AT & IEP (ATIM)

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AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

1

AT & IEP

(ATIM)


Module

Title:





Module Description
:






Introduction
:








Pre
-
Assessment

/ Post
-
Assessment
:






Overview:




The title should be clear and concise. For example:
Automatic Speech Recognition


This is a 3
-
5 sentence overview of the
module that will be housed on the main screen. The intention is for the
user to click on the title and view an expanded description of the module.

Each module must have an introductory video providing an introduction to the author and an overview of the
module content. Please see “ATIM Intro Script” as a guide.



Record video



Provide written video script (to be used for closed captioning)

Include 7


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-
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.

AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

2



Module

Objectives:








Content
:












Content Continued:














Each module should have at least two learning objectives. These

prepare the learner for topics covered within
the module and provide a basis for the end of module assessment. Each objective should be clearly stated in
measurable terms. For example: Participants will

be able to d
escribe the characteristics of good cand
idates for
the use of automatic speech recognition for text entry
.

This section of the module should include the written content for the module. Content should be broken into
meaningful sections. When deciding on where to break up conten
t consider how much you will be able to read in a
chunk on a web page.

The average number of topics and subtopics is 10
-

20 and the average length for a topic or
subtopic is approximately 500 words.

Make sure
the

content matches the established objectives for the module
including the assigned content topics shown in the table below.

Remember


the time to complete
the module
content between pre
-
assessment
and

post
-
assessment
should be 45
-
60 minutes.


The content
area of the
module includes embedded video and case studies (see guidelines for case studies below).

Please use your
professional discretion to adequately address your topic considering the parameters outlined above.
An example
of a section of content is

shown on the following page
:

An example of the

outline of the

content section for A
T
IM “
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”:


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T. 呲a楮楮朠剥煵楲om敮ts

AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

3

The following is an example of one topic or subtopic

(taken from the ATIM “Automatic Speech Recognition”)
:



Assigned Module Content Topics
:

Title: Optimal Environments:

While it is true that people have been able to use ASR in a wide variety of environments, it is safe to say that
greater success will be obtained if a quiet workspace is utilized. It would not be advisable to attempt ASR use
in certain environments such as

those that contain a great deal of background noise i.e. cafeteria, inside recess
or in an auditorium.

Use of ASR in a classroom can be successful but can also create a host of challenges for the user and those
working in the same environment. When using
ASR in the school or work environment, writing is no longer a
private activity. Some may not feel comfortable speaking their thoughts out loud. Think of dictating a
frustration about a co
-
worker to your boss while sitting in a row of cubicles!

If ASR use
is determined to be distracting to others in the environment, there may be a need to utilize an
alternative location for dictation. When considering work outside of the typical environment, the following must
be addressed:



Is the individual willing to leav
e the school or work environment?



Will he / she be missing out on important information that takes place in that environment?



Does the individual need assistance setting up the laptop and / or headset microphone?



Is there a place to plug the system in to r
echarge the batteries?



Can the student be alone while working with the ASR system?

Case Study: Jimmy

Jimmy is an 18 year old high school senior with Duchenne Muscular Dystrophy. He was provided with a laptop

and voice recognition software in 6th grade to help him complete written assignments. He is very successful
with the voice recognition software though he typically does not use it at school. Jimmy prefers to use the
software at home where he completes lon
ger writing assignments. While he is able to type for shorter
responses he has found that with longer assignments he becomes more quickly fatigued. He can write for longer
periods of time when dictating using voice recognition. Jimmy also states that he pr
efers not to speak out loud
in class to use the voice recognition software at school. He feels it is disruptive to the other students and

draws too much attention to himself. He also is not interested in leaving the class to go to a more private
location,
as he is fearful he will miss important information in the class.

Jimmy has recently been accepted into college where he has already contacted the disabilities services
coordinator. The disabilities services department and school district IEP team have bee
n working together to
plan the supports he will need to be academically successful. Jimmy is planning to continue to use voice
recognition software. He is glad he learned to use the software proficiently in high school so that he will be
ready for all of h
is college writing assignments as soon as classes begin.


AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

4




















Summary:






FAQ
:


Be
sure to include these topics in y
our module.
Keep

in mind there will be a lot of ATIM modules about a wide
variety of topics and we are suggesting these content areas in order to minimize significant overlap in other
modules.


MODULE TITLE:
“AT and the IEP Process”




What does the law say?



