Tapping Technology, September, 1993 Inside: Assistive Technology in Local Schools, Page 2 MD TAP Guide to Assistive Technology in Education Page 3 Funding Assistive Technology in School Page 4 Partnerships for Technology in Education Page 5 Page 1 MD TAP Display Brings Technology to School Assistive technology (A.T.), while often a key to independence and a less restrictive school placement, can also be stigmatizing to a young child. Non disabled peers may not know what to make of that communication device, or head pointer or alternate keyboard. This can sometimes lead to isolation. The ARC of Frederick County recognized the need to orient all children to what itþs like to have a disability, and give them "hands-on" experience with some of the A.T. in schools. MD TAP has had the pleasure of participating in several þChildren with Disabilities: More Alike Than Differentþ workshops with the ARC of Frederick County. During these full day workshops, students learn about, among other things, adapted computer access, how to move around in a wheelchair and how to use manual and voice output communication systems. Held in local schools around Frederick County, these workshops give opportunity for teachers and other staff, as well as parents, to participate. To date, over 1,500 students have participated. If you would like information about the þ93 / þ94 school year schedule, or information about scheduling a workshop in your school, call MD TAP at 1-800-TECH-TAP. Page 2 Assistive Technology in the Local School: Examples from Maryland Educators Tapping Technology recently took a trip across the state to see how teachers and school systems are using A.T. Practical and down to earth examples of how assistive technology can be incorporated into the whole curriculum were observed. Here's one example: Peer Advice In Queen Anne's County Barb Lane, the Inclusion Specialist, was working with Jamie, a third grader with mild CP, developmental disabilities and some vision problems. Barb, and an inclusion team, were looking for ways for Jamie to fully participate in class. Having exhausted all ideas, they decided to go to another group of experts, Jamie's classmates. A Peer Advice Log was used with a group of Jamie's friends. The observations of her friends were that Jamie liked stories and should be with them for whole group reading. Jamie's activities in reading at that point were very different from other third grade students, and she ended up doing a lot of activities away from the rest of the class. Barb, the Speech Language Pathologist (SLP), a regular education classroom teacher and a special education classroom teacher brainstormed about how to adapt reading activities so Jamie could participate. Barb remembered an idea presented at a MACA (Maryland Augmentative Communication Association) conference on using picture symbols and story themes with an IntroTalker. Going back to the experts, the team worked to adapt a story about Hermit Crabs and the seashore. Jamie's classmates chose words and pictures for this activity they thought Jamie would relate to, and they turned out to be right on target. Pictures, words and recurring phrases were used on the overlay and programmed into the IntroTalker. The stories were updated as often as necessary and Jamie's staff and peer team selected symbols, words and themes from the new stories and reprogrammed the IntroTalker. As Jamie enters the fourth grade, with a little creativity and assistive technology, the expectation is that she will be part of the reading group, just like every other student. We can't come close to representing the literally hundreds of exciting and creative ways Maryland educators are using assistive technology. But, as far as we've come, there are still a lot of students who could benefit from a little A.T. in their classroom. For additional ideas about specific situations you might be in, call one of the resources listed in the MD TAP guide in this issue of Tapping Technology. MD TAP Advisory Committee meeting Thursday, September 23, 1993 Maryland Rehabilitation Center The topic for this event will be: Assistive Technology Issues in Education Our featured speaker will be : Cindy Millikin 4:30 p.m. - 5:15 p.m. This meeting is open to the public and you are cordially invited to attend. RSVP 1-800-TECH-TAP Page 3 MD TAP Guide to Technology in Education If you have questions about the educational application of assistive technology, you might contact: MD Technology Assistance Program Central Maryland 800-TECH-TAP Western Maryland 800-99-WMTAP Eastern Shore 410-546-2181 (273) Information & Referral Training & Technical Assistance Demonstration Centers Short Term Equipment Loan ABLEDATA data base of over 17,000 pieces of assistive technology Center for Technology in