Assistive Technology Service Delivery

COVID Preparedness Planning

Guide

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SSRCE Fall 2020

bwelsford@ssrce.ca & akingdon@ssrce.ca

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The Purpose of this Document

Assistive Technology Services Backgrounder

Navigate through through this document via clickable links and the clickable navigation buttons.

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PLEASE READ: THE PURPOSE OF THIS DOCUMENT

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Accessible Technology (Tier 1)

Assistive Technology (Tier 2 & 3)

Assistive Technology Categories and MTSS

SETT(T) Framework and definitions of different learning environments

Impact of COVID on AT Service Delivery

JUMP TO: ASSISTIVE TECHNOLOGY COVID SERVICE DELIVERY RECOMMENDATIONS

Assistive Technology Service Delivery includes a wide range of services including AT Functional Evaluations / Assessments; AT Purchasing and Procurement/ Distribution and Set Up; Assistive Technology Capacity Building, Team Training, Student Training etc.; Follow up and Monitoring and Extended Collaborations with other Professionals

Assistive Technology Services

Traditional Learning Environment

Assistive Technology Services

Dual Learning Environment

Assistive Technology Services

Virtual Learning Environment

Functional Evaluation

AT Capacity Building: Training Student / Staff

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Follow up / Monitoring

Evidence of Impact

Ongoing Team Collaboration

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Assistive Technology Services

Traditional Learning Environment

Home

Purchasing & Distribution

Assistive Technology Referral Process

• Receive AT referrals digitally from schools (Tienet), Process digitally, Complete a Tienet file review on student
• Digitally schedule face-to-face AT Assessments
• Travel to Schools to perform AT Assessments with students

AT Service Delivery Adjustment

1. Divide Referrals & Assessments into Tier 1 Accessible or Tier 2 &3 Assistive Technology
2. Develop & distribute a Pre-Referral AT Assessment Have-You-Tried form to suggest first step use of Tier 1 Accessible Technology prior to referring to AT Services
3. Develop a When-to-Refer-to-AT checklist for Tier 2 Assessment
4. When in-school focus on Tier 2 and 3 AT Face to Face Assessments
5. Assistive Technology Tier 2 & 3 Assessment Kits
6. Increase UDL & AT Virtual Training opportunities

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Assistive Technology Services

Traditional Learning Environment

Functional Evaluation

HEALTH PROTOCOLS

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• Entering building protocols
• Cleansing protocols
• AT Equipment use with students / staff protocols
• Space availability
• Staff availability
• Meeting location (distance seating, barriers)
• PPE requirements

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COMMUNICATION PROTOCOLS

Assistive Technology Purchasing Process

• Purchasing digitally based on AT Functional Evaluation / Assessment
• Increased evaluation of Apps/Extensions for privacy
• Set up Tier 2 AT (iPads, Chromebook with specific Apps/Extensions)
• Receive and Set up more involved and individualized Tier 3 Assistive Technology

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AT Service Delivery Adjustment

1. Enhanced coordination with IT staff
2. Develop packaging/repackaging procedures
3. Develop appropriate procedures for safely setting up, packaging and delivering to schools

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

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Assistive Technology Services

Traditional Learning Environment

Purchasing & Distribution

Assistive Technology Evidence of Impact

Evidence of impact of AT use is an important component of the indications of efficacy of Assistive Technology with a student. We can collect evidence in various ways in the traditional learning environment including:

• Observations and report writing during face to face assessment processes
• IPP outcomes or adaptations listed in Tienet file including use of AT to enhance performance, progress monitoring by teachers
• Report cards as indicators of efficacy of AT use
• Learner feedback (First Voice of AT use)

AT Service Adjustment:

• Google Forms after trainings and narrative data/feedback
• Enhance audio, video, and screenshots of pictures for baseline and follow up

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Assistive Technology Services

Traditional Learning Environment

Evidence of Impact

HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

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Assistive Technology Capacity Building/Team Training

• AT Training for the student has been done by the school based team in a face to face in-school set up following training by ATC staff
• On completion of AT Assessment, AT is recommended along with training in a face to face setting in the school OR in the ATC

AT Service Delivery Adjustment:

1. Deliver AT training virtually *Consideration of time availability, technology availability, substitutes teachers, TAs
2. Increase AT Services consulting, coaching and curating
3. Increase AT /UDL training videos delivered through CLT AT/UDLMTSS training website, podcasts
4. EECD and Regional/CSAP Summer Learning Academies
5. Offer Assistive Technology Virtual Office hours for Q&A

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Assistive Technology Services

Traditional Learning Environment

AT Capacity Building: Training Student / Staff

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

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Assistive Technology in-school follow up and monitoring

• Staff follow up in-school
• Student follow up observations in-school

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AT Service Delivery Adjustment

1. Increased virtual follow up meetings
2. Email, phone call, google meets follow up
3. Extended collaboration with SLPs, OTs, PTs, LD and ASD Specialists, Literacy and math mentors, Instructional coaches etc.

