distance technology to support at: a way forward
DESCRIPTION
Distance Technology to Support AT: A way forward. Adapted from: Jay Gense , Jon Harding (NCDB) Katie Humes (WA DB project), Susan Edelman (VT DB project). Adaptation of the Distance Mentorship Project to meet Assistive Technology needs. The challenge of complex children. (OSERS, 2010). - PowerPoint PPT PresentationTRANSCRIPT
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Distance Technology to Support AT:
A way forward
Adapted from: Jay Gense, Jon Harding (NCDB) Katie Humes (WA DB project),Susan Edelman (VT DB project)
Adaptation of the Distance Mentorship Project to meet Assistive Technology needs.
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Distance Mentorship
Project
Assistive Technology
practice
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The challenge of complex childrenSEPARATE PLACEMENTS:
• 33.9% of students with DB & 45.1% of students with multiple disabilities were being served outside the regular class more than 60% of the day
MORE DEMANDS ON TEACHERS:• Nearly 80% of SPED teachers were serving students with 2 or
more primary disabilities.• 32% were serving students with four or more primary
disabilities.
LESS SUPPORTS:•Only 37% of LEAs provide hearing/audiology services•Only 26% of LEAs offer vision services
(OSERS, 2010)
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“Deliberate” models of Technical Assistance
Frustration
URGENT request for help
On-site visit by
“expert”
A crowd gathers
Assessments are conducte
d
Reports are
created
Hope for
change!
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Why adopt a new TA model?
Increased demand for Technical
AssistanceExpense of on-site TA
Limited resources
(time, money,
personnel)Teachers need
time to practice,
observe, and reflect
OSEP encourageme
nt
Limited effectiveness of traditional
models
Innovation is necessary!
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To Recap:
Complex
children in rural settings
Lack of trained personn
el
Shrinking TA
resources
A need to
innovate!
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The “Dynamic” approach: Distance Mentorship
http://www.news.ku.edu/2011/september/26/deafblind.shtml
Field-initiated practice Phase I research
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Innovative Model + Implementation
Distance Mentorshi
p
Improved Outcomes for children@ families
Installation
Initial Implementation
Full Operation
National ImplementationResearch Network
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What about privacy/security?!Professional Ethics
Limit personally identifiable Information
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NCDB facilitates a CoP
NCDB
WA
NEC
IDVT
TX
GALearn
Implement
Share
Improve
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Not just for students with Deaf-Blindness!
• TBI• Autism
Cognitive
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Using DM to deliver AT support
Why? District lacks policies, guidelines, or staff
expertise District/school staff does not have training
in deaf-blindness, sensory disabilities, or other specific disabilities.
Staff need help using AT in the context of routines/activities
Student may be eligible for AT funding/services outside school sourcing
School team may desire perspective of other professionals
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Where might the impact be measured?
Consideration (especially sensory needs) Assessment Implementation Device Trials Data Collection/Evaluation Introduction of framework (SETT, etc) Funding
DB fund (Kansas National Deaf-Blind Equipment Distribution
Program
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DM does NOT replace On-Site supports
District AT policy/pra
ctices
Families
Consultant
Expertise (DM)
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What agencies might provide support?
SPED Cooperatives Neighboring districts State Deaf-Blind projects IHE staff Schools for Blind/Deaf PTI staff
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Washington State Project:
Distance Mentors
hip
Distance Mentoring Components
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Video Capture & Share
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“Team Toal” Google Site
Washington:Early Intervention Team
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Brielle
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Renton
Cheney
Bellingham
KentAuburn
Washington (Early Intervention Team)
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“Team Jacob” Google Site
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Lessons Learned Distance Mentoring is a cost-effective way
to provide specialized support for teams The model can be adapted to fit needs of
teams Keeps team members on same page Creates a permanent record of student
progress and programming for current/future teams
Pulls together elements into a cohesive process
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For High Tech, This is Relatively Low Tech!
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Hmm…
“……now that our IT team is on board, this
Distance Consultation just might work. . .”
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“We’re excited to get started this fall!”
Auburn S.D. Team:
Staff & Parent
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Vermont Project Distance Technology Initiatives
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VT I-Team
Serving children with significant and multiple disabilities, their families and teams since 1977
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A look at our state
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Need for Distance Technology in VT
Geography Limited resources
I-Team level funded for years
VSAP grant small Inclusion
History of serving children in home schools
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Elements of VSAP Distance Technical Assistance Initiative
Video capture using VIMEO Web conferencing using Adobe Connect
Pro Online communication interaction using
Wiggio
Same Elements, Different Tools
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Shelby and Ashlynn
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Collaboration in Distance Technology is Key to Impact on Systems in VT
Build on past successes Interagency collaboration Multi-state collaboration
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Blaine
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Our consultant team
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Multiple viewpoints
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Suggesting a simple AT device
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Large gatherings, too!
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Introducing assessment tools
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Considering a “tool”
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Looking at the “task”
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Videos
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Questions:
Is consultation from a distance part of the IEP process…or not?!
How does this model build the capacity of local districts or staff?
Could this model be used for training purposes?
Would this model work equally well in large or small districts? Rural or urban?
What are the characteristics of a local team that would benefit from AT support from a distance?