Assistive Technology

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Description: The 2022 Virginia Assistive Technology, Tools, and Strategies (VATTS) Resources will guide the IEP team through the consideration and documentation process. These resources replace the previous versions of the AT Consideration and Resource Guide. VATTS: Consideration and Assessment Guidance Document (PDF) - Guidance for school divisions in the consideration and assessment of AT, including planning and implementing those services for students with disabilities. VATTS: Consideration...
Description: This guide designed to support professionals and families in understanding assistive technology (AT) and identifying possible AT tools for students from preschool through high school. (Updated 9/2023) “I have severe dyslexia and it's hard for me to read and write. In the eighth grade, I could not write down a single word. The first time I used a program with voice recognition, I wrote a whole short story. Using AT means I can do things myself and I don't have to depend on someone else to...
Description: It is never too early to consider assistive technology supports and services. The following resources will assist you in exploring AT and AAC for young children. Check out these Professional Learning Possibilities on TTAC Online: AT/AAC to support language, play, literacy, and early math skills **TechKnowledgy 2016-17 Archived Webinar: Technology Use in Early Childhood Special Education: Teaching the Swipe Generation Adapted Books  Resource: How do I use Adapted books to promote...
Description: IDEA: Assistive Technology Devices and Services for Children With Disabilities Under the IDEA (Jan. 22, 2024) - The Office of Educational Technology and the Office of Special Education Programs are pleased to share the below guidance in support of children with disabilities who need assistive technology (AT) devices and services for meaningful access and engagement in education. A Dear Colleague Letter (Jan. 22, 2024) on the provision of assistive technology devices and services for children...
Description: A transition guide to help you or someone you love transition to self-determination across all areas of their life. This includes a list of questions to consider from ages 10-22.
Description: Student Self-Evaluation Matrix - QIAT-PS has also developed a set of student quality indicators for assistive technology with an accompanying Student Self-Evaluation Matrix tool for students to rate themselves on their AT skills. The tool is useful to both students struggling to manage AT in higher education settings and for K-12 programs to assist students in enhancing self-awareness and problem solving with AT for better transition outcomes. (QIAT-PS = Quality Indicators for...
Description: Do you support students as they transition to school or work environments? Check out these Professional Learning Possibilities: **Webshop Title:  [TechKnowledgy 2022-23] Assistive Technology Transition Summit **Webshop Title: [TechKnowledgy 2022-23] Assistive Technology Transition Summit 2  **Webshop Title: Considering Universal Design Across the Transition Assessment Process **Webshop Title: [TechKnowledgy 2017-18] Archived Webinar: Preparing for the Real World...
Description: When considering assistive technology for a student, there is a lot to consider. These resources will help you as you navigate through helping a student with their assistive technology needs. Check out these Professional Learning Possibilities on TTAC Online: Getting Started with AT Podcast: AT in 3 - Assistive Technology in Education Podcasts (VA Tech T/TAC) Resource: Assistive Technology: An Overview (IRIS Center) Resource: Assistive Technology Internet Modules (ATIM) Resource: AT Tools in...
Description: AIM-VA (Accessible Instructional Materials of Virginia), Bookshare, CommonLit - The Library (a free digital collection of fiction and nonfiction for classrooms), Digital Public Library of America (DPLA) - The Education Guide, Learning Ally - Unlocking Student Potential through Literacy Solutions, Library and Resource Center (Department for the Blind and Vision Impaired, DBVI), National Library Service for the Blind and Physically Handicapped (NLS): The Library of Congress, ReadWorks, Student...
Description: Why is it important for students and families to be involved in AT decision-making? “Using AT means I can do things myself and I don't have to depend on someone else to help me." ~Olivia Hampton, I'm Determined Youth Summit, 2019  Check out these Professional Learning Possibilities on TTAC Online: Resource: AT Tools in Schools - 2nd Edition Resource: Information Gathering for AT Consideration Resource: 5 self-advocacy sentence starters for grade-schoolers with dyslexia Resource:...
Description: Assistive Technology That's Built Into Mobile Devices - Most smartphones and digital tablets have built-in assistive technology (AT) that can help with learning and thinking differences. The range of AT features varies depending on the device’s operating system. But iOS devices like iPhones, as well as Android devices like Samsung Galaxy phones, all have built-in AT tools. You don’t need to buy special apps to use these built-in AT features.
Description: The Elements of I'm Determined comprise the essentials necessary for increasing self-determination skills. These skills, abilities, and beliefs are grounded in self-determination research. A poster, that is a simple reminder of the Elements and their definitions, is available to download.
Description: K-12 Learning Acceleration Grants - Effective September 18, 2023, applications are open for $3000 learning acceleration grants ONLY for qualifying families. Please apply only if you meet the following criteria. Those who apply but do not meet the criteria listed below will not be eligible to receive a learning acceleration grant. Grants will be available until funding is exhausted. The student is school-aged, which means a student who: will have reached his or her fifth birthday on or...
