# data[].attributes.attachment_link.readable_text
"For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible." - Mary Pat Radabaugh

What is Assistive Technology?

AT can be many things! According to state and federal law, Assistive Technology is "Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." The definition covers a broad range of devices, software, apps, and strategies that may be very simple or quite "high-tech". AT may also take the form of services needed to support the team or the student in the process of AT selection, acquisition and use.

What makes something AT?

What makes the broad range of supports (described above) AT is what they do for the student - increase, maintain, or improve function. AT, when carefully selected and supported, assists students in doing the things they need to do - read, write, listen, see, communicate, and many other tasks that they might otherwise be unable to do or to do effectively. Technology - including everyday devices or instructional technology - becomes AT for a student when it makes doing these things possible.

PaTTAN Publication: Teachers' Desk Reference: Assistive Technology

Events

If no events are showing, widget will hide on the live site

# data[].attributes.attachment_link.description
What is Assistive Technology? AT can be many things! According to state and federal law, Assistive Technology is "Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability."

# data[].attributes.body
August 16 and Sept 15

# data[].attributes.headline
Word Generation : Middle School Academic Language  

# data[].attributes.subject
Word Generation : Middle School Academic Language  

# data[].attributes.body
https://www.serpinstitute.org/wordgen-weekly

# data[].attributes.headline
Tour the department and learn what we do

# data[].attributes.subject
Tour the department and learn what we do

# data[].attributes.body
1. (training) Summer BVI-AT Schoology/Live Webinar Series (7/7-8/10)
2. (work assistance) Foundational Knowledge of New Supervisors of Programs for Students with Visual Impairments (FKNS -VI) - Transitioning PPT into articulate for Schoology.

# data[].attributes.body
Reference PP - LET me know if you will attend. Materials needed.

# data[].attributes.body
1. (session) A-03. Real World Hacks for Independent Living (8/11)
2. (session) D-03. Assistive Technology Hacks for Increasing Independence and Learning (8/12)
*Part of the PA Community of Practice Transition Conference

# data[].attributes.attachment_link.readable_text
Session Dates

Wednesday August 11, 2021 12:30 PM - 1:30 PM

Register Now

With the health and safety of our participants in mind, the 2021 Pennsylvania Community of Practice Transition Conference will be held as a virtual event. While this year's format will be different, the goals remain the same - to bring together a diverse community of stakeholders to share information, explore resources, and gain knowledge regarding successful practices in secondary transition.

Virtual Platform - Chime Live Features:

* The event platform grants access to session information, speaker bios, and the virtual Exhibit Hall.
* Conference attendees can personalize their schedule and take notes during sessions.
* The post-conference survey can be accessed at Continuing Education Credits.
* Handouts, when available, will be found at the bottom of each session page.
* "About this App" contains tutorials for different aspects of the app.

Throughout this 2-day conference, participants will learn how to be proactive in planning their "lifetime trip" while "filling their suitcases" with valuable resources and strategies to help youth take ownership of their future.

Target Audience

Stakeholders supporting post-school outcomes for youth and young adults with disabilities.

Reasonable efforts will be made to accommodate individuals who have special needs as addressed by the Americans with Disabilities Act and who need assistance at this event. Contact: Paula Quinn, at 800-446-5607 x6880, or pquinn@pattanpgh.net.

# data[].attributes.attachment_link.description
Wednesday August 11, 2021 12:30 PM - 1:30 PM Register Now With the health and safety of our participants in mind, the 2021 Pennsylvania Community of Practice Transition Conference will be held as a virtual event.

# data[].attributes.headline
Literacy Initiative - PaTTAN Literacy Resource Hub

# data[].attributes.subject
Literacy Initiative - PaTTAN Literacy Resource Hub

# data[].attributes.body
Visit this one-stop shop for many past PaTTAN literacy events with additional resources for PLCs.
Dig around to see all that has been collected and shared.  View one item (quick pick, literacy snippet, or recorded training) that interests you.