Education 181 North Bend Road Baltimore, MD 1-410-646-3000 Training & Technical Assistance Field and Center Based Consultation Demonstration Center (see related article) Learning INdependence through Computers (LINC) Osted Street Baltimore, MD 1-410-659-5462 Membership based computer resource center for children and adults Training & Technical Assistance Open labs Prevention & Early Intervention Infant and Toddler 1-800-535-0182 Library Resources Information & Referral Parent's Place of Maryland 7257 Parkway Drive, Suite 210 Hanover, MD 21076 1-410-712-0900 Education & Training Workshops Information & Referral Advocacy Assistance Closing The Gap P.O. Box 68 Henderson, MN 56044 612-248-3294 Publishes resource directory and bi-monthly newspaper on microcomputer applications for individuals with disabilities with a special education emphasis. Annual conference in October NICHCY National Information Center for Children and Youth with Handicaps P.O. Box 1492 Washington, DC 20013 800-999-5599 Information & Referral Publishes News Digests and fact sheets on issues related to assistive technology in education. Single copies are FREE. Call for a NICHCY Publications List. PennTECH Pennsylvania Assistive Technology Center 6340 Flank Drive, Suite 600 Harrisburg, PA 17112-2764 710-541-4960 Training & Technical Assistance Demonstration Centers Short Term Equipment Loan (see related article) Page 4 Funding Assistive Technology in School Paying for A.T. is often the issue lurking in the back of people's minds. It's helpful to look at a wider perspective of funding options for assistive technology in our local schools. Some options are: LEA's The primary source of federal support for funding assistive technology for children with disabilities is the Individuals with Disabilities Education Act (IDEA). There are six programs, services and administrative provisions that should be considered as supporting assistive funding: _free appropriate public education (FAPE)  special education  related services _least restrictive environment (LRE) _procedural safeguards _staff development While there is a legislative mandate for school systems to look at assistive technology, there are reasons why schools should not be looked at as the only source of funding . First, when a school system buys a piece of technology, they retain ownership. If the student moves or transitions out of school, the technology will stay. Second, a school is only required to look at educational outcomes. Considering additional resources may result in technologies that have more generalized benefits. Early Intervention Services This program, Part H of IDEA, serves the needs of infants and toddlers aged birth to three and is unique in a couple of ways. First, it not only targets infants and toddlers, but also addresses the needs of their families. Second, services including Occupational Therapy, Physical Therapy, Speech Therapy, and Assistive Technology can all be funded on their own merits, as stand alone services. Medicaid / EPSDT Medicaid is one of the largest untapped sources of funding technology for children. Many local school systems are becoming medicaid approved vendors of services and can be paid by Medicaid for providing certain services under the EPSDT (Early & Periodic Screening, Diagnosis and Treatment) Program. EPSDT is a special program that makes available to children below the age of 21 the full range of federal Medicaid options regardless of which options a state chooses to pay for. Services include, but are not limited to: physical therapy, occupational therapy, speech therapy, and audiological examinations. Assistive technology can be considered as a treatment. DORS (Division of Rehabilitation Services) When a student is between the ages of 14 and 16, transition plans should start. DORS must be considered in developing future plans, and as a potential funding source forassistive technology that may be necessary to implement those plans. Private Insurance Use of private insurance is a voluntary choice. A school system cannot require parents to use insurance to pay for technology or services. Sometimes parents do choose to use private insurance for a variety of good reasons. Considerations to keep in mind: _is there an annual or lifetime cap on coverage ? _will this affect future insurability?  