AT and Accommodations

Promote Student Achievement

Frances G. Smith, Ed. S., CVE and Katherine M. Wittig, M.Ed.

The Virginia Department of Education (VA DOE) has developed clear guidelines for the use of accommodations and assistive technologies for the Standards of Learning (SOL) assessments. These guidelines are somewhat flexible. If an IEP team has questions about the use of specific software or technology, it is recommended that they contact the VA DOE. The Individuals with Disabilities Education Act of 1997 defines assistive technology (AT) as, “any item, piece of equipment, or product system whether acquired commercially off the shelf, modified, or customized, that is used increase, maintain, or improve the functional capabilities of students with disabilities.” Typically assistive technology falls along a continuum that includes no tech, low tech, and high tech options. An example of no tech would be using a strip of Velcro to stabilize a student’s book on the desk. A low tech item might be a handheld magnifier to enlarge text. Finally a high tech device might be a CCTV magnification system to enlarge anything placed under its lens, supporting persons with low vision. The VA DOE T/TAC at VCU maintains an up-to-date list of assistive technology tools and resources.

Accommodations and the use of assistive technologies can be beneficial in many situations spanning across the school, home and community. Accommodations are not provided for SOL tests only; rather, the supports must be provided on an ongoing basis during instruction and regular evaluations. “The IEP Team or 504 committee has the responsibility for decisions about the need for and selection of accommodations for students with disabilities. Accommodations allow students with disabilities an equal opportunity to demonstrate their achievement. Typically, accommodations can be classified in the following categories: timing/scheduling, setting, presentation, and response.” (VADOE Procedures for Participation, 2002) For many of us, assistive technologies provide important enhancements to our success on the job. Children will likewise benefit from AT as they learn new concepts in math, develop new strategies in writing and comprehend history timelines. Our society has noted many recent developments from emerging mainstream technologies that incorporate AT into their overall design.Listed below are some examples of common accommodations and/or assistive technologies that can improve student outcomes.

• Additional time on test
• Use of a word processor to write
• Use of a spell checker
• An augmentative communication device to allow communication
• Pencil grips, enlarged pens and pencils
• Enlarged fonts and copy
• A brailler to provide special printing for someone who is blind
• A separate room for testing
• Adapted, ergonomically designed furniture
• Preferential seating

There are many resources available that provide instruction, training and strategies for using assistive technologies and accommodations. The VADOE TTAC at VCU maintains an extensive, up-to-date lending library and technology lab for teachers in the field. For the past 3 years, VADOE has directed the ongoing development of an emerging new resource known as TTAC Online. This has been developed through the guidance of AT experts from across the state of Virginia and is slated to launch this school year. This website offers the first online community to include AT resources (and other content areas) across the state. TTAC Online can be accessed through http://www.ttaconline.org . Additional resources can be accessed through the World Wide Web. They include online courses in AT, step-by-step product guides and tutorials, guidelines on conducting AT assessments and strategies for incorporating AT into practice. Below are some suggested resources for your perusal:

• Abledata
• Wisconsin Assistive Technology Initiative
• Equal Access to Software and Information
• Generating Assistive Technology Systemically
  
• Learning Disabilities Online
  
• Tech Connections
  
• Universal Design for Learning at CAST