# data[].attributes.headline
Literacy Initiative - The Science of Reading by Emily Hanford

# data[].attributes.subject
Literacy Initiative - The Science of Reading by Emily Hanford

# data[].attributes.body
On the PaTTAN Literacy Resource Hub, visit the Science of Reading offerings at the link below.  Scroll to the 5th offering titled, "Emily Hanford: Discovering the Science of Reading: A Reporter’s Story."  The handouts and facilitation guide are provided to support your viewing.

# data[].attributes.attachment_link.title
PaTTAN Literacy Resource Hub - Science of Reading Strand

# data[].attributes.attachment_link.description
Explore the Science of Reading with the presentations and accompanying resources on this page.

# data[].attributes.body
August 4 and 5th

# data[].attributes.headline
School Psych Initiative Save the Dates, and registration links included 

# data[].attributes.subject
School Psych Initiative Save the Dates, and registration links included 

# data[].attributes.body
https://www.smore.com/dyt59

# data[].attributes.body
Watch the recorded series, "What Administrators Need to Know About Family Engagement, Part 1 and Part 2"

What Administrators Need to Know About Family Engagement, Part 1

# data[].attributes.attachment_link.title
What Administrators Need to Know about Family Engagement - Part 1

# data[].attributes.headline
Paraprofessional Initiative - What we do:

# data[].attributes.subject
Paraprofessional Initiative - What we do:

# data[].attributes.body
The paraprofessional initiative is responsible for providing support to administrators, teachers and paraprofessionals in the field by providing guidance on the credentialing process and providing professional development opportunities for paraprofessionals.  Per Chapter 14, paraprofessionals are required to participate annually in 20 hours of professional development “related to their assignment.”  For some, their local LEA will provide those hours but for others, PDE has specifically designated Pattan to offer staff development for paraprofessionals.

# data[].attributes.body
Special education paraprofessionals need to be able to document their competence and mastery of required skills and knowledge.  This "qualified" status can be met three ways:  (1) completed at least 2 years of postsecondary study, (2) possess an associate degree or higher or (3) meet a rigorous standard of quality as demonstrated through a state or local assessment.  (There is currently no assessment that covers that standards that PA has adopted so PDE has developed the competency assessment checklist that LEA's can use to credential paraprofessionals.)

The performance-based standards that PA has adopted are based on Knowledge and skills for Beginning Special Educators which were identified by the Council for Exceptional Children (CEC) in What Ever Special Educator Must Know, 4th ed., 2000.

Activity: Read through the Competency Assessment Checklist document. This is the document that an LEA would verify the paras base knowledge on and send to PDE for review.

# data[].attributes.headline
Paraprofessional Initiative:  Professional Development for Paras

# data[].attributes.subject
Paraprofessional Initiative:  Professional Development for Paras

# data[].attributes.body
Per Chapter 14, paraprofessionals are required to participate annually in 20 hours of professional development “related to their assignment.”  For some, their local LEA will provide those hours but for others, PDE has specifically designated Pattan to offer staff development for paraprofessionals.
Through the paraprofessional initiative, Pattan provides the Knowledge and Skill Development for Special Education Paraprofessionals website, which hosts videos specifically for paraprofessionals.  These videos, with content provided by the various initiatives and supported by the para initiative, are typically an hour in length and include a post-test at the end of the video.  When the para has completed the video and post-test, they are given a certificate of attendance to print that they can provide to their LEA’s as evidence of completing the PD.  Paras can also attend other Pattan trainings, webinars, presentations, etc. and can use the email received from our registration system verifying their attendance and Act 48 hours (or clock hours) as proof of participation for their districts (a certificate of completion, or attendance, from an asynchronous course can also be used).

Activity:  Visit the Knowledge and Skill Development for Special Education Paraprofessionals website (you may need to create an account) and check out the PD opportunities for paras. The site also includes videos that cover the credential of competency standards.

