reproductions supplied by edrs are the best that can … · principle #4: building capacity. the...

DOCUMENT RESUME

ED 473 979 EC 309 750

AUTHOR Gruner, Allison; Fleming, Erin; Bradley, Carl; Diamond,Christina M.; Ruedel, Kristin L. A.; Saunders, Jessica;Paulsen, Christine; McInerney, Maurice

TITLE I Can Soar: How Technology Helps Students Take Off. AResource Kit for Parents, Educators, and SchoolAdministrators Who Work with Students Who Have Disabilities.

INSTITUTION Council for Exceptional Children, Arlington, VA.

SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC.

PUB DATE 2003-00-00

NOTE 58p.; Accompanying "Assistive Technology: I Can Soar" 26-minute videotape not available from ERIC.

CONTRACT HS97017002

AVAILABLE FROM Council for Exceptional Children, 1110 North Glebe Rd.,Arlington, VA 22201-5704 (CEC members, $24.95; Non-Members,$29.95). Tel: 703-620-3660; Fax: 703-264-1637; Web site:http://www.cec.sped.org.

PUB TYPE Guides Non-Classroom (055) Non-Print Media (100) --Reference Materials Directories/Catalogs (132)

EDRS PRICE EDRS Price MF01/PC03 Plus Postage.

DESCRIPTORS Appropriate Technology; *Assistive Technology; CulturalAwareness; *Disabilities; Educational Resources; *EducationalTechnology; Elementary Secondary Education; *Organizations(Groups); *Student Attitudes; Teamwork; *TechnologyIntegration; Technology Uses in Education; VideotapeRecordings

ABSTRACT

This resource kit includes the following: Executive Summary;Legal Fact Sheet; Resource Guide; 26-minute "I Can Soar" Videotape; VideoUser's Guide; and Stories of Students Featured in Video. The materialsprovide tips to hep guide consumers in better integrating assistivetechnology (AT) within effective programs and services for children withdisabilities. The Fact Sheet focuses on AT requirements under the Individualswith Disabilities Education Act. The Resource Guide includes an extensivelist of resources that help children with disabilities access thechronological tools necessary to succeed in school. It is divided into six

categories: government agencies; national organizations; Tech Act projects;Alliance for Technology Access Resource Centers; special education Regional

Resource Centers; and researchers as resources. The 26-minute videotape,"Assistive Technology: I Can Soar," discusses real life challenges faced bystudents with disabilities, benefits to using AT, and strategies for

integrating AT into daily routines. It includes footage of assistive toolsbeing incorporated into the students' lives at home, at school, and in the

community. The Video User's Guide describes the components of the kit,

provides basic information about AT, and offers suggestions on how to use the

kit. Seven recommended best practice principles, reflecting lessons learned

on implementing effective strategies and reducing barriers in the selectionand use of AT are recurring themes in the stories of the children featured in

the video and in the vignettes in the last section of the resource kit. The

seven principles are: (1) providing leadership; (2) supporting stakeholder

collaboration; (3) monitoring impact; (4) building capacity; (5) reducing

Reproductions supplied by EDRS are the best that can be madefrom the original document.

fear and becoming comfortable with technology; (6) acknowledging diversity;

and (7) focusing on supporting student learning. The materials in this kit

can be used by family members, teachers, and administrators, as well as by

teacher trainers and policymakers to raise awareness, initiate discussion,

and provide guidance on the most effective ways to implement assistive

technology in schools and classrooms. (CR)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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EDUCfTIONALRESOURCES INFORMATION

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Points of view oropinions stated in this

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$A1AC--i/14

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el' rep rs 7.. v- 1.141pIM rim irma r.JP" rw rig ir

QHOW TECHNOLOGY HELPS STUDENTS TAKE OFF

A resource kit for parents, educators,and school administrators who work with students

who have disabilities.

BEST COPY AVAILABLE

Council forExceptionalChildren 9

that WorkU.S. Office of Special

Etinearioa Program

II CAN SO A RHOW TECHNOLOGY HELPS STUDENTS TAKE OFF

A resource kit for parents, educators, and schooladministrators who work with students who have disabilities.

3

Kit Contents Include:

T*

Executive Summary

Legal Fact Sheet

'1 Resource Guide

26-minute "I Can Soar" Video

Video User's Guide

Stories of Students Featured in Video

Council forExceptionalChildren

IDthat Work

U.S. 00 log of SpecialEdomoas Programa

1

111

ICouncil forExceptionalChildren

IDEAS"! Work

U.S. Office of SpecialEducation Programs

EXECUTDVE SUMMARY OF THESYNTHERS ON THE SELECTII*N ANDUSE OF ASSIISTWE TECNN 71

Prepared by: Allison Gruner, Erin Fleming,Bradley Carl, Christina M. Diamond, Kristin L.A.Ruedel, Jessica Saunders, Christine Paulsen, andMaurice McInerney

The use of technology in education can have asignificant impact on the delivery of services tostudents with disabilities, yet its potential cannot befully realized unless it is implemented appropriately.In an effort to examine implementation issuesmore closely, the U.S. Office of Special EducationPrograms commissioned the American Institutes forResearch to produce a synthesis report on this topic.This report gathered and analyzed information from47 assistive technology projects. The final reportrecommends a set of seven, best practice principlesthat reflect lessons learned about how to implementeffective strategies and reduce barriers to selectingand using assistive technology. (See sidebar.)

In the accompanying video, students, their families,their teachers, and administrators reveal how assistivetechnology has bettered their lives, both inside andoutside of school. In the materials herein, we providetips to help guide consumers, such as yourself, inbetter integrating assistive technology within effectiveprograms and services for children with disabilities.The seven principles, described in greater detailbelow, are recurring themes in the stories of the chil-dren in the video and are illustrated in the vignettesthat follow.

Principle #1: Providing leadership

..-- I. Providing leadership;

.-- 2. Supporting stakeholder collaboration;

.-- 3. Monitoring impact;

4. Building capacity;

5. Reducing fear and becomingcomfortable with technology;

6. Acknowledging diversity; and

7. Focusing on supporting student learning.

One of the most critical contributors to the successof any educational intervention is the presence of ;

strong leadership. Leadership, whether at the Federal,state, district, or building level, establishes and,

IDEAs)that Work


6

gains acceptance for an overarching vision, fostersa common set of goals and objectives, and cultivatesa sense of conunitment and excitement about theintervention among students, families, teachers,and staff.

Principle #2: Supporting stakeholdercollaboration

Teamwork" involying teachers, students, familymembers, administrators, rekarchers, and policy-Makers plays an important role in the success of anyintervention. Assistive technology is no differentand requires collaboration 'among several differentgioups of stakeholders in order for it to realizebenefits for students with disabilities.

Principle #3: Monitoring impact

Monitoring impact helps schools constantly evaluateand improve their services. Monitoring also providesa means for compiling tangible indicators of results,

/which can generate credibility and enthusiasm forthe intervention. Finally, monitoring helps focus thestakeholders' attention on issues of effectiveness inservice provision.

Principle #4: Building capacity

The most effective way to reach every child whois in need is to work to build the capacity of serviceproviders all over the country to provide neededservices. Effective capacity building involves fouressential elements: (1) acquiring the necessary infra-structure and skills to deliver assistive technologyservices, (2) assuming ownership for implementationof assistive technology services, (3) devising plansfor effective implementation and follow-through,and (4) creating sustainable mechanisms for contin-ued services.

Principle #5: Reducing fear and becomingcomfortable with technology

Assistive technology is not common terminologyfor families or educators, and the thought of itcan make people feel uncomfortable. People oftendo not feel like they know enough about what isavailable, how to learn about it, how to access it, ,

how to use it, and how to pay for it. This type ofdiscomfort and lack of confidence regarding assis -.

tive technology tends to make people hesitant about-using it. They may not be willing to take any risksin trying a new tactic that could open up scores ofopportunities for their child or student.

providers need to be sensitive to the differentcultural values and norms that characterize specificgroups. In many cases, cultural barriers can limitthe ability of users to truly benefit from otherwisesuccessful services and programs.

Principle #7: Focusing on supportingstudent learning

It is important to remember that assistive technologyis merely a tool and that perhaps the most criticalprinciple is to keep the focus on the ultimate goalwhich is to use technology to support student learn-ing and high achievement. It is too easy to lose thisfocus quickly and to get caught up in the complicat-ed technical, legal, and financial aspects that canmake accessing technology challenging. Currentand potential users of assistive technology shouldalways be thinking of how these tools can supportthe specific, unique needs of a student with '.a dis-ability; and if the tool doesn't support those needs,then it is not a solution.

Principle #6: Acknowledging diversity

Students in need of assistive technology representa variety of backgrounds, including diverse racial-ethnic groups, language- or cultural-minority groups,rural, inner city, or other hard-to-reach areas, low-income groups, and other traditionally underservedpopulations. Given this range of stakeholders .thatcould benefit from assistive technology, it is impor-tant for service providers to proactively reach outto such a broad base. More importantly, service

IDEAs)that Work


7EXECUTINE SUM AA

Council forExceptionalChildren 8 U.S. Office of Special

Education Programs

/MUM TECHNOLOGY AND 1IDEA V7:

WHAT DOES THE IDEA SAY ABOUTASSISTIVE TECHNOLOGY FOR STUDENTSWITH DISABILITIES?

The IEP Team shall...consider whether the childrequires assistive technology devices and services.(Sec. 614(d)(3)(B)(v))

The 1997 amendments to the Individuals withDisabilities Education Act (IDEA) recognize theimportance of assistive technology for.studentswith disabilities by requiring, for the first time,that assistive technology devices and services beconsidered in the development of every child'sIndividualized Education Program (IEP).

IDEA defines

.--- an assistive technology device as any item, piece ofequipment, or product system, whether acquiredcommercially off the shelf modified, or customized;that is used to increase, maintain, or improve func.-tional capabilities of a child with a disability, and

.--- an assistive technology service as any service thatdirectly assists a child with a disability in the selection,acquisition, or use of an assistive technology device.

Assistive technology devices range from the simplest,everyday tools to the most high-tech technology'innovations. These devices can help increase the

£

independence of students with disabilities, as wellas help students master basic skills and meet the sameacademic standards as their nondisabled peers.

It is the responsibility of the LEP team to make -thenecessary decisions regarding services for.Oluldrenwith disabilities that are consistent with'..IDEA,'97.Decisions about whether a child requires assistivetechnology devices or services are nOexceli'tion,to this rule.


