CTE will research, advocate for, and disseminate effective policies and practices that support consideration of assistive technology devices, services, and testing accommodations for students with disabilities and promote the use of accessible, technology-based instructional products across general and special education.

The consideration of assistive technology and the implementation of universal design strategies in the classroom has received much attention in the recent past due to the influence that technology has had on overall student achievement for all students, including those with disabilities. Within the past few years, LSS commitment to technology has grown tremendously. With the reauthorization of IDEA in 1997, AT consideration was added to the list of special considerations in the IEP; however, questions about the processes to define how AT is considered still remain for both low and high incidence disability groups. Efforts to consider, document, and implement AT devices and services continues to mystify IEP teams while planning for individual child and student programs. Across the nation, IEP teams continue to request models, processes, and strategies for considering how AT and IT are implemented to improve individual programming needs. In the state of Maryland, LSS’s are continuing to struggle with how to define the broad range of technologies and related strategies across the continuum of disabilities.

The Policy to Practice branch of CTE will develop, implement, evaluate, and disseminate models for technology considerations. These models and strategies will be disseminated and implemented at the state and national level to improve how technology is considered within students’ individualized education plans. Maryland-based leaders will integrate models of AT consideration and access online and school-based data collection tools to monitor and evaluate this process in their districts and schools.

The institutions using the Maryland AT Consideration model will require the use of assessment tools such as the B/C and IFSP/IEP database reporting tool as a method for understanding how AT devices and services are considered and implemented in their respective districts as well as collective gathering and analysis of data at the state level. In addition, AT leaders will use ELC and Web-based resources to access support as well as implement these models in their respective settings.

By 2009, all schools and agencies in Maryland will use this consideration model and available resources as a framework and will support administrators, teachers, related service personnel, and other staff implementing this model in their respective settings. In addition, institutions of higher education in Maryland and across the country will use CTE/JHU models for offering bachelors and masters degree professional programs that integrate AT and instructional technology consideration and implementation processes.

IN THIS PROGRAM AREA, WE WORK TO ACHIEVE THE FOLLOWING GOALS OF CTE

Consideration of Assistive Technology in the IFSP and IEP: To increase the number of children and youth with disabilities who have received adequate consideration of assistive technology devices and services in their Individual Family Service Plan (IFSP) and Individual Education Plan (IEP).
Assistive Technology for Access and Progress in the General Education Curriculum: To increase the number of children and youth with disabilities who use appropriate assistive technology and accessible products to access and progress in the general education curriculum and state-wide assessments and to meet IEP goals.
Assistive Technology to Improve Student Outcomes and Quality of Life: To increase the number of children and youth with disabilities who are able to meet the objectives of the alternative assessment program and enjoy an improved quality of life through the use of assistive technology devices, services, and strategies.

THE FOLLOWING PROJECTS ILLUSTRATE THE TYPES OF WORK WE DO IN THIS AREA

Recordings for the Blind and Dyslexic Research Study: The Recordings for the Blind and Dyslexic (RFB&D), Maryland State Department of Education (MSDE) and the Center for Technology in Education (CTE) will conduct a research and evaluation study to explore three main issues surrounding the implementation of RFB&D materials and equipment on the students, teachers, and administration. The issues to be examined are student achievement, the administrative process of transferring and use of materials, and the type of training required to use the materials.

Development of the MSDE Online IEP and Supporting Online Professional Development

MSDE partnered with CTE to build a web-based Online IEP System that contains all critical data fields, reports, and functionality. The online IEP System enables local leaders to have access to “real-time” data and ultimately link to the B/C database. The online IEP also provides standardized forms and reports to the local school districts. Additionally, the system facilitates the entire IEP process including IEP development, meetings, tracking, and reporting. It also produces and maintains one complete record of IEP information for each child.

Maryland Assistive Technology Network and Electronic Learning Community

The MATN ELC is fostering a face-to-face and online community of learners that provides assistive technology resources and professional development opportunites including related policy development to educators in Maryland. Participation and exchange of current information includes such topics as; professional development, related policy developments, grants and funding opportunities, resources to streamline provision of assistive technology devices and services in schools.

Development of a Monograph Interpretating the Requirements in IDEA for Considering AT

This monograph frames this process by providing a systemic approach to considering a student’s possible need for AT devices and services during the development of the IEP. It addresses when and how issues surrounding AT should be raised, examined, and discussed, a range of decisions that can be reached, and guidance for documenting effective consideration in the IEP.

Development of Educational Web Site for Consideration of AT in the IEP Process

The CTE/MSDE website, Moving Forward, is to provide a process for technology consideration for students with disabilities in the state of Maryland. Within this site, you will find information on considering asstive technology in the Individualized Education Program planning process, as well as case examples that address different students and their needs.

The Center for Technology in Education is part of the Johns Hopkins University School of Education.

CTE 6740 Alexander Bell Drive, Suite 302 Columbia, MD 21046
PH 410-516-9800 | FAX 410-516-9818 | cte@jhu.edu