# data[].attributes.attachment_link.readable_text
These trainings are designed to provide practical information regarding educational methods and resources that may be used by special education paraprofessionals working with students in a variety of educational settings.

These trainings will assist special education paraprofessionals to gain knowledge related to the standards listed in the PA Credential of Competency, and obtain ongoing in-service training hours required by Pennsylvania regulations.

To earn a Certificate of Attendance participants must view the entire session and complete the review questions at the end. Participants are responsible for downloading Certificates of Attendance. Participants may access a record of their completed sessions by clicking on the certificates link above. PaTTAN will not keep a record of participation in the online sessions in the PaTTAN transcript system.

To complete each session, watch the video presentation and complete the review questions at the end. The review questions will be made available once you have watched the full video.

# data[].attributes.attachment_link.description
These trainings are designed to provide practical information regarding educational methods and resources that may be used by special education paraprofessionals working with students in a variety of educational settings. These trainings will assist special education paraprofessionals to gain knowledge related to the standards listed in the PA Credential of Competency, and obtain ongoing in-service training hours required by Pennsylvania regulations.

# data[].attributes.headline
What Administrators Need to Know About Family Engagement, Part 2

# data[].attributes.subject
What Administrators Need to Know About Family Engagement, Part 2

# data[].attributes.attachment_link.title
What Administrators Need to Know About Family Engagement - Part 2

# data[].attributes.body
Series of six on-demand presentations with activities; may be viewed individually or as a professional development session for a group.

# data[].attributes.attachment_link.readable_text
Enhancing Family Engagement Training Modules

Students achieve greater success when their families take an active role in their education. Six training modules have been developed by PaTTAN to assist with the planning and implementation of a successful program to enhance family engagement in your school. These updated training units, reflecting current research, resources, best practices, and activities, are designed for educators; however, families, related service providers, community members, and others interested in bolstering student achievement by family-school-community partnerships are encouraged to view them.

The modules are flexible and may be used as professional development, individual enrichment, team capacity building, or a combination of applications. Each module contains content notes and one or more activities that may be utilized with the unit or independently, and activities may be interchangeable amongst modules, depending on your needs. Further capacity building may be achieved by exploring the references and resources found at the end of each module.

The modules are ADA accessible, and citations to research are included. While we encourage you to adapt the trainings to meet your LEA's needs, we respectfully request that you do not edit the research or legal content.

As the series of modules are updated, they will be posted. Check back to this page for new releases in the upcoming weeks!

# data[].attributes.attachment_link.description
Students achieve greater success when their families take an active role in their education. Six training modules have been developed by PaTTAN to assist with the planning and implementation of a successful program to enhance family engagement in your school.

# data[].attributes.headline
FAMILIES TO THE MAX: Pennsylvania Statewide Family Network

# data[].attributes.subject
FAMILIES TO THE MAX: Pennsylvania Statewide Family Network

# data[].attributes.attachment_link.readable_text
ALL students can reach their maximum potential!

That is the fundamental belief of the FAMILIES TO THE MAX: ania Statewide Family Network (F2MAX). This dedicated group of families, professionals, and community members is leading change in our homes, schools, and communities. By building awareness, empowering families, presuming competence, and fostering high expectations of students with disabilities, the Network is leading change in Pennsylvania.

Parents - Attending the Conference?
YOU'RE INVITED to stop by the MEET & GREET Event!
Hosted by the Families to the MAX Network
THURSDAY, FEBRUARY 29, 2024, 6:00 - 7:00 p.m.
Cocoa 6 Ballroom, The Hershey Lodge
Meet the Regional Family Leadership Council (RFLC), Committee members,
PA educational leaders, and other Pennsylvania families

Sign up to participate in the Families to the MAX (F2MAX), created for families. We'll discuss special education topics such as Presuming Competence, Access to the General Education Curriculum, and more! Network with families and family support representatives from across the state.
Relax in virtual sessions that fit your needs, interests, and schedule (English courses have a choice of a day OR evening option; Spanish, in the evening.) Courses may be taken individually or as part of the series. Please share with families and educators!