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

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Assistive Technology Services

Traditional Learning Environment

Follow up / Monitoring

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Assistive Technology and Extended Team Collaboration

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• Face to Face meetings

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AT Service Delivery Adjustment

1. Increase Virtual meetings and training sessions
2. Extended collaboration with SLPs, OTs, PTs, LD and ASD Specialists, Literacy and math mentors, Instructional coaches etc.

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

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Assistive Technology Services

Traditional Learning Environment

Ongoing Team Collaboration

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Functional Evaluation

AT Training Student / Staff

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Follow up / Monitoring

Evidence of Impact

Purchasing & Distribution

Ongoing Team Collaboration

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Assistive Technology Services

Dual Learning Environment

Home

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Assistive Technology Services

Dual Learning Environment

Functional Evaluation

Define Dual Learning Environment Scenarios:

Dual Learning Environments can mean a number of things: One week Traditional / One week virtual; Traditional to begin with then transition to Virtual and back again after Covid flare up; Some students coming to school, some learning virtually, AT services could be provided to some students virtually while in school

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Assistive Technology Referral Process Traditional and Virtual remains the same:

See Traditional Learning Environment Referral Process

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*Pivot / Transition process from Traditional to Virtual

1. Develop Virtual AT Functional Evaluation/Assessment Process for Tier 2 & 3 AT
2. Refocus on virtual AT consultations and coaching (home and school)

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• See Virtual Learning Environment Section

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Assistive Technology Purchase

• Purchase AT recommended
• Set up Tier 2 AT (iPads, Chromebook, Apps etc)
• Receive Tier 3 AT and set up where necessary

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Assistive Technology Purchasing for Virtual Learning AT Home

1. Deliver direct from vendor to home
2. Set up and deliver from school
3. Access to AT Loan Library, pick up device and delivery to home or school following appropriate Health Protocols

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Assistive Technology Services

Dual Learning Environment

Purchasing & Distribution

HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Assistive Technology Evidence of Impact

Evidence of impact of AT use is an important component of the indications of efficacy of Assistive Technology with a student. We can collect evidence in various ways in the traditional learning environment including:

• Observations and report writing during face to face and virtual assessment processes
• IPP outcomes or adaptations listed in Tienet file including use of AT to enhance performance, progress monitoring by teachers
• Report cards as indicators of efficacy of AT use
• Learner feedback (First Voice of AT use), Parent feedback of use at home and community

AT Service Adjustment for “Traditional & Virtual”:

• Google Forms after trainings and narrative data/feedback
• Enhance audio, video, and screenshots of pictures for baseline and follow up
• Telepractice Session Plan in Google Spreadsheet to collaborate virtually with parents, observe and collect data on AT use

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Assistive Technology Services

Dual Learning Environment

Evidence of Impact

HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Assistive Technology Capacity Building

• Traditionally this has been done by the school based team in a face to face in-school set up

Assistive Technology Capacity Building AT-Home

• Virtual coaching and consultations with families/caregivers

AT Service Delivery Adjustment:

1. Increased virtual training with student by AT Staff if/when necessary
2. Virtual training available for any Accessible and Assistive Technology
3. Virtual AT consultations and coaching in both environments

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

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Assistive Technology Services

Dual Learning Environment

AT Capacity Building: Training Student / Staff

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Assistive Technology in-school follow up and monitoring

• Staff interview in school
• Student observation follow-up
• Consideration of time availability

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Assistive Technology in-home follow up and monitoring

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AT Service Delivery Adjustment

1. Virtual Assistive Technology Consultative and Coaching model

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Assistive Technology Services

Dual Learning Environmental

Follow-up / Monitoring

HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Assistive Technology Team Collaboration

• Face to Face

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AT Service Delivery Adjustment

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• Virtual
• Synchronous
• Asynchronous

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Assistive Technology Services

Dual Learning Environment

Ongoing Team Collaboration

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Functional Evaluation

AT Training Student / Staff

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Follow up / Monitoring

Evidence of Impact

Purchasing & Distribution

Ongoing Team Collaboration

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Assistive Technology Services