Under the IDEA, the IEP team mustinclude the following individuals:

the parents of the child;

.. at least one regular education teacher of thechild (if the child is, or may be, participatingin the general education environment);

.--- at least one special education teacher of thechild or if appropriate, at least one specialeducation provider of the child;

.-- a representative of the public agency who isqualified to provide, or supervise the provisionof specially designed instruction to meet theindividual needs of children with disabilities;is knowledgeable about the.general educationcurriculum; and is knowledgeable about theavailability of resources of the public agency;

an individual who can inter&ek the instructionalimplications of evaluaiiOni.e.eSUlts, whb..May be

.

a member of the team'desckibEd abOVe' and

if appropriate, tke child.

Inaddition, at the discretion.of the parents or theagency, any other individuals who have knowledgeor. special expertise regarding the child, includingrelated services personnel as appropriate, may beinvited to join the team. This niay,include a special-ist in assistive technology. Such:an ekpert may becalled in to perfortuan assistive technology assess-ment Vith the -child, provide infOririation regardingthe availability, use, and the cost of an assistivetechnology device or service, and assist in develop-ing, fr,r the chilA's41PP.

<-7

The Resource Guide included in these materials pro-vides additional information about where to locateinformation about assistive technology, includingwhere to find specialists in assistive technology.

9

ES URCE GUDE

stiCouncil forExceptionalChildren

that Work- -"-


This guide lists many resources on the nationaland state levels that can be drawn upon by parents,teachers, and administrators when helping childrenwith disabilities access the technological toolsnecessary to succeed in school. The guide is dividedinto six categories of resources:

..-- Government Agencies,

National Organizations,

..-- Tech Act Projects (TAPs),

.-- Alliance for Technology AccessResource Centers,

Special Education Resource Centers, and

.-- Researchers as Resources.

Each section includes a description of the resourcecategory and a list of resources, followed by contactinformation when possible. The listings presented'''here are by no means exhaustive but are intended4san introduction to what is available on a state andnational level. If they cannot provide the servicesyou need, many of the individuals and organizationslisted here can direct you to other organizations:The inclusion of any resource or individual in thisguide is in no way an endorsement of that resourceor individual by the U.S. Department of Education.

A variety of sources are available at all levels tohelp you build an information network, but funding;support services, and information sources are oftenlocal. In fact, districts frequently receive more helpfrom regional, state, and local organizations thanfrom national ones. With this in mind, many of theresources listed below may direct you to furtherresources closer to home.

IDEAsthat Work


GOVERNMENT AGENCIES

U.S. Department of Education

400 Maryland Avenue, S.W.Washington, DC 20202http://www.ed.gov

Office of Special Education andRehabilitation Services (OSERS)

U.S. Department of EducationRoom 3090Switzer Building330 C Street, S.W.Washington, DC 20202http://www.ed.gov/offices/OSERS

NATIONAL ORGANdATOAND RESOURCES

NS

Many national organizations have'41ocal chaOtersthroughout the country and; in some cases, try to meetthe specific needs of parents,ieachers, and adminis-trators by providing school. specific information andservices: While.,not-ill of-the-organizatiOns listed

,

belOw,deal with 'aSsi'stive.technology directly, allprovide assistive technology,ser0Ces and can tell

.

you how to contaeCother appropriate organizations.

ABLEDATA

8455 Colesville Road, Suite 935Silver Spring, MD 20910(301) 608-8998 or (800) 227 -0216 (Voice,(301)60878912 (77i1)http:%/www:obledata.com

ABLEDATA is an electronic database of informationoh and detailed descnntions of assistive technologyand rehabilitation eqUipment available in the United

,'States. The database lists over 22,000 commerciallyavailable products, noncommercial prototypes,customized products, and one-of-a-kind products.Searches can be conducted through their Web siteor by contacting an information specialist at theabove numbers.

Associations of Service ProvidersImplementing IDEA Reforms in Education(ASPIIRE)

The Council for Exceptional Children1110 North Glebe Road, Suite 300Arlington, VA 22201-5704(877) CEC-IDEA(866) [email protected]://www.ideapractices.org/aspiire.htm

ASPIIRE is an organization that brings togetherteachers and related services providers by partneringwith more than 16 educational and related servicesassociations to.provide the needed information, ideas,and technical assistance to implement IDEA '97.

Elementary and Middle Schools TechnicalAssistance Center (EMSTAC)

American Institutes for Research1000 Thomas Jefferson Street, N.W., Suite 400Washington, DC 20007(202) 944-5300 (Voice)(877) 334-3499 (TTY)emstac@airorghttp://www.emstac.org

The mission of EMSTAC is to identify and meetthe technical assistance needs of elementary andmiddle schools to improve educational outcomesfor children with disabilities. EMSTAC is testingthree strategies for providing technical assistancein order to develop a comprehensive technicalassistance approach that can be used nationWide.


Families and Advocates Partnershipfor Education (FAPE)

PACER Center8161 Normandale BoulevardBloomington, MN 55437-1044(952) 838-9000 or (888) 248-0822 (Voice)(952) 838-0190 (TTY)fape@pacerorghttp://www.fape.org

FAPE aims to inform and educate families andadvocates about the Individuals with DisabilitiesEducation Act of 1997 and promising practices.links families, advocates, and self-advocates.

Family Center on Technologyand DisabilityUCP/FCTD1660 L Street, N.W.Washington, DC 20036(800) USA-5UCP (Voice)(202) 973-7197 (TDD)http://fctd.ucp.org/fctd/tabouY'ctdt.htm

The purpose of the Famiiy Center is to,assistorganizations,and yrograms,,serving families ofchildren with' isibiliiies by proiiiding informationand support on accessing anansing assistivetechnology. The Family Cent* Web site includesa database of materials, informational resources,

,model programs that provide: information,and contact .informatiohon the members of ournetwork of organizations. The follOWing-modelprograms werecincluded in the OSEP=sponsoredreport on the aprirOpriate selection and use ofassistive technology:

12 RESOURCE GUIDE 2

Assistive Technology Libraryof Alaska (ATLA)2217 East Tudor Road, #4Anchorage, AK 99507(907) [email protected]

ATLA's goal is to help individuals and familiesovercome barriers to finding and accessingappropriate assistive technology. ATLA offersassessments and recommendations, providessale or rental of technology products, offers train-ing in the use and maintenance of devices, andhas a lending library. ATLA serves as a resourcefor people with disabilities from birth through-out the lifespan, parents, other family members,caregivers, educators, and professionals.

United Cerebral Palsy of Kansas (UCPK):Purchase of Assistive Technology ProjectP.O. Box 27175111 East 21st StreetWichita, KS 67208(316) 688-1888

The overarching goal of this project is to assistfamilies who have assistive technology needsto secure the necessary equipment. Its primaryactivities include collaborating with state, civic,and charitable organizations to develop innovativefunding packages that will enable residents whohave disabilities to obtain assistive technology.Annually, it strives to secure assistive technologyand related services valued in excess of $300,000for at least 200 families from across the state.


..-- Parents Helping ParentsiTECH Center3041 Olcott StreetSanta Clara, CA 95054(408) 727-5775http://www.php.corn

The goal of the iTECH Center is to ensure thatchildren and adults with special needs, theirfamilies, and the professionals who serve themare aware of and utilize technology to enhancepotential and to broaden the quality and enjoy-ment of their lives. To meet this goal, iTECHprovides training and workshops and has a sub-stantial number of technology devices availablefor individuals, families, and professionals toexplore and try out at no cost.

.-- United Cerebral Palsy Associationsof New Jersey (UCPAN))..Rehabilitation Technology Services354 South Broad StreetTrenton, NJ 08608(888) 322-1918http://www.ucpanj.org

This agency's multiple-technology-related projectsshare,the common goatOflielping individualsand families to identify,the technology solutionsthat best meet,their needs and to enable them

-to obtain and use the technology. The agencyutilizes its extensive in-hOuse technologicalexpertise-toassist individuals and familiesthroughout'the state by conducting evaluationsand trainings, proViding custom fabrication ofdevices, aS:well-as providing:other ierVices.

13 RESOURCE GUOIDE 1

Assistive Technology Resource Centerof Hawaii (ATRC)414 Kuwili Street, Suite 104Honolulu, HI 96817(808) [email protected]://www.atrc.org

Through extensive collaborations withcommunity-based organizations and privatepartners, ATRC works to fulfill its goals ofpromoting increased awareness and greateraccess to assistive technology and increasingconsumer and provider skills, involvement,and empowerment with technology. Throughcatalogues, electronic databases, and otherresources, ATRC has access to information onmore than 24,000 assistive technology devicesand also provides workshops, training, equip-ment lending libraries, and a computer lab.

United Cerebral Palsy of Greater Suffolk,Mobility Opportunities Via Education(MOVE)The Children's CenterUnited Cerebral Palsy Associationof Greater Suffolk250 Marcus BoulevardHappauge, NY 11788-8845(516) 543-2338

MOVE is a therapeutic and educational pro-gram designed to help people learn the skillsneeded for sitting, standing, and walking. Thiscollaborative program utilizes the services andknowledge of parents, educators, therapists, -and other support personnel to help participantslearn and practice skills while engaged in:activities of daily living.

IDEAsthat


IDEA Local Implementation by LocalAdministrators (ILIAD)

The Council for Exceptional Children1110 North Glebe Road, Suite 300Arlington, VA 22201-5704(877) CEC-IDEA (Voice)(866) 915-5000 (TTY)[email protected]://www.ideapractices.org/iliad.htm

ILIAD supports associations of educational leaders,involving more than 16 educational and relatedservices associations to provide the needed informa-tion, ideas, and technical assistance to implementIDEA '97.

LINK US

Center to Link Urban Schools with Informationand Support on Technology and Special EducationEducation Development Center; Inc.

55 Chapel Street;' Newton, MA 02158

(617) 969-7100http://www.edc.org/LINKUS

The purpose of:this firbject is to 'develop a modelthat guides urhan schools in their, quest to access andeffectively utilize, information and support about theusenf technology for students with disabilities. Tobuild this model, LINK US is initially working withtwo urban schOol districts: BOston, MA, and NewYork Community Schciot Dist:net 15.

14 RESOURCE GU DE 4

National Center on Accessing theGeneral Curriculum (NCAC)

Center for Applied Special Technology39 Cross StreetPeabody, MA 01960(978) 531-8555 (Voice)(978) 531-3110 (TTY)[email protected]://www.cast.org/ncac

The NCAC is a strategic research program tosynthesize existing knowledge, to evaluate policiesthat affect access to the general education curriculum,and to plan and implement national leadership anddissemination activities. It was established to providea vision of how new curricula, teaching practices,and policies can be woven together to create practi-cal approaches for improved access to the generalcurriculum by students with disabilities.

