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Accompany teacher to meet directly with IT staff to ensure they realize the legal implications of failure to implement something that is required by the IEP.
 
Arrange for device loan
 
Arrange meeting with classroom team to discuss roles and responsibilities, explain critical need for daily use in meaningful activities
 
Arrange observation or meeting with another teacher who is effectively using AT with a student whose needs are similar.
 
Arrange training for designated person(s) to learn needed skills
 
Ask questions about school goals, help teacher reach “ah ha” about how AT use relates to them.
 
Check IEP to see what is required immediately and ensure that the student is receiving required service. Develop a way to simulate the AT and to teach needed skills while waiting for loaner or purchased tool.
 
Check with IT staff to see if they can do any training.
 
Check with special education administrator to determine what training has been provided. If acceptable, provide training on consideration and documentation
 
Develop an action plan in writing with assigned staff responsibilities for the development of new activities related to IEP goals.
 
Collect data to determine antecedent events that lead to the refusal to use AT. Review data with staff to guide decision making.
 
Demonstrate simple, effective AT use at staff meetings.
 
Discuss and demonstrate the tasks the aide will need to do to support the use of AT.
 
Discuss impact of change with teacher. Help him identify how this change could be personally meaningful for him (e.g. increased performance by student, less need for separate activities once student is competent with AT, etc.) Help teacher understand nat
 
Discuss with teacher and aide the reasons for the AT and the expected outcomes for the student. Refer to IEP
 
Discuss procedure for updating the content and revise action plan to include specific responsibilities and timelines for keeping it current.
 
Discuss the impact of the location and ask for the reasoning behind it. Help problem solve a solution.
 
Engage supervisor in monitoring teacher/student use of AT.
 
Explain law and need for expediting.
 
Find out how the principal feels about AT use. Discuss importance of administrative support.
 
Find out what is causing the delay.
 
Help teacher figure out how to make the AT use part of the classroom procedures (e.g. how students get ready to work, this student gets out Fusion).
 
Find out what is not understood about AT Consideration. Get information for staff who serve on IEP teams
 
Find training materials or tutorials online so they can be accessed at any time.
 
Identify teachers/therapists who are interested in AT and support them to expand its use.
 
Follow trail of AT from shipper to find out where it might currently be.
 
Identify built in reinforcers in the environment for using AT with student.
 
Identify person in school to provide onsite support. Arrange/provide training for that person.
 
If the principal is negative about AT use, meet with special education director to plan an intervention.
 
Include support staff in AT planning so that a common goal that everyone agrees to can be identified.
 
Include teacher's immediate superivisor to discuss AT implementation and how it will be monitored.
 
Include the student in AT planning so that a common goal that everyone agrees to can be identified.
 
Invite others to a meeting who might provide support or reinforcement for AT implementation.
 
Meet and discuss specific activities in which AT could be used.
 
Meet and discuss the need to implement the IEP. Refer to IEP document.
 
Meet to discuss the need for a common goal. Include administrator to emphasize his or her expectations.
 
Meet with administrator to explain the critical role he or she plays in AT implementation.
 
Meet with classroom team and administrator to discuss the student’s need for AT, use identified in IEP, and the need for assistance
 
Meet with classroom team and administrator to discuss the student’s need for AT, use identified in IEP, how AT will be provided, need for compliance with law, etc.
 
Meet with classroom team to identify critical times during each day that the student will use the AT.
 
Meet with principal to discuss legal implications and his/her role in remedying the situation. If this fails, bring special education director into subsequent meeting.
 
Meet with staff and student to show them latest tools and discuss what would make one or more of them acceptable to the student.
 
Meet with staff to determine why set up is being delayed. Assign specific tasks to all appropriate individuals
 
Meet with supervisor to determine why he or she does not understand administrator's role.
 
Meet with teacher and discuss how he/she plans to help the student be a competitive participant, an active participant, or an involved participant rather than a non participant.
 
Meet with teacher and administrator to develop plan. Then bring team together to do appropriate planning about AT needs of this student. It may lead to new AT consideration during the IEP or a new assessment of AT needs.
 
Meet with teacher and administrator to discuss finding a staff member, older student or volunteer who could help for a short time.
 
Meet with teacher to explain purpose of AT and discuss classroom integration.
 
Meet with teacher and principal to find a way to make time, e.g. teaching buddy to cover class while teacher gets training, cover the class yourself, provide training in short segments at staff meetings, form an after school study group, etc.
 
Meet with teacher to determine specific training needs. Arrange or provide it.
 
Meet with teacher to explain law, leave concise, understandable explanation with him/her, then wait a short time and return to see if any thing has changed.
 
Meet with teacher to share research on effectiveness of AT and reasons it was provided. Show work samples from last year.
 
Meet with teachers/therapists that you know to try to understand what is happening.
 
Meet with the current teacher and principal and develop a plan to involve the receiving teacher and identify responsibilities for transition planning
 
Meet with them to brainstorm the problems and potential solutions.
 
Offer to accompany teacher to a meeting with the IT staff.
 
Participate in meetings about general education initiatives such as Response To Intervention, Positive Behavioral Supports, textbook adoptions etc.
 
Provide training to support staff.
 
Provide Assistive Technology Guidelines to all staff members to develop a clearer understanding of each person’s role.
 
Provide and review ASHA position papers
 
Provide information on the specific recommendations and agency responsibility to address the evaluation
 
Review AT Implementation Plan or develop a plan in writing with assigned staff responsibilities
 
Provide training on AT strategic and/or social skills.
 
Provide training to student.
 
Provide training.
 
Re-teach steps of operational skills in a way that addresses the teacher's learning style.
 
Request support from administrator
 
Review IEP together, discuss what district has committed to and which goals AT is to be used to meet.
 
Share information about pre-made lessons and templates
 
Share video or case study about another student with similar needs who is making greater progress because of AT use. Discuss the actions of people in the environment that make it an effective program.
 
Suggest that the staff meet to develop an action plan. If they cannot do that without help, meet with them and guide them through the development of an action plan.
 
Talk with administrator about repercussions of not providing AT that is in an IEP.
 
Talk with principal about the school's transition process for AT users.
 
Talk with several staff members and try to determine what their training needs are, then plan and provide training that addresses adult learning styles.
 
Talk with staff members to determine which tasks they are most concerned about, then plan and provide training that specifically addresses the use of tools to accomplish those tasks.
 
Talk with teacher about the change and ask if he/she has made arrangements for receiving teacher to visit classroom.
 
Teach classroom staff about four skills areas: Operational skills, Functional skills, Strategic skills, Social skills.
 
Teach specific operational skills and identify support person in the building to help on a daily basis.
 
Use Collaborative Consultation Model to determine next steps
 
Use demo versions of software for trial periods
 
Work with teacher and student or directly with student to find out what he/she would consider using and for which activities and tasks.