Virtual Learning Environment

Home

Assistive Technology Referral Process: Receive referral digitally, Process digitally

• Divide Assessments Tier 1/2/3 Accessible or Assistive Technology
• Tienet file review, digitally Book AT Assessments in-home

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AT Service Delivery Adjustments:

Offer various ways to complete AT Services virtually to school/home: with a refocus on Virtual Consultative and Coaching AT Services

1. Design a Virtual AT Assessment for Tier 2 and Tier 3 AT
2. Develop AT Assessment Checkpoints Document for in the Home Assessment :parent/caregiver to refer to prior to and during assessment.
3. AT observation checklist / spreadsheet shared with parents
4. Establish process for getting AT to home for evaluation with student, what is available in the home, set up, positioning with virtual observation)
5. Extended collaboration with SLPs, OTs, PTs, LD and ASD Specialists, Instructional Learning Coaches

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Assistive Technology Services

Virtual Learning Environment

Functional Evaluation

Assistive Technology Purchasing Process:

• Purchase AT recommended and deliver to home
• Coaching set up Tier 2 AT (iPads, Chromebook with recommended Apps, Extensions etc)
• Tier 3 AT, set up virtually with family

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AT Service Delivery Adjustments:

1. Purchase virtually from vendor, deliver right to home
2. Support virtually with set up and observation of use

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Assistive Technology Services

Virtual Learning Environment

Purchasing & Distribution

HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

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Assistive Technology Evidence of Impact

Evidence of impact of AT use is an important component of the indications of efficacy of Assistive Technology with a student in any learning environment.

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AT Service Adjustment for “Traditional & Virtual”:

• Virtual observations and report writing during virtual assessment processes (to be developed with each school and family)
• IPP outcomes or adaptations listed in Tienet file including use of AT to enhance performance, progress monitoring by family in the home
• Report cards as indicators of efficacy of AT use
• Learner feedback (First Voice of AT use), Parent feedback of use at home and community
• Google Forms after trainings and narrative data/feedback
• Enhance audio, video, and screenshots of pictures for baseline and follow up
• Telepractice Session Plan in Google Spreadsheet to collaborate virtually with parents, observe and collect data on AT use

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Assistive Technology Services

Virtual Learning Environment

Evidence of Impact

HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Assistive Technology Capacity Building

• On completion of AT Assessment, AT is recommended along with virtual training of team with strategies on implementing for virtual learning
• AEM materials in place
• Virtual training on developing AEM materials

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AT Service Delivery Adjustment:

1. Deliver AT training virtually
2. Continue to build and distribute instructional videos via our youtube channel
3. Continue to build CLT/AT/UDL/MTSS training website
4. Extended collaboration and training with SLPs, OTs, PTs, LD and ASD Specialists, Literacy and Math mentors, Instructional coaches, EAL itinerants, APSEA itinerants

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Assistive Technology Services

Virtual Learning Environment

AT Capacity Building: Training Student / Staff

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Assistive Technology Services Follow up and Monitoring

• Virtual follow up and monitoring (phone, email, google meets)
• Observations

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AT Service Delivery Adjustment

• Follow-up and monitoring completed virtually
• Preparing caregiver to support
• Virtual training options and checklists for use and application
• Develop a Telepractice Session Plan in Google Spreadsheet to fill out prior to session and post. To share with parents for input/reflection

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Assistive Technology Services

Virtual Learning Environment

Follow up / Monitoring

HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

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AT Service Delivery Adjustment:

Offer more virtual collaborative opportunities

• Meetings
• Training Sessions
• Updates

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Assistive Technology Services

Virtual Learning Environment

Ongoing Team Collaboration

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HEALTH PROTOCOLS IN PLACE

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COMMUNICATION PROTOCOLS

Suggestions

Assistive Technology Service Delivery Adjustment Suggestions:

AT Consultation & Coaching & Tier 1 Pre-AT Referral Checklist

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Assistive Technology Service Delivery Adjustment Suggestions:

Capacity Building & School based AT Designates

Assistive Technology Service Delivery Adjustment Suggestions:

AT Assessment Kits

Assistive Technology Service Delivery Adjustment Suggestions:

Tier 2 & 3 Checklists for School and Home

Assistive Technology Service Delivery Adjustment Suggestions:

AT Consultation & Coaching & Tier 1 Pre-AT Referral Checklist

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AT SERVICE DELIVERY REFOCUS ON AT CONSULTATION & COACHING

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DEVELOP A PRE-REFERRAL CHECKLIST:

To reduce the number of AT Assessments targeting students with basic needs that can be addressed by Tier 1 Accessible Technology

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1. For Tier 1 Accessible Technology “Have-You-Tried” checklist prior to AT Assessment Referral
2. Require Tier 1 Accessible Technology “Have-You-Tried Checklist”, with demonstrated trials, prior to AT Referrals (accessibility options on different platforms)
3. Develop document stating When-to-Refer to Assistive Technology Services (Tier 2 and 3 Supports)

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DEPENDENT ON:

• All students having access to accessible Tier 1 Technology (iPads/chromebooks) in every learning environment

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Assistive Technology Service Delivery Adjustment Suggestions:

Capacity Building & School based AT Designates

CAPACITY BUILDING:

Each school provided access to:

1. Tier 1 and 2 Accessible Technology online videos
2. Virtual Training of Accessibility options, capabilities, Google Docs, R&W4G, various other AT
3. Continue to build CLT/AT/UDL/MTSS website
4. Virtual AT Office hours - Drop in
5. Extended collaboration and training with SLPs, OTs, PTs, LD and ASD Specialists, Literacy and Math mentors, Instructional coaches, EAL itinerants, APSEA itinerants, Resource and Learning Centre teachers, classroom teachers

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AT DESIGNATE APPOINTED AND TRAINED IN EACH SCHOOL

1. Appoint an Assistive Technology Designate in each school to set up assessment or training areas, help with assessments, working with student, prepare AT Assessment Kits

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DEPENDENT ON:

• Time availability
• Budget
• Trained and/or training personnel
• Agreement to reach out and train other mentors, consultants, specialists (SLP, OT, PT, LD, ASD specialists) and perhaps Teacher Assistants, in the school system to also support implementation of AT with AT Specialist and Facilitator coordinating the process

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Assistive Technology Service Delivery Adjustment Suggestions:

AT Assessment Kits

AT ASSESSMENT KITS:

1. AT Tier 2&3 assessment kits developed and delivered to each school (i.e. iPads with loaded apps to each school with AT Assessment device, switches, powerlinks etc) OR having a bank of 5 AT Assessments kits and deliver to school as assessments are scheduled with chunking assessments in schools
2. AT Tier 3 Assessment Packages to trial during assessment at home
3. Recommending a streamlined suggestion of APPS / extensions and specific different assistive technologies

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DEPENDENT ON:

• Depending on the Learning Environment:
• AT Designate and virtual assessments
• Safe space in school

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Assistive Technology Service Delivery Adjustment Suggestions:

Tier 2 & 3 Checklists for School and Home

AT TIER 2 & 3 ASSESSMENT Checklists:

• Designing a Virtual AT Assessment Process for Tier 2 AT
• Tier 2 AT Assessment Checkpoints Document Developed for in the Home Assessment for parent/caregiver to refer to prior to and during assessment
• Tier 3 AT Comprehensive and Collaborative Assessment and Implementation Plan Developed for Virtual Implementation
• Tier 3 AT Assessment Checkpoints Document Developed for in the Home Assessment for parent/caregiver to refer to prior to and during assessment

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5) Offer various ways to complete AT Services virtually to school/home

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• Direct Service
• Consultative
• Coaching
• Hybrid of the above

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Home

Accessible Technology: Tier 1

Accessible Technology is technology that benefits most students while offering built in customizable features for a broad range of abilities.

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Accessible Technology is considered Tier 1 Service and Support which provides supports to MOST students in a common learning environment.

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MTSS & Assistive Technology

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AT Backgrounder

Assistive Technology: Tier 2 & 3

Assistive Technology is any item, piece of equipment or product system (low, med or high tech) that maintains or enhances the functional capability of a student who faces a barrier to performing a task.