National Center to Improve Tools ofEducators (NCITE)

University of OregonDLIL College of Education1211 University of OregonEugene, OR 9703-1211(541) 346-1646http://darkwing.uoregon.edui-ncite/

NCITE's mission is to advance the quality oftechnology, media, and materials for students withdiverse learning needs by assisting publishers indeveloping high-quality tools. The work of NCITEis to continue the identification and analysis ofcurriculum design principles for their efficacy with,diverse learners and feasibility of translation intoeducational materials, media, and technology.


National Center on SecondaryEducation and TransitionUniversity of Minnesota102 Pattee Hall150 Pillsbury Drive, S.E.Minneapolis, MN 55455(612) [email protected]://ici.umn.edu/ncset

The National Center on Secondary Education andTransition seeks to increase the capacity of national,state, and local agencies and organizations to improvesecondary education and transition results for youthwith disabilities and their families by coordinatingnational resources that connect policymakers, admin-istrators, professionals, educators, employers, parents,and youth with disabilities to information and usefulresources; by developing research-to-practice tools foreveryday use; and by providing:technical assistanceand outreach.

National Early Childhood TechnicalAssistance System (NECTAS)137 East Franklin Stre4,Suile 500Chaiel Hill, NC 27514-3628

;(919) 962 -2001 (Voice)(877) 574-3194'(TTY)[email protected].; .

http://www.nectas.unc.edu,

NECTAS is a national'' technical: assistance consortiumWorking to support states, jurMictions;-and othersto improve services and results for young childrenwith disabilities'aiid their familiei. The consortiumis coMposed-Of the following six organizations: theFrank POrter Graham Child:Development Center,

,the Federation for Children,With Special Needs, theGeorgetown University Child Development Center,the National AssociatiOn of State Directors of SpecialEducation (NASDSE), and ZERO TO THREE.

15RESOURCE GUOIDE S

National Information Center for Childrenand Youth with Disabilities (NICHCY)

Academy for Educational DevelopmentP.O. Box 1492Washington, DC 20013-1492(202) 884-8200 or (800) 695-0285 (Voice)(202) 884-8441 (TTY)[email protected]://www.nichcy.org

NICHCY is the national information and referralcenter that provides information on disabilities anddisability-related issues for families, educators, andother professionals, with a special focus on childrenand youth (birth to age 22). Services include infor-mation specialists, publications, databases, library,and referrals to other disability organizations.

National Parent Network on Disabilities(NPND)

1727 King Street, Suite 305Alexandria, VA 22314(703) 684-6763http://www.npnd.org

The NPND is a membership organization open toall agencies, organizations, parent centers, parentgroups, professionals, and individuals concernedwith the quality of life for people with disabilities.

National School Boards Association(NSBA)

1680 Duke StreetAlexandria, VA 22314(703) 838-6722http://www.nsba.org

that WorkU.S. Office of Special

Education Programs

NSBA is a not-for-profit federation of state associa-tions of school boards across the United Statesand the school boards of the District of Columbia,Guam, Hawaii, Puerto Rico, and the U.S. VirginIslands. NSBA represents the nation's 95,000 schoolboard members. These board members govern14,772 local school districts that serve more than45 million public school studentsapproximately90 percent of all elementary and secondary schoolstudents in the nation.

Parents and Educators Resource Center(PERC)

1660 South Amphlett Boulevard, Suite 200San Mateo, CA 94402-2508(415) 655-2410http://www.perc-schwabfdn.org

PERC is a membership orgaiiiiation that conductseducational programs, publishes the quarterly ParentJournal newsletter, and offers information and refer-rals. PERC also maintains a of books, articles,video and audiotapes, and TeComniended readings.

The PACER Center, Inc.

4826Chicago Avencii SouthMinneapolis, MN 55417(02) 827-2966htt://www.pacer.org

The PACER Center offers 20 major disabilityand special Oucatidn programS, including ParentTraining programs programs:for students andschools, and technical assistance to parent centersboth regionally and nationally.

' 16 RESOURCE GUOIDE 6

Policymaker Partnership for ImplementingIDEA '97 (PMP)

National Association of State Directors of SpecialEducation1800 Diagonal Road, Suite 320Alexandria, VA 22314-2840(703) 519-3800 or (877) IDEA-INFO (Voice)(703) 519-7008 (TTY)[email protected]://www.ideapolicy.org

The Policymaker Partnership at the NationalAssociation of State Directors of Special Educationincreases the capacity of policymakers to act asinformed change agents who are focused on improv-ing educational results for students with disabilities.

Technical Assistance Alliance for ParentCentersthe AlliancePACER Center8161 Normandale BoulevardBloomington, MN 55437-1044(952) 838-9000 or (888) 248-0822 (Voice)(952) 838-0190 (TTY)alliance @ taalliance.orghttp://www.taalliance.org

The Alliance focuses on providing technical assis=,tance for establishing, developing, and coordinatingparent training and information projects under theIndividuals with Disabilities Education Act. TheAlliance is prepared to offer a variety of resourcesthat will launch parent training and informationcenters into the 21st Century.

Technology and Media Services forIndividuals with DisabilitiesUniversity of Kentucky AssistiveTechnology Research Institute

Department of Special Educationand Rehabilitation

IDEAsthat Work


229 Taylor Education BuildingLexington, KY 40506(859) [email protected]

This research project examines factors related tothe planning, development, implementation, andevaluation of AT services in schools and disseminatesthe findings to school personnel to develop and/orimprove AT policies and practices for students withdisabilities.

TECH ACT PROJECTS (TAPs)

Technical Assistance Projects (TAPs) are fundedunder the Technology-Related Assistance forIndividuals with Disabilities Act of 1988 and underamendments made in 1994, jointly referred to asthe Tech Act. TAPs are designed to establish in eachstate consumer-responsive, comprehensive, statewideprograms to increase access to assistive technologyfor individuals with disabilities and their faMilies.Many states have authorizechtheir Vocational Rehab-ilitation Agencies to oversee ;the implementationof their TAP, but several states have deSignated theState - Department of Education as thelead agency.

. Other state TAPsare organized through the governor'sloffice, are uniVersity2affiliatedprograms, or existas independenf

Seivices provided by TAPs include information andreferral, equipment'demonstiation, training, andfinancial assistance. In fact,,state TiApcan generallyprovide some of the,most comprehensive informationon financial issues,ih the state and, unlike otherorgizations; often support loan programs for thepurchase of tools. These organizations are active inoutreach to underrepresented and rural populationsand cooidinating activities between other state

' 4

agencies and private.entities that provide assistivetechnology devices and services.

17 RESOURCE WIDE 7

HATOONAL P OJECT

Technical Assistance Project

Rehabilitation Engineering and AssistiveTechnology Society of North America (RESNA)

1700 North Moore Street, Suite 1540Arlington, VA 22209-1903(703) 524-6686http://www.resna.org/taproject

STATE PROJECTS

Alabama STAR: Statewide TechnologyAccess and Response System forAlabamians with DisabilitiesAlabama Department of Rehabilitation Services2129 East South BoulevardMontgomery, AL 36111(334) 281-8780http://www.rehab.state.aLus/starhtml

Assistive Technologies of Alaska1016 West 6th Avenue, Suite 205Anchorage, AK 99501(907) 563-0138 or (907) 269-3569http://www.laborstate.ak.us/at/index.htm

Arizona Technology Access Program(AzTAP)

Northern Arizona University2715 North 3rd Street, Suite 104Phoenix, AZ 85004(800) 477-9921http://www.nau.edulihd/aztap/


Arkantas ICAN (Increasing CapabilitiesAccess Network)

Arkansas Rehabilitation Services2201 Brookwood Drive, Suite 117Little Rock, AR 72202(501) 666-8868 or (800) 828-2799http://www.arkansas-ican.org

Assistive Technology Network(formerly CA AT System)

660 J Street, Suite 270Sacramento, CA 95814(800) 390-2699http://www.atnet.org

Connecticut Tech Act Project (CTTAP)

Department of Social Services, BRS11th Floor25 Sigourney StreetHartford, CT 06106(860) 424-4872http://www.ucc.uconn.edul-techact/

Delaware Assistive TechnologyInitiative (DATI)

Uni4rsily. of Delaware /Alfred I duPont InstituteApplied Sciences'ansd Engineering Laboratories

..:P.O. Box 269Wilmington, DE 19899=0269.(302) 651-6790 or (800) 876-DATIhttp://www.asel.udeLedu/datil

18 RESOURCE MODE 8

Florida Alliance for Assistive Servicesand Technology (FAAST)

1020 East Lafayette Street, Suite 110Tallahassee, FL 32301-4546(850) 487-3278http://www.faast.org

Georgia Assistive Technology ProgramTools for LifeGeorgia Department of Human ResourcesDivision of Rehabilitation Services2 Peachtree Street N.W, Suite 23-411Atlanta, GA 30303-3166(404) 657-3084 or (800) 497-8665http://www.gatfl.org

Guam System for Assistive Technology

University of GuamOffice of Academic AffairsUOG StationHouse #12 Dean's CircleMangilao, GU 96923(671) 735-2490 or (671) 735-2493

Assistive Technology Resource Centersof Hawaii (Formerly Hawaii AssistiveTechnology Training and Services, orHATTS)

414 Kuwili Street, Suite 104Honolulu, HI 96817(808) 532-7110http://www.atrc.org

Idaho Assistive Technology Project (IATP)University of IdahoIdaho Center on Developmental Disabilities129 West Third Street, Professional BuildingMoscow, ID 83843-4401(208) 885-3559http://www.its.uidaho.edu/cdhd/


Illinois Assistive Technology Project (IATP)1 West Old State Capitol Plaza, Suite 100Springfield, IL 62701(217) 522-7985http://www.iltech.org

Iowa Program for Assistive Technology(IPAT)

University of IowaUniversity Hospital School100 Hawkins Drive, Room S295Iowa City, IA 52242-1011(800) 331-3027http://www.uiowa.edulinfotech/

(Kansas) Assistive Technology for KansansUniversity of Kansas-Parsons, UAPParsons Assistive Technology Center2601 Gabriel AvenueP.O. Box 738Parsons, KS 67357(316) 421-8367http://www.atk.lsi.ukans.eclu

Kentucky Assistiveleahnology Service'Network (KAM;Kentucky Departmeritfor the Blind/KATS