**ATTENTION PARENTS! Do you know about the PA Statewide Family Network

FAMILIES to the MAX (F2MAX)-The family voice in Pennsylvania FAMILIES TO THE MAX
Learn how has inspired members and changed what's possible for their children and ALL children in PA. Families share the impact of presuming competence and having high expectations for children with disabilities and special healthcare needs. (Video available in English and Spanish.)

------------------------------------------------------------------------------------------------------
FAMILIAS A LO MÁXIMO: La voz de la familia en Pensilvania
Aprenda cómo lasFAMILIAS A LO MÁXIMO han inspirado a los miembros y han cambiado lo que es posible para sus hijos y para TODOS los niños en PA. Las familias comparten el impacto de presumir competencia y tener altas expectativas para los niños con impedimentos y necesidades especiales de salud.

SPREAD THE WORD! Share this video with school personnel and boards; medical, related, and community service staff; all families; and post on social media sites.

Learn more about the FAMILIES TO THE MAX NETWORK HERE.

Animated Videos about ALL the IEP Team Members!
Have you ever wondered who should be at an IEP team meeting or why an individual was there? Check out this new series of short clips introducing each member of an Individualized Education Program (IEP) team. Follow PaTTAN on Facebook, Twitter, Instagram, or LinkedIn to see new releases, or visit the YouTube playlist . Great to share with staff, families, and your school community.
*FOR UPCOMING FAMILIES TO THE MAX EVENTS, VISIT OUR TEAM UP CALENDAR.

Conferences - visit page for full list of events and check back frequently for updates!

For more family training networking opportunities, please visit PaTTAN's, PEAL's, and
HUNE's events and resources on the Resources for Families page.

Want a training in your region? Contact us at f2max@pattan.net or call 1-800-441-3215, ext. 3262.

# data[].attributes.attachment_link.description
That is the fundamental belief of the FAMILIES TO THE MAX: ania Statewide Family Network (F2MAX). This dedicated group of families, professionals, and community members is leading change in our homes, schools, and communities. By building awareness, empowering families, presuming competence, and fostering high expectations of students with disabilities, the Network is leading change in Pennsylvania.

# data[].attributes.body
Resources for families; links to parent organizations' sites

# data[].attributes.attachment_link.description
This publication is a guide for English language development specialist. Its purpose is to support the participation, development, and implementation of an Individualized Education Program (IEP). Each section provides questions to help guide discussion. English Language Development Specialists can utilize the IEP Planning Notes column to support their planning and participation for an upcoming IEP meeting.

# data[].attributes.body
Learn about the role of Parent Consultants at PaTTAN by watching this PaTTANpod

# data[].attributes.attachment_link.title
Parent Consultants: Supporting Family-School Partnerships for Student Success - S3 Episode 44

# data[].attributes.headline
Activity: Watch series to understand "Feature Matching" needs to technology

# data[].attributes.subject
Activity: Watch series to understand "Feature Matching" needs to technology

# data[].attributes.body
1. Overview of Feature Matching in Assistive Technology
2. Feature Match Closer Look: Features of AT Writing Tools
3. Feature Match Closer Look: Sorting through Word Prediction
4. Feature Match: Audio Supported Reading
5. Feature Match Closer Look: Features of AAC Systems

# data[].attributes.attachment_link.readable_text
POWER:AAC is a training series developed by PaTTAN with Gail Van Tatenhove, CCC-SLP. Gail, a speech/language pathologist with over thirty years of experience in the field of augmentative and alternative communication (AAC), has collaborated with AAC practitioners in Pennsylvania intermediate units over the course of several years on this project. The result is this series of brief modules, which can be used for professional development by individuals or groups who are supporting students with complex communication needs and who need or use AAC.

The POWER:AAC modules are intended to build the capacity of school personnel to improve communication skills and provide flexible, generative vocabulary for students who need or use AAC.

What does "POWER:AAC" mean?