Description: Hanover reviews definitions and key components of digital citizenship, and provides guidelines on how to teach and promote students’ digital citizenship skills. In addition, this research brief provides guidelines on the effective use of technology in and outside the classroom.
Description: This report is comprised of two sections: Section I: Best Practices for Integrating Technology in the Classroom reviews best practices for technology integration, including relevant frameworks, instructional design, and classroom practices. Section II: Supporting Instructional Staff in Technology Integration examines how school districts can support instructional staff in technology integration, reviewing best practices for professional development, coaching, and evaluation.
Description: The CROWD Strategy Planning Sheet, from the Division of Early Childhood, can be used to plan prompting questions to create a back and forth conversation during storybook readings. Taken from FPG Child Development Institute, Human Development Institute at University of Kentucky, The Early ChildhoodPersonnel Center, & The Division for Early Childhood of the Council for Exceptional Children. (2018). CONNECT: The Center to Mobilize Early Childhood Knowledge (revised). Developed under...
Description: The AEM Takeaway series is a collection of short and engaging learning modules on topics related to providing and using accessible materials and technology. Each module includes a brief video featuring an AEM Center team member explaining a term, concept, or practice, followed by a professional from the field who provides a practical perspective. With each module you’ll also find additional resources related to the topic. Use these to extend the video for training and professional learning...
Description: The ultimate goal of teaching a student to use their AAC device is to achieve communication competence. This resource, The 5 Areas of AAC Competence is a reminder to target all of these areas to promote independent use of a system.
Description: This poster is an example of how to teach using the Descriptive Teaching Model.
Description: ‘Model as a MASTER PAL’ was developed to help shape behaviors and belief systems of communication partners supporting individuals who use AAC.  It was developed from the premise that 1) AAC implementation is not intuitive, and 2) communication is not compliance. This training series assumes topics related to core vocabulary instruction and explicit creation of communication opportunities have already been covered, and communication partners require additional information to...
Description: All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions of their existence. Beyond this general right, a number of specific communication rights should be ensured in all daily interactions and interventions involving persons who have severe disabilities.
Description: This project began with a desire to identify the vocabulary words that were most important to support the success of beginning communicators participating in the Dynamic Learning Maps® alternate assessments in English language arts and mathematics. Through the years, the list first led to the development of the DLM First 40 and eventually to the Universal Core vocabulary for Project Core. The resulting Dynamic Learning Maps (DLM) and Universal Core Vocabulary Sort is a list of words that...
Description: VDOE's Assistive Technology Network has a newly updated Augmentative and Alternative Communication (AAC) section of their website. What is AAC? When to consider? Assessment Information Gathering Current Communication Skills Access Direct Selection Indirect Selection Decision Making Trials Develop a Plan Prompting Data Collection Tool Selection and Funding Implementation Planning and Support Training Device Set-up Customization Vocabulary Selection And more!
Description: Check out these Professional Learning Possibilities: Mindset  Article: Five Signs Your Child Needs Augmentative and Alternative Communication **Webshop: [TechKnowledgy 2017-18] Archived Webinar: Implementation of AAC: Debunking Common Myths and Road Blocks  Article: Communication Bill of Rights (ASHA) Article: AAC Myths: Busted (Small Talk Speech Therapy) What device is needed? **Webshop: [TechKnowledgy 2023-24] Navigating the AAC Roadmap **Webshop: [TechKnowledgy 2017-18]...
Description: National Assistive Technology (AT) Awareness Day celebrates the vital role AT plays in the lives of people with disabilities and older adults. AT is any item, device, or piece of equipment used to maintain or improve the independence and function of people with disabilities and older adults. AT solutions are as diverse as the goals of the millions of people who benefit from them. A few examples of AT that capture this diversity include speech-generating devices, video magnifiers, timers,...
Description: The attached chart helps you to identify vocabulary for your student's AAC System.
Description: This document provides guidelines for linking reliable, consistent and repeatable movements to potential switch site locations and positions. It also provides some benefits and challenges for each specific movement and location. This chart is meant to be a guide. Remember, switch type selection is highly dependent on the unique profile of the person using a switch.
Description: Small Talk Speech Therapy debunks seven common myths about AAC, including why speech-language pathologists should not be the only ones providing AAC instruction.
Description: This article describes 10 tips for teachers to support and teach the use of AAC throughout the school day.
Description: This article discusses the essential components of a robust communication system.
Description: These resources help to create a plan for how AAC can be implemented throughout the day.