Coordinatini,Center,Charles McDoWell Cotter8412 Westport RoadLimisville, 0.40242

`(50:2) 327-0022\or (800) 327-5287http://www.katsnet.org

Louisiana Assistive Technology Access, ,

Network (LATAN)

P.0;,Box 14115Batomkouge, LA 70898:4115223) 925-9500 or (806 270-6185

http://www.latan.org

19RESOURCE GUIDE 9

Maryland Technology Assistance Program(MDTAP)

2301 Argonne Drive T17Baltimore, MD 21218(800) 832-4827http://www.mdtap.org

Massachusetts Assistive TechnologyPartnership Center (MATP Center)

Massachusetts Commission for theDeaf and Hard of Hearing

Children's Hospital, Boston1295 Boylston Street, Suite 310Boston, MA 02215(617) 355-7820http://www.matp.org

Michigan's Assistive Technology Project:TECH 2000

Michigan Jobs CommissionRehabilitation Services

Michigan Disability Rights Coalition740 West Lake Lansing RoadSuite 400East Lansing, MI 48823(517) 333-2477http://www.copowerorg

(Minnesota) System of Technology toAchieve Results (STAR)

Governor's Advisory Council on Technologyfor People with Disabilities

300 Centennial Building658 Cedar StreetSt. Paul, MN 55155(651) 296-2771 or (800) 657-3862http://www.admin.state.mn.us/assistivetechnology/

IDEASthatWork


Missouri Assistive Technology Project(MATP)

Missouri Department of Labor andIndustrial Relations

Governor's Council on Disability4731 South Cochise, Suite 114Independence, MO 64055-6975(816) 373-5193http://www.dolirstate.mo.us/matp/

The Montana Rural Institute on DisabilitiesUniversity of Montana52 Corbin HallMissoula, MT 59812(406) 243-5467 or (800) 732-0323http://ruralinstitute.umtedu

Nebraska Assistive Technology Partnership=

5143 South 48th Street, Suite CLincoln, NE 68516-2204(402) 471-0734 or (888) 806-6287http://www.nde.state.ne.us/ATP/TECHome.html

(New Hampshire) Institute-on DisabilityUniversity of New Hampshire7 Leitvitt.Lt4ne,-;Suite,101

Dui-ham, NH 03824 -3522(603) 862-4320;http: / /.www iod.unh.edu

New/MexicoTechnology<AssistancePiOgram (NMTAP)

435 Saint Michaejsptive, Building DSanta Fe, NM 870:5--(806),.s06 ,55 (ABLE)http://wwWntntap.cont

20RESOURCE GUIDE

New Jersey Protection and Advocacy, Inc.210 South Broad Street, 3rd FloorTrenton, NJ 08608(609) 292-9742http://www.njpanda.org/NJPAhome.html

New York State Office of Advocate forPersons with Disabilities1 Empire State Plaza, Suite 1001Albany, NY 12223-1150(518) 474-2825http://www.advoc4disabled.state.ny.us/

North Carolina Assistive Technology Project

North Carolina Department of Human ResourcesDivision of Vocational Rehabilitation Services1110 Navaho Drive, Suite 101Raleigh, NC 27609(919) 850-2787http://www.mindspring.com/-ncatp

(North Dakota) Interagency Program forAssistive Technology (IPAT)

North Dakota Office of Vocational RehabilitatiOrkDepartment of Human ServicesP.O. Box 743Cavalier, ND 58220(701) 265-4807http://www.ndipat.org

CNMI System of Technology-RelatedAssistance for Individuals with Disabilities(STRAID)

Commonwealth of the Northern Mariana Islands(CNMI)

Governor's Council on Developmental DisabilitiesP.O. Box 502565c,qpnn, MP 96950-2565(670) 664-7000http://www.cnmiddcouncil.org/atstraid/afflash.litm

,

IDEAs`hat Work

U.S. Office of SpecialEducation l'rograms

Assistive Technology of OhioJ. L. Camera Center, 9th Floor2050 Kenny RoadColumbus, OH 43221(614) 292-2426 or (800) 784-3425http://www.atohio.org

Oklahoma ABLE Tech AssistiveTechnology Project

Oklahoma State University Wellness Center1514 West Hall of Fame RoadStillwater, OK 74078-2026(405) 744-9864 or (800) 257-1705http://okabletech.okstate.edu

Pennsylvania's Initiative on AssistiveTechnology (PIAT)

Temple UniversityInstitute on Disabilities/UAPRoom 423 Ritter Annex1301 Cecil B. Moore AvenuePhiladelphia, PA 19122(215) 204-1356 or (800) 20477428

http://www.temple.edu/irist,

Rhode Island AsSistive.TechnolOgyAccess PartberShrp (ATAP)'

Rhode Island Depizrthient of Huriian ServicesOffice,of Rehabilitatimi Serinces40 Fountain StreetProvidence, RI02903-1898'(401) 421-7065http://www.ors.state:n.us/

South Carolina Assistive TechnoldgyProgram

USC School of MedicineCenter'for Disability ResoUrcesColiimbia, SC 29208(803) 935-5263http://www.public.usit.net/jjendron/

South Dakota Assistive TechnologyProject (DakotaLink)

South Dakota Department of Human ServicesDivision of Rehabilitation Services

21 RESOURCE GUIDE 1111

Black Hills Special Services Cooperative1925 Plaza BoulevardRapid City, SD 57702(605) 224-5336http://dakotalink.tie.net/

Tennessee Technology Access Project(TTAP)

Cordell Hull Building, 5th Floor425 5th Avenue NorthNashville, TN 37243(615) 532-3122 or (800) 732-5059http://www.state.tn.us/mental/ttap.html

Texas Assistive Technology Partnership(TATP)

The University of Texas at AustinTexas UAP/Department of Special EducationSZB Room 306, D5300Austin, TX 78712-1290(512) 471-7621http://www.edb.utexas.edu/coe/depts/sped/tatp/tatp.html

Utah Assistive Technology Program (UATP),'

6588 Old Main HillLogan, UT 84322-6588(435) 797-3824http://www.uatp.usu.edu

Vermont Assistive Technology ProjectVermont Department of Aging and Disabilities103 South Main StreetWeeks BuildingWaterbury, VT 05671-2305(802) 241-2620http://www.dad.state.vt.us/atp/

U.S Office of SpecialEducation Programs

Virginia Assistive Technology System (VATS)

Virginia Department of Rehabilitative Services8004 Franklin Farms DriveRichmond, VA 23288-0300(804) 662-9990http://www.vats.org

Washington Assistive Technology Alliance(WATA)

Washington Division of Vocational RehabilitationUniversity of WashingtonBox 357920Seattle, WA 98195-7920(206) 685-4181 or (800) 841-8345http://wata.org

West Virginia Assistive Technology System(WVATS)

West Virginia Division of Rehabilitation ServicesWest Virginia University Affiliated Center forDevelopmental Disabilities

955 Hartman Run RoadMorgantown, WV 26505(304) 293-7294http.14wtvw.ced.wvu.edn/programs/Corimunity/

WVATS/indethtrri`

WI Assistive Technology InfOrmationNetwork: WieTech

DiVision of Supportive Living'P.O. Box 7851 ,

1 West Wilson Street, Room 450Madison, WI 5370(608) 266-9303-http://wiV-Wwistech.org

Wyoming New Options-in Technology(WYNOT)

1465 North 4th Street,- Suite 111Laramie, WY 82072(307) 766-2084 or (800) 861-4312http://wind.uwyo.edulwynot/

2. RESOURCE GUM 112

ALLIANCE F R TECHNOLOGYACCESS RESOURCE CENTERS

The Alliance for Technology Access (ATA) is anationwide network of nonprofit, community-basedresource centers "dedicated to providing informationand support services to children and adults with dis-abilities and increasing their use of standard, assistive,and information technologies." Currently, there are40 Alliance resource centers in 28 states. Some cen-ters serve only the state in which they are located,but others provide services across state lines tosurrounding counties or metropolitan areas.

Generally, Alliance centers provide information andreferral, technic-al assistance, and training services.Alliance centers emphasize hands-on activities, andmany centers support assessment and evaluativeservices, product demonstrations, lending libraryresources, computer lab access, technology work-shops, and professional development training. Somecenters collaborate with commercial publishers todevelop effective products, and many work closelywith local school districts to provide assessment,support, and technical assistance to students andeducators.


NATIONAL OFFICE

2175 East Francisco Boulevard, Suite LSan Rafael, CA 94901(415) 455-4575(415) 455-0491 (TTY)http://www.ataccess.org/E-mail: [email protected]

A complete state-by-state listing of Alliance forTechnology Access Resource Centers is providedbelow. (Please note that some states currently haveno Alliance Resource Centers.) Consult the organi-zations in your state for more information aboutthe services they provide.

23RESOURCE GUIDE 11

%TATE RESOURCE CENTERS

ALABAMA

Birmingham Alliance for TechnologyAccess CenterBirmingham Independent Living Center206 13th Street SouthBirmingham, AL 35233-1317(205) 251-2223E-mail: [email protected]

Technology Assistance for Special ConsumersP.O. Box 443Huntsville, AL 35804(205) 532-5996tasc @travellercornhttp://tasc.ataccess.org

ARIZONA

Technology Access Center of TucsonP.O. Box 131784710 East 29th StreetTucson, AZ 85732-3178(520) 745-5588 ext. [email protected]

ARKANSAS

Technology Resource Centerclo Easter Seals Arkansas3920 Woodland Heights RoadLittle Rock, AR 72212-2495(501) 227-3602atrce@aoLcornhttp://www.arkeasterseals.org

IDEASthat

...NVorkU.S. Office of Special

Education Programs

CALIFORNIA

Center for Accessible Technology2547 8th Street, 12ABerkeley, CA 94710-2572(510) 841-3224info @ cforat. org

http://www.cforat.org

Computer Access CenterP.O. Box 5336Santa Monica, CA 90409(310) [email protected]://www.cac.org

iTECHParents Helping Parents3041 Olcott StreetSanta Clara, CA 95054-3222(408) [email protected]://www.php.com

Team of Advocates for Special Kids100 West Cerritos AvenueAnaheim, CA 92805 -6546(714)533-8275taskca@aoLcoM ,

FLORIDA

-5 CITE, Inc.Center for Independence,'TeehnOlogy & Education215 East New HaMk-shire StreetOrlando, FL 32804(407) 898-2483cikinfo@cite-Acom

2 4 RESOURCE GUOIDE 14

GEORGIA

Tech-Able, Inc.1114 Brett Drive, Suite 100Conyers, GA 30094(770) 922-6768techable@ america. net

