States Access Board. (n.d.). Retrieved April 27, 2019, from
https://www.access-board.gov/the-board/laws
Mobley, M. L. (2015, June 12). University of Phoenix OCR Dear Colleague
Letter. United States Department of Education Office of Civil Rights
Leslie, R. (2018, April). WCAG/WCAG 2.0. Presented at the AHEAD in Texas
Spring Conference 2018, Waco, Texas.
QIAT - Quality Indicators for Assistive Technology - Indicators. (n.d.). Retrieved
March 2021, from
https://qiat.org/indicators.html
Texas Technology Access Program. (n.d.). Retrieved April 27, 2019, from
http://techaccess.edb.utexas.edu/