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Assistive Technology can be low tech, medium or high tech and include adapted pencil grips, lined paper, graphic organizers, augmentative communication devices, text to speech with individualized settings, single switches, powerlinks, eye gaze, adapted seating, vision and hearing supports, adapted eating utensils. Categories of AT include:

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MTSS & Assistive Technology

AT Backgrounder

AT Categories & MTSS

Some examples of Assistive technology aligned with MTSS include:

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• Aids for daily living (book stands, grab bars) (Tier 1, 2)
• Augmentative or alternative communication (communication displays, speech-generating devices, iPads with Communication Apps) (Tier 3)
• Computer access (specialized keyboards, touch screens) (Tier 1,2)
• Tablets with built in accessibility options and specialized applications to enhance functional skills (Tier 1)
• Educational/vocational/cognitive (graphic organizers, word prediction software, speech to text) (Tier 1)
• Aids for vision (large print, handheld devices for magnifying documents) (Tier 1, 2)
• Aids for hearing (hearing aids, visual and tactile alerting system) (Tier 1, 2)
• Recreation and leisure (adaptive sporting equipment, such as lighted or beeping ball, hippocamp wheelchairs) (Tier 3)
• Seating and positioning (custom inserts, cushions, active seating stools) (Tier 3)
• Mobility aids (wheelchairs, walkers) (Tier 3)
• Environmental control (switch-operated appliances, door openers, switch activated powerlink devices) (Tier 3)
• Home/school/work modifications (custom desks, adapted washrooms) (Tier 3)
• Prosthetics and orthotics (artificial limbs, splints) (Tier 3)
• Service animals (animals trained to assist individuals with mobility, vision, or sensory disabilities) (Tier 2,3)
• Sensory integration AT (weighted vest, gel cushion) (Tier 1,2)

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AT Backgrounder

SETT(T) Framework and COVID

• “The SETT Framework is a tool that helps teams gather and organize information that can be used to guide collaborative decisions about services that foster the educational success of students with disabilities”
• SETT is an acronym for Student, Environments, Tasks and Tools”.
• Shared Knowledge, Collaboration, Communication, Multiple Perspectives, Pertinent information, Flexibility and Patience, On-going Processes (Zabala, 2005)
• Due to the COVID19 Pandemic we are faced with preparing students in the Fall of 2020 for 3 different learning environments: Traditional (face to face); Dual (tradition and virtual) and completely Virtual at-home learning. Reviewing AT Services and AT recommendations in these 3 different learning environments through the lense of the SETT framework will be essential for efficient planning.

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AT Backgrounder

Impact on COVID on AT Service Delivery

COVID-19 has impacted the way learning is delivered to students. The literal leap into the virtual classroom has been nothing less than extraordinary. Students with disabilities, or those facing barriers to learning in any environment, are significantly impacted without access to their appropriate Assistive Technology.

COVID-19 has changed the game for Assistive Technology Service Delivery. We need to rethink AT Service Delivery in general; how to assess students for their AT in the so-called traditional setting in light of newly instated health protocols; how to assess students virtually when learning from home; how to safely purchase and distribute AT recommended.

This document considers many different scenarios in 3 different learning environments. It is by no means complete but provides a guide to begin the planning process for AT Service Delivery in the Fall of 2020.

AT Backgrounder

AT Service Delivery Q&A Page:

• WILL SPECIALISTS BE ALLOWED TO GO SCHOOL TO SCHOOL or WILL SCHOOL BUBBLES BE FORMED?
• Availability of Tier 1 Accessible Technology to All Students??
• Reducing numbers AT Assessments and perhaps more expensive Tier 2 Assistive Technology
• Can we complete more AT Assessments digitally for Tier 1 / 2 recommendations with a file review, virtual interview with student/staff, work samples?
• Can we train more on - site staff on Tier 1 and Tier 2 AT to support Virtual AT Assessments with student or do themselves
• Can we complete more AT Assessments digitally for Tier 1 / 2 recommendations with a file review, virtual interview with student/staff, work samples?
• Can we train more on - site staff on Tier 1 and Tier 2 AT to support Virtual AT Assessments with student or do themselves
• Issues to note Virtual: support in the home environment to set up assessment, do they have equipment to use for the assessment? how to adequately observe use of the AT being tested?

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Read Again

Purpose of this Document:

A Guide of AT Considerations for COVID Future Planning

This document refers to Assistive Technology Service Delivery, delivered by ANY individual in an RCE or CSAP responsible for Assistive Technology. The areas listed in the document refers to the various tasks that encompass delivery of effective AT services to ensure any student has the opportunity to enhance their performance in any given task. These AT services might be directed by an AT Specialist within various RCEs or CSAP or be encompassed within other professional services, HOWEVER, each aspect of AT services noted do need to be considered when preparing for the Fall learning environments. This is also a dynamic document that will be revised as needed.

Once again, this is to be considered a GUIDE offering suggestions only, when preparing for 3 potential learning environments we might face in Fall of 2020 and when considering Assistive Technology for students. This document is also meant to be only one component of a larger COVID preparedness plan covering all services being prepared by the province for a return to learning this Fall.

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