The title of this series of training modules - 'POWER:AAC' - refers to the five key principles of this project. POWER:AAC classrooms have educational teams who are learning to:

Practice powerful communication PARTNER skills

Create powerful communication OPPORTUNITIES

Implement power WORDS in social and instructional contexts

Continually utilize EVIDENCE in decision making about AAC systems and supports

Create, implement, and share powerful RESOURCES.

Each of the 12 POWER:AAC modules contains materials in a variety of formats, including a video presentation, a presentation transcript, and presentation slides in both PowerPoint and PDF formats. Some of the modules also include supplemental presentation materials. Each module includes a pre- and post-test assessment and application assignments for classrooms, for us in local professional development contexts.

You can access the POWER:AAC modules and materials by clicking on these links:

Module 1: Welcome to POWER:AAC
Module 1 provides an overview of the series and materials. POWER:AAC is designed to build the capacity of those who serve students with complex communication needs who require the use of of augmentative and alternative communication (AAC) systems. The materials are appropriate for self-directed or professional learning community use.

Module 2: Assess Classroom Practices
Module 2 of the POWER:AAC series addresses common classroom practices with students who may have very low or no speech, who may need or already use AAC systems. A variety of effective classroom practices are introduced, including the use of flexible, generative, potentially powerful words known which are referred to as "core" vocabulary or "core words". As a means of identifying your current educational practices and adopting POWER:AAC classroom practices, you will be asked to complete a self-assessment profile.

Module 3: Develop Personal AAC Systems
Module 3 of the POWER:AAC series reviews the various multi-modal AAC options to consider for students who need/use AAC, from no-tech, through low-tech, to high tech. A guide for making one such option- a simple manual communication board - is introduced.

Module 4: Select Core Vocabulary Words
Module 4 of the POWER:AAC series covers the important topic of selecting words for a student's AAC system. It focuses on the importance of core vocabulary words and planning for providing sufficient vocabulary in student AAC systems.

Module 5: Represent Vocabulary Words
Module 5 addresses issues regarding the representation of vocabulary words with pictures. It provides simple strategies for teaching pictures for core vocabulary words, and managing pictures on other visual support materials in classrooms.

Module 6: Provide Support and Scaffolds
Module 6 covers the visual supports and educational scaffolds that are essential in a POWERAAC classroom environment, including tools to help students communicate with their AAC systems.

Module 7: Practice Partner Skills
Module 7 covers the important topic of communication partner skills. AAC literature reports that adult communication partners facilitate communication growth for their students when they learn how to model language using the form of AAC the student is learning to use, create communication opportunities, and respond to students' use of their systems with descriptive feedback.

Module 8: Teach Vocabulary
Module 8 presents a variety of strategies for teaching core and extended vocabulary using their AAC system. These strategies provide starting points for guiding POWER:AAC classroom teams in developing their own systematic approach to teaching vocabulary use with their students.

Module 9: Use AAC in Class
Module 9 addresses the four purposes of communication as defined by Janice Light in her work on Communicative Competence - wants and needs, information transfer, social closeness, and social etiquette. For students who use AAC, learning to communicate for these purposes puts them on a path towards increasing communication competence. IEP goals are also discussed in this module.

Module 10: Use AAC at Home
Module 10 focuses on the role of parents and the family in their child's AAC communication success. This module is designed to help school staff support parents and families as they use their child's AAC system and core vocabulary at home.

Module 11: Collect Evidence
Module 11 provides guidelines, resources, and some starting points for collecting data on students' progress in their use of their personal AAC systems.

Module 12: Share Resources
Module 12, the final module in this POWER:AAC Series, provides resources to help you connect with a community of others who share a commitment to the principles of a POWER:AAC classroom, as well as experiences and idea about its implementation.

# data[].attributes.attachment_link.description
POWER:AAC is a training series developed by PaTTAN with Gail Van Tatenhove, CCC-SLP. Gail, a speech/language pathologist with over thirty years of experience in the field of augmentative and alternative communication (AAC), has collaborated with AAC practitioners in Pennsylvania intermediate units over the course of several years on this project.

