i. ASSESSMENT
State of Texas Assessments of Academic Readiness (STAAR) Test 2016 Accommodations for Students with Disabilities Taking State Assessments
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Accommodation Policies and Procedures for the 2016 Calendar Year
The Accommodation Triangle
This triangle organizes accommodations for students with disabilities by type, depending on the decision-making authority. Accommodation decisions made by the appropriate team of people at the campus level are Type 1 accommodations. TEA approval of Accommodation Request Forms are Type 2 accommodations. PDF links to specific information about each accommodation are provided in the triangle below. Note that not all accommodations are applicable to all assessments.
ASSESSMENT of AT DEVICE THROUGH IEP and Services
By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. After the information is gathered and the IEP team is composed they will discuss the need for AT devices to help a disabled student succeed in the classroom. Rights under the Individuals with Disabilities Education Act (IDEA). Under IDEA, AT must be considered for children with disabilities if it is needed to receive a "free and appropriate public education." It is the school district's responsibility to help select and acquire the technology, as well as provide training to the student in the use of the technology, and, at no cost to parents.
AT assessment process consists in gathering information about what, and how, a student is using AT in order to find ways to meet the needs of the learners by matching the strengths and weaknesses of the learner to the device.
OUTCOMES of the Assessment Process
- AT is not needed at this time and the basis of this decision is documented in the IEP.
- AT is in use and is effective/sufficient as specified in IEP.
- More information is needed before a decision can be made.
The SETT FRAMEWORK : The Student, The Environment, The Tasks, and The Tools.SETT is a framework to help the IEP team make good choices regarding AT. It is not a mandated program but rather an optional program. This is a way of choosing which AT device is best for the student base on the students UDL.
- STUDENT is:
• What does the student need to do?
• What are the student's special needs?
• What are the student's current abilities?
Knowing the student’s strengths, needs and preferences is critical to matching this information with the appropriate tools and strategies for his/her learning.
- The E -Environment: Type of classroom they are in (special ed, regular); home environment (tools at home); employment.
- TASK(S) that the student needs to accomplish in that environment by looking at:
• What are the critical elements of the activities?
• How might the activities be modified to accommodate the student's special needs
This leads to the question of how technology might support the student's active participation in those activities. All of these questions are then considered before attempting to identify the features or components of the tools needed to complete these tasks.
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Tools: Do not consider the tools until you have considered the first three; what is the function of the tool? When and how often will they use the tool?
What no-tech, low-tech, or high-tech tools should be considered when developing a system for a student with these needs and abilities, doing these tasks, in these environments?
Click the link below to view a few examples of Low, Mid and High Tech tools used as AT devices.
http://www.nsnet.org/atc/tools/lowtohightech.html
Low Tech AT DEVICES
MID Tech AT DEVICES
HIGH Tech AT DEVICES
FaceMouse is a high tech AT device that allows students to use their head and facial gestures to perform a number of tasks, including pointing the cursor, clicking on sites, or typing on the keyboard.
SIP and Puff Systems is a tool that makes computer use easier for students with mobility challenges, including paralysis and fine motor skill difficulties, sip-and-puff systems allow users to control a mouth stick, similar to a joystick, using their breath.
