BELLINGHAM PUBLIC SCHOOLS
Bellingham, Washington
Paraeducator Competency 13
Checklist
Paraeducator Competency 13: Awareness of ways in which technology can assist teaching and learning.
a.
Awareness
of assistive communication.
b.
Awareness
of technological equipment.
A paraeducator must be trained by the appropriate school district licensed health care professional (school nurse, occupational therapist, physical therapist, or speech language pathologist) prior to using assistive technology.
Who qualifies
for Assistive Technology?
All children eligible to receive specially designed instruction through an IEP must be considered for assistive technology.
Assistive
technology is based on “need,” not on “want.”
Assistive technology is a continuum. Many of the adaptations, modifications, and accommodations made for a student, in order for him/her to participate, may be considered as assistive technology. Assistive technology can be as simple as a pencil grip or as complex as a computer.
Some examples of assistive technology include:
· Low technology such as language boards or symbols that are exchanged for a desired item.
· Electronic equipment such as devices that speak (called augmentative communication devices or voice output devices).
· Hardware adaptations such as a trackball or an alternate keyboard.
· Specialized software supports, as well as other adaptations.
· Specially designed furniture.
· Talking word processors (word processors that speak the written text after it is typed).
· Voice recognition software (software that types the text after it is spoken).
· Other types of assistive technology include FM systems for the hearing impaired, specialized grabbers that reach and pick up items out of reach for those in wheelchairs, pencil grips, and many others.
All students with special needs must be considered for assistive technology. The variety of disabilities brings with it a broad scope of obstacles to overcome. Students having physical disabilities may need to write a different way. Students having vision impairments may need to learn Braille and use a “brailler” to work with text. Students having cognitive disabilities may need to use technology to learn to read. Non-verbal students may need to use technology to communicate. Students having learning disabilities may need special software to help with reading or math.
Once the device/service or other solution has been selected, there are no guarantees. It is only through ongoing evaluation of the child’s needs across environments that determination can be made as to whether or not a specific need is being met. It is important to realize the solution reached at one point in time may not be appropriate later. The functional use of interventions is an ongoing process, and the consideration process should provide documentation which supports why a specific device, or service is being selected, based on established criteria for the specific needs of the individual child.
It is the responsibility of the school
district to provide the training and on-going technical assistance to all
personnel and family members, as educationally appropriate, to ensure the child
is able to receive an appropriate education.
This training will be provided through certificated district
personnel. If you are not sure that you
are authorized and trained to use assistive technology designated for a
student, ask the speech language pathologist, occupational
therapist, or physical therapist.
The role of a paraeducator is to implement use of the technology tools or to support use of technology as a tool as trained by a physical therapist, occupational therapist, or speech language pathologist. It is extremely important to remember that technology is only a tool used to accomplish the goals and objectives of the IEP. It is not the end in itself. Often students need to be directed to use their assistive technology or need to learn the appropriate use of the technology. It is always important to understand how the technology works and to obtain training to operate the technology or to troubleshoot the technology.
Always ask for training if it is not offered. Often technology is abandoned, not because it is not helpful to the student, but because it is not understood by the adults involved in the student’s education.
I have read the above guidelines and understand that I am not authorized to use assistive technology unless I have been trained by a school nurse, speech/language pathologist, occupational therapist, or physical therapist for the specific technology as required by the student to whom I have been assigned.
___________ ___________ ___________
Instructional Assistant Date
___________ ___________ ___________
Special Education Teacher Date