HAWAII

Aloha Special Technology Access Center710 Green StreetHonolulu, HI 96813(808) [email protected]://www.geocities.com/astachifindex.html

IDAHO

United Cerebral Palsy of Idaho, Inc.5530 West EmeraldBoise, ID 83706(208) 377-8070ucpidaho @aol. cornhttp://ucpidaho.ataccess.org

ILLINOIS

Northern Illinois Center for AdaptiveTechnology3615 Louisiana RoadRockford, IL 61108-6195(815) [email protected]://www.nicat.ataccess.org

Technical Aids & Assistance for theDisabled Center1950 West Roosevelt RoadChicago, IL 60608(312) 421-3373 or (800) 346-2939toad @ interaccess. cornhttp://homepage.interaccess.comi-taad

IDEAsthat work


INDIANA

Assistive Technology Training andInformation CenterAttic: A Resource Center on Independent Living3354 Pine Hill DriveP.O. Box 2441Vincennes, IN 47591(812) 886-0575inattic 1 @aol.comhttp://www.theattic.org

KANSAS

Technology Resource Solutions for People1710 West Schilling RoadSalina, KS 67402(785) [email protected]

KENTUCKY

Bluegrass Technology Center961 Beasley Street, Suite 103ALexington, KY 40507(859) 294-4343

,[email protected]://www bluegrasstiech org

lEnabling Technologies:of KeniackianaLouisville Free, Public:,-Library301 York StreetLofitsville, KY 40203-2257(502) 574-1637(800) 890-1840 (KY only)entech @ iglou. corn

http://www.kda(stat4y:us/oet/customer/atb,

WesternXeritacky Assistive TeehhologyConsortiuMP.O. Box 266Murray, KY 42071(270) [email protected]://www.kde.state.ky.us/oet/customer/at/

25RESOURCE GUIDE 15

MARYLAND

Learning Independence Through Computers, Inc.(LINC)1001 Eastern Avenue, 3rd FloorBaltimore, MD 21202(410) [email protected]://www.linc.org

MICHIGAN

Michigan's Assistive Technology Resource1023 South US 27St. Johns, MI 48879-2424(517) 224-0333 or (800) [email protected]://www.matrorg

MINNESOTA

PACER Computer Resource Center4826 Chicago Avenue SouthMinneapolis, MN 55417-1098(612) 827-2966E-mail: [email protected]://www.pacer.org/crc/crc.htm

MONTANA

Parents, Let's Unite for Kids (PLUK)516 North 32nd StreetBillings, MT 59101(406) 255-0540(800) 222-7585 (MT only)[email protected]://www.pluk.org


NEW JERSEY

TECH ConnectionAssistive Technology Solutionsdo Family Resource Associates, Inc.35 Haddon AvenueShrewsbury, NJ 07702-4007(908) 747-5310tecconn @ aol. corn

Center for Enabling Technology622 Route 10 West, Suite 22BWhippany, NJ 07981(973) 428-1455 (Voice)(973) 428-1450 (ITV)cetnj @ aol. corn

NEW YORK

Techspress Resource Center forIndependent LivingP.O. Box 210401-409 Columbia StreetUtica, NY 13503-0210(315) 797-4642 (Voice)(313) 797-5837 (TTY)[email protected]

NORTH CAROLINA',-

Carolina Computer kei.'ess Centerketr-O School700 Ecist Second StreetCharl'Otte, NC,28202-2826(704) 342-3064,',[email protected]://www.ataccess.org

26eliSOURCE GUM 16

OHIO

Technology Resource Center1133 Edwin C. Moses Boulevard, Suite 370Dayton, OH 45424(937) [email protected]

RHODE ISLAND

TechACCESS Center of Rhode Island110 Jefferson BoulevardWarwick, RI 02888(401) 463-0202(800) 916 -TECH (RI only)[email protected]

TENNESSEE

East Tennessee Technology Access Center, Inc.4918 North BroadwayKnoxville, TN 37918(423) [email protected]://www.korrnet.oreettac/

Technology Access Center of Middle TennesseeFountain Square, Suite 1262222 Metrocenter BoulevardNashville, TN 37228(615) 248-6733 or (800) [email protected]

West Tennessee Special Technology AccessResource Center (STAR)P.O. Box 368360 Lynoak CoveJackson, TN 38305(901) 668-3888 or (800) [email protected] orinfostar@ ctarcentertn.Orkhttp://www.starcentertn.org


UTAH

The Computer Center for Citizens with Disabilitiesdo Utah Center for Assistive Technology1595 West, 500 SouthSalt Lake City, UT 84104(801) [email protected]

VIRGIN ISLANDS

Virgin Islands Resource Center for theDisabled, Inc.P.O. Box 308427St. Thomas, V100803 -8427(809) [email protected]

VIRGINIA

Tidewater Center for Technology Access1413 Laskin RoadVirginia Beach, VA 23451(757) [email protected]://tcta.ataccess.org

WEST VIRGINIA

Eastern Panhandle Technology AccessCenter, Inc.

h.

P.O. Box 987300 S. Lawrence StreetCharles Town, WV 25414(304) 725-6473eptac @ earthlink. nethttp://eptac.ataccss org

27

/-

RESOURCE GUDIDE 17

SPECOAL EDUCATORESOURCE CENTERS

These centers constitute a nationwide technicalassistance network to respond to the needs ofstudents with disabilities, especially students fromunderrepresented populations. Through their work, .

the resource centers provide a national precedentfor establishing technical assistance activities withinand across regions by identifying and synthesizingemerging issues and trends. Also, the resource cen-ters work with OSEP to plan national conferencesof education professionals, with the object of com-municating OSEP priorities and promoting positivesystemic change in special education programsacross the nation.

The Federal Resource Center forSpecial Education (FRC)

Academy for Educational Development1875 Connecticut Avenue, N.W, Suite 900Washington, DC 20009(202) 884-8215 (Voice)(202) 884-8200 (TTY)[email protected]://www.dssc.org/frc/

Northeast Regional Resource Center(NERRC)

Learning Innovations at Wested20 Winter Sport LaneWilliston, VT 05495(802) 658-5036 (Voice)(802) 860-1428 (TTY)[email protected] or [email protected]://www.wested.org/nerrc

ID AstWOrk


Mid-South Regional Resource Center(MSRRC)

Human Development InstituteUniversity of Kentucky126 Mineral Industries BuildingLexington, KY 40506-0051(606) 257-4921 (Voice)(606) 257-2903 (TTY)[email protected]://www.ihdi.uky.edu/projects/MSRRC/index.html

South Atlantic Regional ResourceCenter (SARRC)

Auburn University MontgomeryP.O. Box 244023Montgomery, AL 36124(334) [email protected]://edla.aum.edu/serrc/serrc.html

Great Lakes Area Regional ResourceCenter (GLARRC)

Center for Special Needs :PopulationsThe Ohio State University700Ackerman Road,,,Suite 440Columbus, OH 43202 .

'(412i),447-0844"(VOice)(614) 447-8776' (TTY)[email protected]://www.csnp.ohio-state:edulglarrc.htm

28 RESOURCE GUIDE 18

Mountain Plains Regional ResourceCenter (MPRRC)

Utah State University1780 North Research Parkway, Suite 112Logan, UT 84341(801) 752-1238 (Voice)(801) 753-9750 (TTY)[email protected]://www.usu.edul--mprrc

Western Regional Resource Center (WRRC)

1268 University of OregonEugene, OR 97403-1268(541) 346-5641 (Voice)(541) 346-0367 (TTY)[email protected]://interact.uoregon.edu/wrrc/wrrc.html


29RESOURCE GUM 19

RESEARCHERS A RESOURCES

Contact information follows for researchers whocontributed to the OSEP-sponsored synthesis reporton the appropriate selection and use of assistivetechnology. Each of these researchers can be calledupon to answer specific assistive technology ques-tions. Included along with contact information aredescriptions of their areas of expertise and of theage range and type of disability of the populationwith whom they work.

Sandi BakerDirector, ENTECH (Enabling Technologiesof Kentuckiana)301 York StreetLouisville Free Public LibraryLouisville, KY 40203(502) [email protected]

Age range: All

Type of Disability: All

Area of Specialization: AT assessment, training,and policy

Deb BauderCodirector, Project STATUSProfessor, Teaching and LearningUniversity of Louisville(502) [email protected]

Age range: Elementary

Type of Disability: Communication disorders,physical disorders, learning disabilities, visualdisabilities, and autism

Area of Specialization: improving 1.43aCaattiGni

for rural students; AT consultation and support


Hank BersaniTECHTRANSChair, Division of Special EducationAssociate Professor of Special EducationWestern Oregon University345 North Monmouth AvenueMonmouth, OR 97361(503) [email protected]

Age Range: Children and adults

Area of Specialization: AT for communication,identifying AT components of transition models,AT transition, AT in the classroom, AT in adultservices, AT to promote self-determination,program development

Mary BradyDirector of Professional DevelopmentCenter for Social Development and EducationUniversity of Massachusetts, Boston100 Morrissey BoulevardBoston, MA 02125-3933(617) [email protected]

Type-of Disability: Coinitive (mental retardationand:learning disabilities)

Area of Specialization:Preparing:teachers tointegrate technOlOgy.i4Iithir curriculum (assistive,educational, and with featur6 of universal designfor learning)

30RESOURCE GUIDE 20

Kent CoffeyCoprincipal InvestigatorProject STAR (Steppingstones from Technologyto Action and Results)Associate Professor Curriculum & InstructionAllen Hall, Room 338Box 9705Mississippi State, MS 39762(662) [email protected]

Age range: Elementary and secondary

Type of Disability: Learning disabilities

Area of Specialization: Building AT teams in localschools, using a PC platform for AT, and integratinglow-tech adaptations into programming for studentswith severe disabilities

Lori GoetzDirector California Deaf-Blind Services (CDBS)Professor Special EducationSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-6230

Age Range: Students aged 0-22 and their families

Type of Disability: Combination vision and hearingimpairments; multiple disabilities

Area of Specialization: Program planning; trainingservice providers (teachers, school systems); assess-ment; direct services to students; and communication,strategies and social integration


N

Paula Goldberg, DirectorJean Nelson, CoordinatorProject KITE (Kids Included throughTechnology are Enriched)PACER Center8161 Normandale BoulevardMinneapolis, MN 55437-1044(952) 838-9000pgoldberg @ pacerorgjnelson @ pacerorghttp://www.pacerorg

Age Range: 3-8


Area of Specialization: Training parents and teachersto more effectively include young children withdisabilities in their homes and classrooms in culturallysensitive ways through AT use