Description: Transition Assessments: Assistive Technology 2022 Virginia Assistive Technology, Tools, and Strategies (VATTS): Consideration Guide and Resources will guide the IEP team through the consideration and documentation process. (free) WATI Assistive Technology Assessment is a process based, systematic approach to providing a functional evaluation of the student’s need for assistive technology. (free) Transition Assessments: Career Armed Services Vocational Aptitude Battery (ASVAB) is...
Description: Quality Indicators for Assessment of Assistive Technology (QIAT) Needs is a process conducted by a team, used to identify tools and strategies to address a student’s specific need(s). The issues that lead to an AT assessment may be very simple and quickly answered or more complex and challenging. Assessment takes place when these issues are beyond the scope of the problem solving that occurs as a part of normal service delivery.
Description: Pear Deck allows teachers to create interactive slide decks. Students can respond to activities directly on the slides and teachers can see responses via a dashboard. Can be used synchronously and asynchronously or “student paced.” Audio recordings can be included.
Description: Flippity is a web-based flash card tool that can be used as a blending board. Perfect for asynchronous instruction!
Description: This form should be completed with the assistance from the team of people working with the person using AAC. It can be used as an overview or used for a single position the person using AAC utilizes for communication (i.e.: lying in bed, sitting in wheelchair, etc.)
Description: This form can be used to collect information and describe how the AAC user will access their speech generating device using direction selection. Use this form during initial assessment to collect and document access needs. Revisit this form to document progress or a change in skills, environment, or level of independence. This form should be completed and shared with the support team and all communication partners to support appropriate set up and provide consistent access to communication in...
Description: This tool will help you determine how your student will physically interact with their communication device.
Description: This form is a tool to assist the Augmentative and Alternative Communication (AAC) evaluation process and to identify the potential needs of implementing eye gaze technology for communication. The form should be completed in collaboration with the entire team supporting the person using AAC.
Description: Assistive Technology for People with Brain Injury (BrainLine) - A traumatic brain injury can bring with it all sorts of challenges. A person’s balance may be off; he may have lost part of his field of vision; or his memory might be so compromised that within moments of seeing or hearing something, it’s gone. But like a magnifying glass for someone who has trouble reading the small print, there are many assistive technologies available for people with TBI. What is Assistive...
Description: Regardless of the AAC system used (no tech, low tech, high tech) or skill level use this list with what to do and what not to do.
Description: This is a listing of multimodal activities to enhance learning for students using all forms of communication.
Description: Language is about connecting with other people. If you can focus on providing robust AAC and teaching language skills that allow AAC learners to connect with people in their lives, you will make a real difference!
Description: The AT Network has developed a short professional learning course on Virtual Virginia that provides an overview of the new Virginia Assistive Technology, Tools, and Strategies (VATTS): Consideration Guide and Resources.  IEP team members can access this course at any time and complete the modules at their own pace.  A certificate of completion can be earned by those that finish the course requirements. Note: This course is currently not listed in the Virtual Virginia catalog.  We...
Description: The 2022 VATTS: Resource Guide provides instructional strategies, AT solutions, modifications, accommodations, and examples used to address areas of need identified through the AT consideration process to support student success. There are two Resource Guide PDFs: an ADA Compliant version and a printable table version.
Description: Chalk It Up to Experience! Tips from Real Co-Teachers of Virginia Report This report was created by demonstration site teams to celebrate the first five years of the Excellence in Co-Teaching Initiative. Teams share practical advice for effective co-teaching and practices they consider critical to establishing a strong collaborative relationship. This document will serve as an instructional resource for co-teaching teams and administrators to inform their co-teaching practices. Real Co-Teachers...
Description: Check out these Professional Learning Possibilities: Webshop Title: [TechKnowledgy 2021-22] Augmentative and Alternative Communication Instruction for Highly Impacted Students with ASD: High- and Low-Tech Strategies to Increase Communication Webshop Title: [TechKnowledgy 2021-22] Adapting Books and Creating Kits for Learning Webshop Title: [TechKnowledgy 2020-21] See Me, Hear Me, Touch Me, Read Me: Adapting Books So They Can eWorkshop Title: See Me, Hear Me, Touch Me, Read Me: Building a...
Description: Easterseals UCP provides meaningful and exceptional services so that children, adults and families living with disabilities, behavioral health challenges and autism can live, learn, work and play in their communities. Easterseals UCP’s Intellectual & Developmental Disabilities (I/DD) services provide home and community-based supports that help children and adults be engaged and contributing members of their family and community. Our Behavioral Health programs are evidenced-based and...
Description: This form includes the task, the description and the team member responsible for the AAC trial implementation.
Description: A prompting hierarchy should be utilized with students learning AAC. This involves providing the natural cues first and allowing sufficient wait time to respond, and if there is not a response, working through the hierarchy as needed. This Prompt Hierarchy provides a framework for this process.