Overview of co
nsideration process (reference AT Consideration module for more info)



Who is an AT team



Present levels



How to write objectives and goals that incorporate AT



AT Services and Supports
-

how to write into IEP



Implementation of AT related IEP goals



Progress m
onitoring of AT effectiveness as related to IEP goals & objectives



The parent perspective


This is a brief review of concepts learned in this module. It can be a narrative or a list of bulleted points. The
length should be
approximately 100
-
200 words.

AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

5

















Citation and
References
:









The frequently asked question (FAQ) section of the module should provide participants with a quick reference
list of either bulleted points, or questions and answers regarding the content in the module. The FAQ
section
should be short and to the point so that participants can “get and go” in a short period of time.

co爠數am灬攺

Q: How is ASR affected by background noise?

A. The headset microphones supplied with the products are fairly good at filtering out
background noise.
If background noise is a particular issue, then a higher specification microphone will be needed.

Q. What reading level is required for successful use of ASR?

A. The general consensus among those who train students to use ASR is that a 4t
h grade reading level is
preferred. ASR software requires constant monitoring to be sure the spoken words match the intention
of the user. This will require a certain reading level and knowledge of parts of speech, homophones and
other literary concepts. T
here have been users with lower reading levels who can utilize the software
with text
-
to
-
speech feedback and other suppor
ts.

Citation: In this section, you will see a citation of your module as created by the OCALI staff, which will enable
others to reference the content of your module.


References: Please produce a list of references in the APA format. Consult
the current edition of the
APA
s
tyle
m
anual

for formatting of books, journal articles, electronic resources, etc.

References should be recent (no more
than 5 years old, unless the only information available is older). If using content from other sources,

make sure
that it comes from the primary source. When taking content word
-
for
-
word from others, be sure to quote and
cite appropriately. Long quotes (more than 40 words) should be indented in the block format. Try not to include
too many long quotes.
It is better to paraphrase the information in your own words and cite appropriately.

AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

6

Citation and
References

Continued



References Example
:















Documents:








Discussion

Questions
:


References


1 Focus Medical Software. (n.d.).
History of speech & voice recognition and transcription s
oftware
. Retrieved
11/09/10 from

http://www.dragon
-
medical
-
transcription.com/history_speech_recognition.html


Fellbaum, K., & Koroupetroglou, G. (2008). Principles
of electronic speech processing with applications for people
with disabilities.
Technology & Disability
, 20(2), 55
-
85.


Follansbee, B. (2010). Speaking to write/word for word: An overview of speech recognition (reprinted with
permission from the internatio
nal dyslexia association quarterly newsletter,
Perspectives, vol. 29, no. 4.
). Retrieved
11/09/10 from
http://www.ngtvoice.com/services/assistive/speaktowrite.htm
-

co
ntent


List additional documents, books, or information to support module content.

Examples of supplementary documents
include: worksheets, checklists, assessment forms, sample forms, and lists of websites, books and articles. All
supplementary documents should be in a .pdf format.

AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

7




























Each module should
have 5
-
10 discussion questions. This section of the module is designed to provide educators,
parents, or community members with questions that might be used for assessing understanding of content,
provoking thought, analyzing information, or further explor
ing the content presented within the module. Please
include questions that cover basic content knowledge, and also those that provoke more integration of concepts and
ideas. We want to meet the needs of all participants, from para
professionals

and family m
embers, to professionals.
Please provide answers to questions. For example:


1.

Think about an individual you know who might benefit from ASR.


Why would
he or she

be a good candidate?


Answer:

A good candidate for ASR is an individual with physical
disabilities who is not able to access writing tools
such as paper, pencil, or keyboards in the traditional way.


Those with learning disabilities who struggle
with written expression due to spelling difficulties may also benefit from ASR.


2. What are th
e personal characteristics of a successful ASR user?


Answer:

A successful ASR user will have many of the following characteristics:



willing to train the software



not easily frustrated



able to create a draft paragraph without prompts



ability to read at app
roximately a fourth grade level



ability to self
-
monitor and correct errors



likes using the computer



intelligible voice



a support network to assist with training, trouble
-
shooting and physical set
-
up as needed


AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

8




Activities
:

Introductory Activities (Example from the “Automatic Speech Recognition” Module):

1.

Using the WATI Document from the Module Documents Section, Chapter 5
-
Assistive Technology for
Writing, including Motor Aspects of Writing and Composition, describe at least
five low
-
technology
tools.

Correct answers may include:



Environmental and seating adaptations



Variety of pencils and pens



Pencils/pens with adaptive grip



Adapted paper



Adapted worksheets



Writing templates



Use of prewritten words and phrases

2.