# data[].attributes.body
Find out about the complementary relationship between AT and UDL, as Two Sides of the Same Coin. “When UDL and AT are designed to co-exist, learning for all individuals is enhanced.”

Also check out The Role of AT in UDL.

# data[].attributes.body
Review the info and resources regarding the Quality Indicators for Assistive Technology (QIAT)

# data[].attributes.attachment_link.provider_name
Quality Indicators for Assistive Technology Services

# data[].attributes.attachment_link.readable_text
The Quality Indicators for Assistive Technology include the specific quality indicators that were developed by focus groups and validated through research, intent statements that further explain each indicator, and a list of common errors for each of the eight areas. The eight areas are all important to the development and delivery of assistive technology (AT) services and include: Consideration of AT Needs, Assessment of AT Needs, AT in the IEP, AT Implementation, Evaluation of Effectiveness of AT, AT in Transition, Administrative Support for AT, and AT Professional Development.

In addition, a set of self-assessment matrices have been developed for all of the Quality Indicators. These Matrices are designed to allow individual service providers and school districts to assess their current practices and plan for improvement.

When reviewing or using the Quality Indicators for Assistive Technology, it is important to be aware of some basic assumptions that pertain to all areas of QIAT.

First, it is essential that all AT services developed and delivered by states or districts are legally correct according to the mandates and expectations of federal and state laws and are aligned to district policies.

Second, AT efforts, at all stages, involves on-going collaborative work by teams which include families and caregivers, school personnel, and other needed individuals and service agencies. Third, team members involved in AT processes are responsible for following the code of ethics for their specific profession.

Quality Indicators for each of the areas important to the development and delivery of assistive technology services (available in HTML, Adobe PDF, or Microsoft Word format):

Quality Indicators

1. Consideration of AT Needs

2. Assessment of AT Needs

3. AT in the Individualizd Education Program (IEP)

4. AT Implementation

5. Evaluation of Effectiveness of AT

6. AT in Transition

7. Administrative Support for AT

8. AT Professional Development

Quality Indicators Matrices

How to use the Quality Indicators Matrices: (Use Guide - Word) (Use Guide - PDF)

1. Matrices Consideration of AT Needs

2. Matrices Assessment of AT Needs

3. Matrices AT in the IEP

4. Matrices AT Implementation

5. Matrices Evaluation of Effectiveness of AT

6. Matrices AT in Transition

7. Matrices Administrative Support for AT

8. Matrices AT Professional Development

Matrix Summary Sheet-PDF

Matrix Summary Sheet-Word
Matrix Summary Worksheet-PDF
Download Acrobat Reader to read PDF files / Download MS Viewer to read Word files

# data[].attributes.attachment_link.title
Indicators and Matrices - Quality Indicators for Assistive Technology Services

# data[].attributes.attachment_link.description
The Quality Indicators for Assistive Technology include the specific quality indicators that were developed by focus groups and validated through research, intent statements that further explain each indicator, and a list of common errors for each of the eight areas. The eight areas are all important to the development and delivery of assistive technology (AT) [...]

# data[].attributes.body
Read through the Student Handbook for Choosing and Using
Assistive Technology by Gayl Bowser and Penny Reed

# data[].attributes.body
Filled with info, check out the newsletters and resources

# data[].attributes.attachment_link.readable_text
Speech and language skills are crucial to success in academics. Speech language disabilities are one of the most common disabilities in children. In 2017, 14% of the special education population or 37,841 k-12 students were identified in Pa schools as having a primary speech language disability.

Events

If no events are showing, widget will hide on the live site

# data[].attributes.attachment_link.description
Speech and language skills are crucial to success in academics. Speech language disabilities are one of the most common disabilities in children. In 2017, 14% of the special education population or 37,841 k-12 students were identified in Pa schools as having a primary speech language disability.