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Assistive Technology

School Psychology Project Bridges Scholar, Claire Keene, discusses Assistive Technology (AT) in the classroom. She provides definitions and examples of AT devices and they are utilized to provide access and support to students with varying needs and disabilities. Claire shares about her experience attending the Florida Council for Exceptional Children Annual Conference and the innovative AT she learned about there. 

Video thumbnail of image of Project Bridges Scholar, Claire Keene. She has long strawberry blonde hair, blue eyes, and is wearing a grey shirt with the words School Psychology at the University of Central Florida embroidered on the right chest.

Project CENTRAL ESE scholar, Morgan Music, discusses how screening is used within the MTSS at an inclusion school. She describes an inclusion school, the students at her school, and the tools and processes that are used in screening. She also discusses how screening data is utilized to inform instruction and intervention across all three tiers of the school MTSS.

Project Bridges ESE Scholar, Haley Thrift, discusses planning and implementing behavioral interventions within the MTSS at her elementary school. She describes how student data is collected, reported, and analyzed to use in the decision-making process to identify students who would benefit from behavioral intervention and design effective interventions to meet their needs. She also emphasizes the importance of collaboration with members of her school team for data collection, analysis, and intervention selection and implementation.

Project SPEECH ESE Scholar, Denise McDavid, discusses the importance of progress monitoring across all tiers of an MTSS. She describes how progress monitoring is conducted at her school and how data is utilized to make decisions about interventions for students. She discusses how she involves her students in their own progress monitoring and data tracking to encourage engagement, goal setting, and growth. 

Project CENTRAL ESE Scholar, Toni Grice, discusses the multi-level prevention system, a key component of MTSS. She describes the different tiers and how children within each tier behave, as well as potential interventions for children tier 2 and higher. She also emphasizes how children on different tiers require different levels of support and what types of plans can be made, such as an IEP or 504, in order to monitor their progress.