Related Services
Assistive Technology is 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 functional capabilities of a child with a disability.
Following are some areas where Assistive Technology can be applied:
Positioning: Assistance with positions for seating so that a student with physical disabilities can participate in multiple activities in a variety of settings
Computer Access: Special devices that provide access to computers or environmental controls. Input devices include such things as: switches, mouse, trackball, touch Window, key latches
Environmental Control: Independent use of equipment in the classroom can be achieved through various types of environmental controls, including remote switches and special adaptations of on/off switches and special adaptations of on/off switches.
Assistive Communication: Communication devices include such things as: symbol systems, communication boards and wallets, speech synthesizers, electronic communication devices
Assistive Listening: Devices to help with hearing include: hearing aids, personal FM units, closed caption TV
Visual Aids: General methods for assisting with vision needs include: increasing contrast, enlarging images, making use of tactile and auditory materials. Devices that assist with vision include: optical or electronic magnifying devices, hand-held or spectacle-mounted magnifiers or telescopes, cassette tape recordings, large print books, Braille materials, lighting modifications
The list of uses for assistive technology is not exhaustive. There are other areas where individuals with disabilities may benefit from using assistive technology.
A referral for an Assistive Technology evaluation is initiated through an ARD committee meeting. A multidisciplinary team, which may include a speech language pathologist, diagnostician, occupational therapist, teacher of visually impaired classroom teacher or other personnel deemed appropriate will be assigned. An assessment/evaluation is completed and forwarded to the campus.
Philosophy
Adaptive Physical Education (APE) is a part of the comprehensive program offered through special education services. In keeping with the district philosophy, the Adaptive Physical Education Program strives to provide each student with an opportunity to develop skills and understanding through a variety of exercise, sport, and leisure activities that will serve them throughout their life.
Adaptive Physical Education Defined
While physical education may have many definitions, the definition as it applies specifically to students who have disabilities, appears in the Education for All Handicapped Children Act (PL 94-142) and later within the Individuals with Disabilities Act (PL 101-476). Here, physical education is defined as follows:
The term physical education means development of: (A) physical and motor fitness; (B) fundamental motor Skills and patterns; and (C) skills in aquatics, dance, individual and group games and sports (including intramural and lifetime sports). (Federal Register 1977, 42480)
Goals of the Adaptive Physical Education Program:
- To allow students with disabilities an opportunity to be successful in a physical education setting unique to their individual needs.
- To provide students with disabilities with alternative physical education activities adapted to their unique abilities, interests, and cognitive styles.
- To cooperatively work with mainstream education in planning physical education programs and supervising integrated activities.
- To evaluate equipment, materials, and curriculum so as to appropriately plan individualized or group programs for students with disabilities.
- To develop fitness skills in students with disabilities that will serve them throughout the life span.
- To provide consultation services to physical education teachers in general education classes who are working with individualized programming for students with disabilities.
Occupational Therapy and Physical Therapy Services
Referrals to occupational therapy (OT) and/or physical therapy (PT) are made through the special education contact person at the student’s campus. Therapists respond by screening the student to determine what is interfering with learning, and if an occupational therapy or physical therapy evaluation is needed. The screening process includes observation of the student, review of student records, interviews with teachers and parents regarding the reason for referral, and completion of a screening document designed to identify problems in areas significant to participation in school activities.
If an evaluation is recommended, it is implemented in accordance with district policy and procedures. State licensure rules for physician referral must be followed. Assessment data is gathered from a variety of sources, including a review of existing evaluation data. Upon completion of the OT and/or PT evaluation, the therapist(s) will make a determination regarding whether occupation therapy and/or physical therapy are required to assist a child with a disability to benefit from special education. The evaluation is reviewed by the IEP team and is submitted to the student’s permanent file. Recommendations for frequency, time, location, and duration of intervention services are made to the IEP team by the occupational therapist and/or physical therapist.
Students who need occupational and/or physical therapy services receive and benefit from a wide array of intervention methodologies. Therapists work collaboratively with other members of the student’s education team, and integrate their services into the student’s daily curriculum and activities to the greatest extent possible. To support a student’s individual education plan (IEP), suggestions for alternative approaches to classroom material or activities may be made by the OT and/or PT. Strategies may be provided for adapting the school environment to remove barriers or to enhance access to learning materials.
The therapist uses methods that include hands-on intervention to facilitate skill development and/or consultation with other education team members to ensure skills are generalized into all educational settings. Periodic checks of equipment and environments are also provided to ensure adaptation is made for developmental growth and/or changes in educational need. In-service training provided at the district, campus, or classroom level may also be appropriate.