will this affect future insurance costs? Business / Civic partnerships Many local schools are building partnerships with businesses, industries or civic organizations. These partnerships can be a valuable resource for the purchase of assistive technology, especially technology that will be shared by more that one student. For additional information about funding assistive technology devices and services, contact Pat Ourand, MD TAP Funding Specialist at: 1-800-TECH-TAP. Friends LINC Learning INdependence through Computers (LINC), Maryland's Alliance for Technology Access site will be hosting Friends LINC, a computer club for children aged 8 - 14. The club, for children with and without disabilities, will begin in late October and run for 5 weekend sessionsat their center, in Baltimore. During the club,members will use computers for creative writing, art and music . For details on how to participate, call LINC at 410-659-5462. Page 5 Partnerships for Technology in Education As more and more assistive technology (A.T.) is utilized in the classroom, the need for local expertise becomes greater and greater. In and around Maryland there are several organizations doing an exemplary job in increasing local and regional skills in A.T. In Pennsylvania, the Pennsylvania Assistive Technology Center, now called PennTECH, provides in-service training on device use and implementation strategies. Additionally, PennTECH has two "high tech" A.T. labs where monthly workshops on augmentative communication and computer access are scheduled, as well as a short term equipment loan program. The Pennsylvania 'Tech Act' program, Pennsylvania Initiative for Assistive Technology (PIAT) will be working with PennTECH to broaden their equipment loan program. Contact information for PennTech can be found on page three of this issue. In Delaware, the Delaware Assistive Technology Initiative is working with the Special Education Department to be sure their new Administration Manual use appropriate language that promotes the use of A.T. In Maryland, the State Department of Education (MSDE) has joined forces with the Johns Hopkins University (JHU) for the delivery of training and technical assistance for assistive and instructive technology. The Center for Technology in Education (CTE) is a partnership between MSDE and JHU þdedicated to the advancement of children and young adults with special needsþ. To increase expertise in A.T., CTE hosts an annual summer seminar series held on four Wednesdays in July focusing on using technology in education. In addition to large group training, local educators, therapists and parents receive training as they work side by side with CTE teams both in local schools throughout the state and at CTEþs Baltimore center through modeled intervention training. CTE is working with statewide Directors of Special Education to identify barriers and issues related to current legislation and to develop strategies to meet the A.T. device and service needs of children with special needs. In addition to new technology, CTE is conducting a research study with MSDE to determine the economic and educational viability of computers recycled from business and government. Contact information for CTE can be found on page three of this issue. Funding Strategies for Assistive Technology Audiotape albums from MD TAP's Funding Seminar held June 5, 1993 at Deep Creek Lake are now available. Call 1-800-TECH-TAP Page 6 Marylandþs TAP Team Technology Assistance Program Executive Director: Mary Brady Assistant Director: Pat Ourand Administrative Coordinator: Maureen Holder Office for Individuals with Disabilities Box 10, One Market Center 300 W. Lexington Street Baltimore, Maryland 21201 Technology Demonstration Center 1-800-TECH-TAP Director: Bud Rizer Information Specialist: Jim Corey Sensory Aid Specialist: Sheri Gelvar Funding Specialist: Pat Ourand Administrative Specialist: Dave Poehlman Secretary: Hope Sanders Technical Support: Teresa McCoy Regional Technology Specialists Western Maryland: Rick Metheny The Brandenburg Center, Cumberland 301-777-2373 (Monday) The Potomac Center, Hagerstown 301-791-4626 (M - F) 1-800-99-WMTAP Eastern Shore: Janet Parke The Holly Center, Salisbury 410-546-2181 ext 273 Our December, 1993 issue will focus on Seniors & Independent Living. If you have specific areas you'd like to see addressed, write Tapping Technology, Box 10 One Market Center 300 W. Lexington Street, Baltimore, MD 21201 or call 1-800-TECH-TAP Tapping Technology is available in large print, on disk, in braille and on audiotape. Call 1-800-TECH-TAP to request an alternate format. Tapping Technology is a publication of the Maryland Technology Assistance Program. MD TAP is a federally funded project of the National Institute for Disability and Rehabilitation Research (NIDRR), Grant No. H224A90019-91. MD TAP is governed under the provisions of Public Law 100-407 (1988), and is provided as a cooperative service of the Governor's Office for Individuals with Disabilities, William Donald Schaefer, Governor. MD TAP provides information on available products, devices, services and other resources to assist individuals with disabilities. No endorsements of these products, devices, services or resources are intended