Debra HartInstitute for Community Inclusion, BostonChildren's Hospital(617) 355-7443

Age Range: All ages


Area of Specialfzation:Proyji3ing,tecynical assistancein:thodevelopnient of adoption policies; trainingschool personnel and familY members about avail-

, able AT funding options; and developing AT teamsto heighten awareness about AT potential

31RESOURCE GUIDE 21

Pam HuntCodirector, Self-Efficacy and Inclusionof Students with AAC NeedsProfessor, Special EducationSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-7848hunt @sfsu.edu

Age Range: Elementary

Type of Disability: Students with severe disabilities

Area of Specialization: Inclusive practices andresearch, early communication, and social competency

Elizabeth LahmPrincipal Investigator, University of KentuckyAssistive Technology Project (UKAT)Assistant Professor, Special Education237f Taylor Education BuildingUniversity of KentuckyLexington, KY 40506-0001(859) 257-1520ealahml @pop.uky.edu

Age Range: Birth to 21


Area of Specialization: AT policy, screening, ,

assessment, information systems, use, and impact;IEP development


Janice LightPennsylvania State University AAC Project217 Moore BuildingUniversity Park, PA 16802(814) [email protected]

Age Range: All ages

Type of Disability: Students with disorders thatrequire AAC

Area of Specialization: Augmentative andalternative communication (AAC)

Kathy McWhorterProject Coordinator, Navajo ABLE435 St. Michaels DriveBuilding DSanta Fe, NM 87505(505) 954-8540 or (800) [email protected]

Age Range: 0-21


Area of Specialization: AT:assessment and:A:raining;technical support and consuliation,

Melissa Miller.Director, Assistive,Technology CorisbrtiumP.O. Box 266Murray, KY 42071(270),[email protected].

Age Range: All


Area of Specialization: Augmentatiyecommunication and early intervention

32 RESOURCE GUDIDE 22

Susan MistrettDirector, AT Training ONLINEUniversity of BuffaloDepartment of Occupational Therapy515 Kimball Tower3435 Main StreetBuffalo, NY 14214(716) 829-3141, ext. [email protected]

Age Range: K-5


Area of Specialization: Selection, adaptation,and use of AT for infants and toddlers, preschoolchildren, and elementary students with disabilities;whole-school AT approaches; and identification ofbest practices in AT

Bart PishaDirector of Research, CAST39 Cross StreetPeabody, MA 01960(978) 531-8555, ext. 226 (Voice)(978) 538-3110 (TTY)bpisha@ cast. orghttp://www.cast.org

Age Range: Elementary through postsecondary

Type of Disability: Cognitive

Area of Specialization: Acquisition of keyboardingskills; technology for teaching and acquisition of earlyliteracy skills; integration of students with specialneeds into regular classrooms; and technologies thatcan support learning disabled students in the-areas ofwriting, organization, planning, and follow through

IDEAsthat work


it

Steven RosenbergDirector, Strategies for Active InclusionAssociate Professor, PsychiatryUniversity of Colorado Health Sciences CenterCampus Box C268-63Denver, CO 80262(303) [email protected]

Age Range: Preschool, middle, and high schoolstudents

Type of Disability: Motor disabilities and develop-mental disabilities

Area of Specialization: Outcomes research, healthservices research, and program development

Gloria SotoCodirector; Self Efficacy'and Inclusion ofStudents with AAC NeedsAssociate Professor; Special EducationSan Francisco State University.1600 Holloway AvenueSan Francisco, CA 94132(415) [email protected]

Age RanO: Elementary

Type of Disability: Students .with severe disabilities

Area of Specialization! InclusiVe practices andresearch, early communication; and social competency

3 3 RESOURCE GUODE 21

Jeanne WilcoxDirector, Infant Child Research ProgramsProfessor, Department of Speech and

Hearing ScienceArizona State UniversityP.O. Box 871908Tempe, AZ 85287(480) [email protected]://www.asu.edu/clas/shs/wilcox (personal

web page)http://www.icrp.asu.edu (Infant Child Research

Programs)

Age Range: Early Childhood

Area of Specialization: Inservice and preservicetraining for personnel in early childhood specialeducation, adaptive play, computers, and augmentativecommunication devices

Andy WinnegarDeputy Director, Special Programs, New MexicoDivision of Vocational Rehabilitation435 St. Michaels DriveBuilding DSanta Fe, NM 87505(505) [email protected]

Age Range: 14 and up


Area of Specialization: Program development; ,

legislation and public research for people withdisabilities; increasing, enhancing, and demonkratingprograms and services for New Mexicans withdisabilities; assisting Medicaid recipients withknowing their benefits and rights; and assisting'with supported employment for Native Americanswith special needs


34RESOURCE GRADE 24

MiER I GUDE40'

Council forExceptionalChildren 35

IDEAsthatWork


4

/

ul CANS VIDEOUSER'S GUDE

D9

To assist you in using this video most effectively,we have developed a series of collateral materialsto build on the information in the video, which canenhance and supplement systems of support aroundthe use of assistive technology. They potentially canbe used by such diverse stakeholders as teachers,family members, administrators, teacher trainers,researchers, and policymakers. The User's Guide willdescribe the different components of this video kit,provide you with some basic information about assis-tive technology, and offer suggestions for how touse this video kit to inform and improve your work.

OBJECTIVES OF THE VIDEO KIT

The objective of the video and its collateral materialsis to reach out to multiple audiences with usefulinformation and tips concerning the appropriateselection and use of assistive technology. Recognizingthat different audiences have different informationneeds, this video kit incorporates a range of infor--mation designed to meet those needs.

For example, the 26-minute video entitledAssistive Technology: I Can Soar:

.-- Shows how assistive technology has beenintegrated successfully into the lives of fourchildren with disabilities;

The accompanying collateral materialsto the video

Describe the decision-making process thatwent into selecting and implementing assistivetechnology for the children featured inthe video;

Stimulate dialogue among family members,teachers, and administrators about the beststrategies for ensuring that assistive technologyis effectively used with students withdisabilities; and

Provide practical, how-to information and tipsto practitioners responsible for implementingassistive technology.

The video and its collateral materials can be usedby family members, teachers, and administrators,

5

as well as by teacher trainers and policy makersto raise awareness, initiate disCussion, and provideguidance around the most' effective wayS to imple-ment assistive technology in,schools and classrooms.

To order a [email protected]

of the kit, please email

Builds awareness for family members, teachers,and administrators about the benefits of assistivetechnology for students with disabilities; and

Inspires family members, teachers, and admin-istrators to le--n more about ascsistive technology

how it can benefit the children that they know;and the roles that they can play in making assis-tive technology work.

IDEAsthat Work


36

6

INCLUDED IN THE KIT

The video, I Can Soar, features positive examples ofhow assistive technology has bettered the lives ofstudents with disabilities, their families, and theireducators. The attached chart, "Children, Outcomes,and Principles Highlighted in Video," describes thechildren, their learning challenges, the benefits thatthey have experienced as a result of using assistivetechnology, and the best practice principles that haveguided successful implementation of assistive tech-`nology into their daily lives.

A series of materials has been developed to accom-pany this video. Each individual product can serve asa stand-alone resource or can be used in conjunctionwith other pieces to provide you with the informationand support you need to move from mere interest inassistive technology to advocacy, implementation,and systematization. Using the video and its collateralmaterials, audiences can work together to promotethe use of assistive technology in the classroom toimprove results for all students.


Along with this User's Guide, materials in the videokit include:

Principles in Practice: Four Stories.Teachers and administrators watching the videowill want to know how they can use assistivetechnology in their own schools and classroomsto create benefits similar to those illustrated inthe video. The vignettes included in this kit buildon the stories told in the video and describehow the people involved selected, gained accessto, and implemented assistive technology fortheir students.

Executive Summary of the Synthesis on theSelection and Use of Assistive Technology.The use of technology in education can have asignificant impact on the , delivery of servicesto students with disabilities, yet its potentialcannot be fully realized unless it is implementedappropriately. The Executive Summary of thisgovernment-sponsored syntheSis report listsand describes seven principles for the effectiveimplementation of assistive technology.

.Fact Sheet on MEA and AssistiVeTechnology. This fact sheet-explains howfederal special education.law defines assistive,technology and what the law requires of schoolswith respect to providing.assistive technologyfor students with disabilities.

Resource Guide. Many teachers, faMily members,and administrators lack the resources necessaryio,help students with disabilities:"succeed inschool. To help get the right information intoyour hands, we have included a resource guidewith a listing of goyernment agencies, nationalorganizations, technical assistance providers,resource centers, and researchers.

3 7 MEWS GUM 2

General facts about assistive technologyAccording to the Individuals with DisabilitiesEducation Act:

..-- An assistive technology device is "any item,piece of equipment, or product system, whetheracquired commercially off the shelf, modified,or customized, that is used to increase, main-tain, or improve functional capabilities of achild with a disability"(P.L. 105-17, Sec. 602(1)).

... An assistive technology service is definedas "any service that directly assists a childwith a disability in the selection, acquisition,or use of an assistive technology device"(P.L. 105-17, Sec. 602(2)).

Federal special education law requires thatassistive technology be included as a "specialconsideration" in the development of each childwith a disability's Individualized EducationProgram (P.L 105-17, Sec. 614(3)(B)(v)).

Assistive technology can range from very simple,inexpensive, low-tech tools, such as a pencilgrip or a piece of velcro, to much more complexhigh-tech devices, such as speech synthesizersand computer software programs.


How students with disabilities benefitfrom assistive technology"One can never consent to creep when one

feels the impulse to soar." (Helen Keller)

Assistive technology can play an incredibly impor-tant role in the lives of students with disabilities.It helps students to communicate and interact withtheir peers in ways that would otherwise be impos-sible"It enables them to gain access to the generaleducation curriculum' by helping address challengesthey may have producing written work, reading text,or-using abstract problem-solving techniques. Overall,assistive technology enhances the independence ofa child with a disability, allowing the child to learn,play, and socially interact with his or her nondis-abled peers.

38 MEWS WIDE t

Principles for the appropriate selectionand use of assistive technology"Despite evidence that assistive technology hasbeen successful in improving educational, andother, outcomes for students with disabilities, itsbenefits are often not fully realized because ofthe existence of certain implementation barriers...assistive technology cannot fully realize its potentialunless its implementation is facilitated." (OSEP,Synthesis on the Selection and Use of AssistiveTechnology, 2000)

Research has proven that assistive technologycan help students with disabilities achieve at highlevels; interact with and control their environment;communicate with their families, educators, andpeers; and grow to become independent and pro-ductive citizens. However, assistive technologydoes not accomplish such outcomes on its own.Rather, a number of other contributing factorsform a support system through which assistivetechnology can be effective in helping studentswith disabilities learn and succeed.

