AT Learning Modules

• Assistive Technology Internet Modules (ATIM) high-quality information and professional development

• IRIS Center Assistive Technology: An Overview 

  The IRISCenter has updated and expanded their module on Assistive Technology: An Overview. The module covers a comprehensive overview of assistive technology (AT). The modules are engaging, and are developed with input from AT experts across the nation. They include exploring the consideration process, implementation and evaluation of AT for students as well as practical application of AT services for students.

• IRIS Center Bookshare: Providing Accessible Materials for Students with Print Disabilities

  This IRISCenter module provides information on how students with IEPs, regardless of disability area, can receive accessible materials to support access to printed text.

• Ablenet University Recorded Webinars free webinars on a variety of AT needs and supports

• AT 101 Part 1: Legal Requirements
• AT 101 Part 2: Gather Information
• AT 101 Part 3: Decision Making and Tools
• AT 101 Part 4: Trial Use
• AT 101 Part 5: Examples of AT Resources

Click here to access the entire AT 101 Webinar Series.

Assessing Student Need for Assistive TeIchnology (ASNAT): This page, developed by Paula Walser, walks through portions of the AT 101 webinar and provides information about the steps to take in conducting an AT assessment.

Wisconsin Assistive Technology Initiative (WATI): This website contains many materials Paula referred to in her webinar for professionals to use when assessing student need for AT.

Assistive Technology Internet Modules (ATIM): These free internet modules are opportunities for professional development in assistive technology and include case studies.

• AAC Part 1: Introduction and the AAC Continuum
• AAC Part 2: Why is Building Effective Communication Systems so Important?
• AAC Part 3: Core Vocabulary
• AAC Part 4: Who is a Good Candidate for Using Core Vocabulary and AAC?
• AAC Part 5: Getting Started with Core Vocabulary and Collective Learning Teams
• AAC Part 6: Core Vocabulary Activity Examples
• AAC Part 7: Aided Language Simulation
• AAC Part 8: Resources and Therapy Tools

Click here to access the complete AAC webinar series.

Building AAC: Speech Therapy: This page, developed by Jennifer Schubring, walks through portions of the AAC webinar and provides resources to use with students in modeling use of AAC devices.

Core Vocabulary: This page is the result of a grant-funded research project that found that 85% of words that most communicators use consist of a core vocabulary of about 200 words. This website provides support to professionals working with AAC users to equip students with these words on their core vocabulary bards.

Communication Matrix-Aided Language Stimulation This page includes video examples and how-to ideas for implementing the evidence-based practice of aided language stimulation when working with students who use AAC devices.

Part 1: Introductions and Project Overview

Part 2: Membership Benefits & Resources

Part 1: Community of Practice Overview and Benefits

Part 2: Introductions and Learning Processes

Part 3: Reading Supports and Helpful Tools

Part 4: Fun Ideas and More Helpful Tools

Part 1: The What and Why of Accessibility

Part 2: Making Online Content Accessible: Colors, Fonts, and Links

Part 3: Making Online Content Accessible: Accessible Text

Part 4: Accessing and Creating Speech to Text

Part 1: What Is Writing and Other Considerations

Part 2: Picture Writing and Writing with Supports

Part 3: Making Worksheets Digital

Part 4: Writing Supports for Students with Less Significant Learning Needs

Part 1: Comparing UDL and Assistive Technology

Part 2: IEP and UDL Open Discussion

Part 1: AT and the High School to College Transition

Part 2: Experiences on Using the Best AT for Unknown Situations

Part 1: Accessing Print or Text in a Virtual Environment

Part 2: Resources to Guide Decision Making: SETT Framework and WATI

Part 3: AT Jamboard Share Out: Barriers & Helpful Tools

Part 1: Overloading, Personalized Tool Building to Address Overload, and the Continuum of Tools

Part 1: Chrome and Smart Phone Tools

Part 2: Accessibility Tools for Virtual Learning

Part 3: Google Extensions

Part 1: Designing Learning for Hybrid Environments

Part 2: District Learning Hybrid Experiences and Share-Outs

Part 3: UDL in Supporting Students in a Hybrid Learning Environment

 Part 1: An Overview of the SETT Framework 

Part 2: An Explanation of the SETT Forms/Documents 

Part 3: Support Effective Decision Making & Planning for Trials/Implementation

Part 1: An Overview of AT Assessment

Part 2: Steps for an AT Assessment: Identify & Define, Gather Information, and Analyze Information

Part 3: Steps for an AT Assessment: Generate/Prioritize Potential Solutions and Make a Decision

Part 4: AT Assessment: Case Study & Resources

Part 1: AT Users’ Responses: “What AT is mostly used today?”

Part 2: AT Users’ Responses: “Have you ever had people tell you you can’t use AT?”

Part 3: AT Users’ Responses: “What AT did you use?”

 Part 1: DVR 101 

Part 2: How long does DVR work with people? 

Part 3: What needs to be in an AT assessment for DVR?

Part 4: AT Question and Answers with DVR 

Part 1: Lesson Learned: Pandemic Year

Part 2: Virtual Learning Celebrations and Successes

Part 3: District Conversations and Sharing of Successful Tools

Part 4: Parental Perspective on Virtual Learning wi th a Child with Significant Needs

Part 1: An Overview of the AT Forward Project

Part 2: Why AT Matters

Part 1: Why Consider an AT Team and Quality Indicators

Part 2: Who Makes Up an AT Team and Case Studies

Part 3: Implementing a Plan and Final Questions

Part 1: Building Safety and Trust in AAC Teams

Part 2: Involving AAC Users and Follow Up Discussion

Part 1: Defining AT and IEP Considerations

Part 2: IEP Documentation and AT Services and Device Expectations

Part 3: Individual and Family Experiences and Helpful Resources

Part 1: What Are Sensory Supports and How Do They Affect Kids?

Part 2: Auditory System and Tactile Systems

Part 3: Proprioception, Vestibular, and AT & Routines

Part 1: What is Behavior?

Part 2: Rachael Langley Robust AAC and Emotions

Part 3: Tools to Support Students’ Behavior and Improve Regulation

Part 1: What Does UDL Mean in the Context of AT?

Part 2: Engaging Students with Complex Needs in Everyday Tasks

Part 3: SmartHouse Technology and Aha Moments

Part 1: Where to Document AT in the IEP

Part 2: Answering the Question: Does Your Student Need AT?

Part 3: Data Collection: The Why Behind Collecting It and What It Might Look Like

Part 1: What is A Need vs a Benefit for AT

Part 2: FAPE and LRE in Relation to AT

Part 3: Examples of AT in the IEP and Discussion Around Students’ Needs

Part 1: How Do We Define AT in Terms of Inclusion?

Part 2: Picture Writing and Writing with Supports

Part 3: AT in the Areas of Music, Art, and Physical Education

Part 1: An Overview of Accessible Educational Materials (AEM)

Part 2: Bookshare and Learning Ally Resources

Part 3: Louis Database & Wisconsin AEM Center

Part 1: Found at Your Desk

Part 2: Office Supply Store Hacks

Part 3: Found in Your Home and at the Local Store