Using the
document, “
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A motivated student



A student who likes to use the computer



A student who can verbally create a draft paragraph without prompts



A student who can recognize words on paper and on the computer screen and knows that they are
mistakes



A student with a high tolerance for frustration



A student with basic computer and wo
rd processing skills



A student with consistent speech patterns



A student who tolerates concentrated training sessions

This section of the module will contain activities for the module participants. Ideas might include:
answering questions about a case s
tudy provided, writing a lesson plan to implement a strategy in the
classroom, reading an article on a topic and writing a summary. This section is designed to facilitate
integration of the content. The audience includes: paraprofessionals, staff working w
ith individuals with
ASD, professional
s
, pre
-
service educators, staff developers, etc. Keep in mind all age levels, home, school,
and community when designing the activities. Please provide both introductory and advanced level
activities.

AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

9

Activities

Continued:












Advanced Activities (Example from the “Automatic Speech Recognition” Module):



Use the OCALI Assistive Technology Resource Guide found under Module Documents to complete the
SETT Framework for a student you may be considering as a candidate f
or ASR.

Correct answers will be specific to the student selected but content should include the responses to
these questions found as a part of the SETT framework:

The Student



What does the student need to do?



What are the student's current abilities?



What

are the student's special needs?

The Environments



What is the instructional setting?



What is the physical arrangement?



What materials and equipment are currently available?



What supports are available?



What are the attitudes and expectations?



What are the

concerns?

The Tasks



What tasks occur that enable progress toward mastery of IEP goals?



What tasks

relate to being

actively involved in the environments?



What is everyone else doing?



What are the critical elements of the activity/task?



How might the
activity be modified to accommodate the student's active participation?

The Tools



What system of no
-
tech, low
-
tech, and high
-
tech tools should be considered to support the
student in doing the identified tasks in these environments?



What strategies might
be used to increase student performance?



How might these tools be tried out with the student in the customary environments in which they
will be used?

AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

10
































AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

11

_______________________________________________________________________________________________

ADDITIONAL
GUIDELINES FOR MODULE CREATION:


Overall length:






Case Studies:










Glossary of Terms
:










Supporting Video
:








Supporting Pictures

(attach to email):












Module Author / Contributors:




Each module should include a case study or case example for each age level: preschool/primary, elementary,
secondary, and adult. These can be short and very specific to the topic presented in
the module. Case studies are
important because they provide participants with a concrete example that creates a visual picture within their
mind. Case studies can also be used as the basis for an activity with the Activities section of the module.

Case
St
udies should be embedded within the content of the module. Refer to the content topic example “Optimal
Environments” on page 2 to see how a case study might be embedded within the content of the module.


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-
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Interventions



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program participants’ knowledge, attitudes, behavior or awareness.

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Remember


the time to complete the module c
ontent between pre
-
assessment and

post
-
assessment
should be 45
-
60 minutes.

Please include a bio
for the main author and all contributing authors. The bio should be approximately 100
-
200
words long. A headshot is needed as well for each author and contributing author.

AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

12

Template for the Assistive Technology Internet Modules (ATIM)


Feel free to ent
er your
content for each area here. It is not necessary to place your text into this template, however, it is
provided as a tool for your use.

Remember


the time to complete the module content between pre
-
assessment
and

post
-
assessment should be 45
-
60 minutes.



Module Title:


Module Description
:


Introduction
:


Post
-
Assessment

/ Post Assessment
:


Overview
:


Module Objectives
:


Content:


Summary
:


FAQ
:


References
:


Resources and References:


Discussion
Questions:


Introductory Activities:


Advanced Activities:


Case Examples: will be imbedded within the module content


Glossary of Terms:


Module Author / Contributor Bios:


Supporting Documents
(attach to email):


Supporting
Video

(attach to email):


Supporting
Pictures

(attach to email):


Module Author / Contributor Headshot (attach to email):




AT & IEP 5
-
13
-
11

Please include all information requested. F
eel free to attach separate documents if that is easier

for you. Do not feel that
you have to put content directly into
this

template. It is designed as a tool, but use is not required.

13

Checklist for the
AT & IEP

(ATIM)





Module Titl
e



Module Descriptio
n



Introduction



Pre
-
a
ssessment / Post
-
assessment



Overview



Module Objectives



Content



Case
S
tudies for
E
ach
A
ge
R
ange
(
embedded in content
)



Summary



FAQ



References



Discussion Questio
ns



I
ntroductory Activities



Advanced Activities



Glossary of
T
erms with
D
efinitions



Supporting Video



Supporting Pictures



Supporting Documents



Module Author / Contributors
H
eadshot