The U.S. Office of Special Education Programssponsored a synthesis report that reviewed the resultsof 47 research projects on assistive technology, andrecommended a set of seven, best practice principlesthat reflect lessons learned about how to implementeffective strategies and reduce barriers to selectingand using assistive technology.


These seven principles are:

.. 1. Providing leadership,

.--- 2. Supporting stakeholder collaboration,,

3. Monitoring impact,

.-- 4. Building capacity,

.-- 5. Reducing fear and becoming comfortablewith technology,

6. Acknowledging diVersity, and

.-- 7. Focusing on supporting student learning.

Each child featured in the video "benefited from asupport system that reflects these seven principles.The Principles in Practice: Four Stories pieceincluded in this video kit shows you how.

39 USEWS GU DE 4

Suggestions for Video UseThis video kit is designed to raise awarenessabout the benefits of assistive technology, motivateaudiences to want to learn more, and stimulatemeaningful dialogue about how youas a teacher,family member, or administratorcan make assis-tive technology an important part of your students'and children's lives. We suggest that you incorporatethis video kit into naturally occurring opportunitiesfor professional development and technical assis-tance in your school or community. For example,you can arrange for a viewing of the video at staffdevelopment meetings or teacher trainings, PTAmeetings, faculty meetings, or public meetings inyour district. The video and its accompanying mate-rials can engage parents, teachers, administrators,and representatives from community organizationsand businesses in a thoughtful discussion andresolve some common issues of concern.

Before scheduling a viewing of the video, identifysomeone who can serve as a facilitator to guidediscussion among the audience around the issuesraised in the video. Below, we have provided sug-gestions for some "discussion starters," targetedtowards particular audiences. These are questionsto raise before and after viewing the video, whichare designed to help viewers think contextuallyabout the stories highlighted in the video, connecting the stories to their own experiences. They arealso designed to connect to the best practice princi-ples that are described in the Executive Summary ofthe synthesis report, included in this video kit. Youshould use these questions to engage your audiencein a discussion around these seven principles andhow they apply in their own practice.


Teachers

Before viewing the video:

Are you currently using assistive technologyin your classroom? If so, how does it addressyour students' learning needs? If not, how doyou think assistive technology could addressyour students' learning needs?

(Principle: Focusing on SupportingStudent Learning)

What type of supports do you need in orderto use assistive technology?

(Principles: Providing Leadership, BuildingCapacity, and Supporting StakeholderCollaboration)

What contributing factors apply when theassistive technology appears to "fit" the students,his or her tasks, class peers, and staff?

(Principles: Providing Leadership, SupportingStakeholder Collaboration, Monitoring Impact;Building Capacity, Reducing Fear and BecomingComfortable with Technology, AcknowledgingDiversity, and,Focusing on SupportingStudeni Learning)

How is assistive technology monitored in theclassroom? What happens if it is found that aspecific technology is no longer meeting thestudents' needS?

(Principles: Monitoring Impact and Focusingon Supporting Student Learning)

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After viewing the video:

Were you familiar with any of the assistivetechnology featured in the video? Whathesitations or concerns would you haveabout using any of these tools in yourclassroom?

(Principle: Reducing Fear and BecomingComfortable with Technology)

.-- If you were to use assistive technology withany of the students in your classroom, howwould you go about accessing it?

(Principle: Providing Leadership, SupportingStakeholder Collaboration, and BuildingCapacity)

.--- If you decided to use assistive technology, whowould need to be included in the selection anddecisionmaking process?

(Principle: Supporting Stakeholder Collaboration)

.--- How can you use technology to promoteacceptance of differences and recognitionof individual strengths in your classroom?

(Principle: Acknowledging Diversity)


Families

Before viewing the video:

Does your child currently use assistivetechnology? What needs does that assistivetechnology meet? If he or she does not useassistive technology, do you think it couldhelp? How?

(Principle: Focusing on SupportingStudent Learning)

.-- How can families improve the deliveryof assistive technology services?

(Principle: Supporting StakeholderCollaboration)

..-- What sources of community and schoolsupport are available for families?

(Principles: Providing Leadership andBuilding Capacity)


Were you familiar with any of the assistivetechnology featured in the video? Whathesitations or concerns would you have aboutusing any of these tools with your child?

(Principle: Reducing Fear and BecomingComfortable` with Technology)

.-- What supports would you need to integratethe use of your child's assistive technologyin home and community settings?

(Principles.- Supporting StakeholderCollaboration and Acknowledging Diversity)

..--- How would you know if the assistivetechnology was "working" for your child?What would you do if you felt that it couldbe improved?

(Principle: Monitoring Impact)

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AdministratorsBefore viewing the video:

..-- What is the role of the school district in theutilization of technology? Assistive technology?Should the technology teams be responsiblefor assistive technology?

(Principles: Providing Leadership andBuilding Capacity)

What sources of district support are availablefor families, teachers, and staff?

(Principle: Providing Leadership and SupportingStakeholder Collaboration)

.-- Do you notice resistance in your school districtto assistive technology? What kind of resistance,and why do you think this is so?

(Principle: Reducing Fear and BecomingComfortable with Technology)


.-- How could assistive technology meet thevaried needs of students in your district?

(Principles: Acknowledging Diversity andFocusing on Supporting Student Learning)

Ale

.--- How can your school develop and promoteits own views and supportive programs forassistive technology?

(Principle: Providing Leadership)

How would you know if the assistive technologywas successfully being used in your district?What would you do if you felt that it couldbe improved?

.(Principle: Monitoring Impact)

What people need to be involved in decisionssurrounding the selection and use of assistivetechnology for use with individual students orfor general use in classrooms?

(Principle: Supporting StakeholderCollaboration)

U.S. Office of SpecialEducation Programs 42 USER'S GUM 7

CHILDREN, OUTCOMES, AND PRINCIPLES HIGHLIGHTED IN VIDEO

Child Learning challenge Outcome 14...;:mwtp Principles*

Angie5 years old

Aaron13 years old

Stacey11 years old

Sean17 years old

Angie is nonverbal, due to hercerebral palsy, and comes from aKorean-speaking family. She, there-fore, faces challenges in developingher language and literacy skills,both in English and Korean.

Aaron's multiple disabilitieshave interfered with his mobility,vision, fine motor, gross motor,and communication skills. Hehas difficulty accessing and usingtraditional educational materials,such as textbooks and writingutensils, independently and alsofaces challenges in engaging asan active participant in class.

Stacey was diagnosed with educa-tionally significant hearing loss,which affects her ability to tuneout background noise and focuson what the teacher is saying inclass. In addition, her hearing losshas had an effect on her languageand literacy development skills.

Sean's vision loss makes it difficultfor him to access the general educa-tion curriculum in the same wayas his nondisabled classmates. Ingeometry, for example, he finds itespecially challenging to understandcomplex graphical concepts thatare often explained in visual terms.

With the use of a voice outputcommunication aid, Angie has beenable to communicate her needs anddesires to her teachers, her class-mates, and her family members.This has enabled her to developher language, as well as given hera foundation from which she willcontinue to work on literacy skillswhen she enters the first grade.

Using tools such as a powerwheelchair, special computer soft-ware, an alternative keyboardand keyguards has enabled Aaronto access the general educationmaterials and curriculum and toparticipate fully and learn along-side his nondisabled peers.

Stacey's FM system helps her tostay focused in class, by tuningout background noise and amplify-ing the sounds of the teacher'svoice. In addition, Stacey's portableword-processing device helps hermaintain that focus during lengthywriting assignments.

With the help of the vision center athis school, Sean has all of his textreading and homework assignmentstranslated into Braille. He also usesa Braille scientific calculator thathelps him understand abstract math-ematical concepts, such as graphs,fractions, and decimals.

Providing leadership,Supporting stakeholdercollaboration,Monitoring impact,Building capacity,Acknowledging diversity, andFocusing on supportingstudent learning.

Providing leadership,Supporting stakeholdercollaboration,Monitoring impact,Building capacity, andReducing fear and becomingcomfortable with technology.

Supporting stakeholdercollaboration,Monitoring impact,Building capacity,Reducing fear andbecoming comfortablewith technology, andFocusing on supportingstudent learning.

Supporting stakeholdercollaboration,Monitoring impact,Building capacity,Reducing fear andbecoming comfortablewith technology, andFocusing on supportingstudent learning.

*See the "Principles in Practice: Four Stories" section of the video kit to see how these principles were critical in helping these students facetheir learning cha lenges.

U.S. Office of SpecialEducation Programs 43

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Acknowledgements

This video information package represents theefforts and dedication of many people. We wouldlike to thank David Malouf and Jane Hauser,U.S. Department of Education, Office of SpecialEducation Programs, for identifying the needfor a synthesis to examine barriers to assistivetechnology and for helping to provide a vision fortranslating the information into a video. We wouldalso like to recognize Dr. Al Cavalier, School ofEducation, University of Delaware, who providedcreative leadership and insights about barriers tousing assistive technologies effectively.

Finally, we appreciate the time and commitmentof the teachers, families, and students who partici-pated in the video. They were a model for us inunderstanding what can be done when families andeducators work together to increase the access toand use of assistive technology for students withdisabilities.

The development of this video information package was sup-ported by the U.S. Department of Education, Office of SpecialEducation Programs under contract number HS97017002. Thecontents of this package do not necessarily reflect the views orpolicies of the U.S. Department of Education, nor does mention"of other organizations imply endorsement by those organiiations -or the U.S. Government.

IDEAsthat work

U.S. Office of SpecialEducation Programs 44 ILISER9S MODE 9

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0Council forExceptionalChildren 45

IDEAsthat Work


Angie is a bright, happy 5-year-old Korean-American

girl, who has mild cerebral palsy due to her premature

birth. When she began preschool at the age of 3, she

was completely nonverbal. Angie's inability to speak hindered

her ability to communicate with her family members, her teachers,

and her classmates and also hindered her ability to learn and

develop literacy skills. She needed to find a way to communicate

her thoughts and ideas, allowing her to become an active and

engaged participant in her classroom and to gain access to

the general education curriculum at her school.

Angie's teacher contacted the county's Interdisciplinary AugmentativeCommunication and Technology Team (InterACT) for assistance in address-ing Angie's communication needs. The InterACT team, which operates atthe county level, includes speech pathologists, special education teachers,occupational therapists, and support personnel who are all trained in assistivetechnology and augmentative communication. The role of the InterACTteam is to provide consultation to school staff in the district in the processof selecting and using assistive technologyin particular, augmentativecommunication systems. The success of the InterACT team is due in greatpart to the extent to which they support stakeholder collaboration, byinvolving every-one who works with Angie in the decisionmaking process.InterACT team staff work very closely with Angie's teachers and her familymembers on an ongoing basis, to ensure that the assistive technology sheuses continues to meet her needs.


For example, InterACT staff work closely with Angie's teachers to makesure that her augmentative communication system includes the vocabularythat Angie needs in order to progress with her language development andhave access to the general education curriculum. Staff also work closely withAngie's family members to make sure that her system includes the vocabularythat Angie needs in order to communicate and function independently athome. Angie's parents, siblings, and educators all work together to monitorher progress, remaining focused on her learning needs and whatit will take for her to meet those needs.

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Monitoring impact9 6

"At the very beginning of the year Angie was very

fearful about a lot of things and she would easily

cry...and need to be comforted and calmed down...[now]

you seldom find Angie fearful about anything. As a matter

of fact, every time I walk into the room Angie has me come over

to her. 'Come, come here, see what I'm doing. And there is an

independence that has grown in her...I've seen a tremendous

progression in the growth of her independence from the beginning:'

Judy Theiss, principal

IDEAsthat Work


What makes the collaborative relationship between the professionals whowork with Angie and her family members especially critical is the culturaldifferences between them. Angie's parents speak Korean, which has raisedadditional challenges with respect to her language development needs. Angie'steachers and staff on the InterACT team work with her parents and her sisterto program specific Korean phrases into her communication device so thatshe can participate actively in her family life at home. In addition, Angie'steachers recognize the need to acknowledge diversity and be sensitive tothe differences between American and Korean cultures, specifically withrespect to the collaborative relationship between parents and professionals.Angie's teachers note that in many cases, Korean Americans tend to showa great deference to professionals, and it is important that they be remindedthat they do play just as important a role in Angie's education.

In Angie's school district, county leadership has been involved in an ongo-ing effort to build capacity in the area of assistive technology. The InterACTteam has been in existence since 1983 and has grown tremendously overthe years in terms of its staff, its expertise, and the role it plays in providingsupport for students with disabilities throughout the district. When theInterACT team was first created, it consisted of one person assigned half aday a week, and it has now grown to comprise a 13-member staff.

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Acknowledging diversity

"It's very important for these children to be able

to communicate in all settings...so the devices do go

home with the children....They can communicate with

their siblings, their parents. Angie's family is very strongly

connected to the Korean community with lots of parties

and church gatherings. Angie does use her device to be able

to participate fully."

Kathleen Abram, InterACT team director


to'InterACT is now a line item in the district budget, which includes supportfor staff, assistive technology equipment, and any other materials necessaryto appropriately support the needs of the children in the district. Assistivetechnology has become an ingrained part of special education services.In fact, Angie's kindergarten class includes 5 other students who use aug-mentative communication systems, and with the support of the InterACTteam, her teacher has developed the expertise required to program andtroubleshoot the assistive technology herself.

Another key to Angie's success has been leadership. Professionals workingin Angie's school district are committed to making assistive technologywork, and are united under a common vision. In particular, the principalat Angie's school plays a critical role in advocating for the use of assistivetechnology with children with disabilities and in making sure that the neces-sary resources and supports are there for students, teachers, and staff.

Leadership, capacity, and teamwork are only a few of the many factors thathave made Angie's experience with assistive technology a success. Becauseof the support she receives, Angie's communication and language develop-ment skills have greatly improved, setting her on a path towards greaterindependence in her life at school and at home.

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4 8 ADAGE 13

Aaron, a 13-year-old boy who loves to have fun

and laugh, has multiple disabilities that have interfered

with his mobility, vision, fine motor, gross motor, and

communication skills. He attends his neighborhood middle

school where he uses a wide range of assistive technology

that has helped him to reach his educational goals. For example, a

power wheelchair helps Aaron move around independently at

school, computer software with large text and speech capabilities

assists him in reading, and an alternative keyboard with large

keys and a keyguard allows him to write and interact with

the computer independently. Also, texts with large print

allow Aaron to see his textbooks easily.

IDEAsthat Work


When Aaron first moved to the county where he lives now, his parentsfound a school district that was extremely welcoming of Aaron and eagerto try new and innovative strategies to help him succeed. Aaron's parentswere particularly impressed with the county's special education departmentand the strong leadership that conveyed a sense of vision and direction foreveryone working in the district. They found the special education directorin particular to be a great advocate for all of the students and someonewho was open to assistive technology and the potential it had for improvingthe lives of students with disabilities.

When Aaron was in the second grade, expectations for him in school beganto increase. This was especially true of written work, which is somethingAaron has difficulty with due to his limited use of his hands. Aaron had ateam of professionals who were working with him, including special educationand regular education teachers, a physical therapist, an occupational therapist,a teacher of the visually impaired, a speech therapist, and an instructionalassistant, who at this point began to discuss with Aaron's parents the possibilityof using assistive technology. This stakeholder collaboration was critical increating Aaron's success with the assistive technology he now uses. Withoutthe involvement of everyone on this team, Aaron would not have been ableto realize the benefits of increased independence and access to the curriculumthat he now has.

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Focusing on supportin student learning

"I think leadership and the administrators in a...it

increases their productivity.There are a lot of students

who are very capable on the computer. Some students

don't have that great skill. They're not very quick on the

computer but...this gives them the opportunity to practice

and get quicker.... Stacey has been able to write more and for

a longer period of time.... She has a difficult time with writing

paper and pencil but when given...[the wordprocessing device]

she can type and type and type."

Erin Woodward, special education teacher


ow'Aaron benefits from a school system that has built the capacity to provideongoing support to staff and students using assistive technology. A countywideassistive technology team, which is funded as part of the special educationdepartment, exists to assist with all Individualized Education Program (1E2)teams by providing assistive technology evaluations, consultations, and training.The assistive technology coordinator and other members of the team regularlyprovide training at schools. They also take responsibility for constantly stayingup-to-date on the latest advances in assistive technology. Given the rapiddevelopments in technology, it is critical that professionals be aware of thesechanges and think about how these changes can benefit their students.

In Aaron's case, the personnel working with him conducted ongoingmonitoring to ensure that his assistive technology was updated as necessaryto reflect both his changing needs as well as advances in the technology itself.For example, as the challenges in math class grew, Aaron changed fromusing just manipulatives to also using a calculator with large keys and a largedisplay. As he became better at using his limited vision and manipulating thekeys of the calculator, he also began to use a regular calculator.

Aaron's parents and educators all expressed fear and trepidation aroundassistive technology at first. However, when they began to try differenttools and learned about the ways in which Aaron could benefit, they werequickly able to lessen their fear and become more comfortable.

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Reducing fear and becoming comfortablewith technology

"In the beginning, I was really kind of shy, the

technology part, because I didn't feel like I knew enough

of it. But as the time went on and I was able to hook him

up and get him going, and seeing the excitement when he

was able to type, and it helped me to get excited, and you know,

relax a lot:'

Vicki Lyles, instructional assistant


They found that many of their fears were unfounded. For example, Aaron'sparents used to worry that by using a power wheelchair, Aaron might becometoo dependent on the assistive technology and lose the motivation to becomeindependent. However, what they and Aaron's educators have learned is thatin fact the opposite is true. Children intuitively want to become independent,and so if they are given the tools, such as a wheelchair, to feel independent,their motivation to become independent will actually increase.

Aaron's success with assistive technology could not have occurred withoutthe support and teamwork that surrounds him every day. Aaron's parents,siblings, and teachers all believe in and hold high expectations for himand are willing and eager to try whatever it will take to help him achievehis potential. With the help of assistive technology, Aaron's independence,ability to master the general education curriculum, and confidence willcontinue to grow.

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Stacey, an active and energetic girl in the sixth grade,

was diagnosed with an educationally significant hearing

loss when she was seven years old. Stacey was identified

with hearing loss through a screening provided by the school

district and was subsequently referred to her pediatrician and

an ear, nose, and throat specialist for confirmation. While Stacey's

doctors attended to her medical needs related to the hearing

loss, specialists at her school were able to step in and provide

the necessary hearing amplification that enabled her to

participate in school and gain access to the general

education curriculum along with her classmates.


Stacey is fortunate to live in a school district with a strong system ofsupport for students with disabilities. In addition to personnel with specializedexpertise in a range of disabilities and instructional methods, the countyemploys an Integrated Technology Services (ITS) team that handles requestsfor assistive technology. Any teacher who feels that assistive technologycould benefit either an individual student or an entire classroom can makea referral to the ITS. The ITS consists of over a dozen staff with expertisein the use of assistive technology to improve outcomes for students withdisabilities and is available to provide assistance with the selection of appro-priate tools, training in the use of tools, and ongoing consultative support andassistance for teachers, students, and staff, as necessary. With ITS support aswell as the help of service providers with expertise in a range of disabilities,Stacey's school district has been able to build capacity to help all serviceproviders who work with Stacey to understand and meet her needs.

When Stacey began using the FM amplification system shown in the video,she, her teachers, and her parents benefited from the capacity describedabove. A district audiologist and deaf/hard-of-hearing itinerant teacher came toStacey's school and conducted training with everyone who worked withStacey. They provided hands-on demonstrations of the FM system as wellas explanations about Stacey's hearing loss and how it affected her ability toaccess the general education curriculum. They also sat down with Stacey'sparents and helped them understand the challenges that Stacey faces aswell as what they could do to help her overcome some of those challenges.

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Focusing on supporting student Warta

"...it increases their productivity. There are a lot of

students who are very capable on the computer.

Some students don't have that great skill. They're not

very quick on the computer but...this gives them the

opportunity to practice and get quicker.... Stacey has been

able to write more and for a longer period of time.... She has

a difficult time with writing paper and pencil but when given...

[the wordprocessing device] she can type and type and type:'

Erin Woodward, special education teacher

I DEAsthat Work


The team-based approach that characterizes the resources available forStacey reflects a commitment to supporting stakeholder collaboration. Inorder for the assistive technology to be most effective in helping to improveStacey's life, her parents, her teachers, and everyone who works with hermust be involved in its implementation.

Providing support for Stacey's use of assistive technology is an ongoingprocess. As she has grown older, the nature of her hearing loss and her learningneeds change, so the assistive technology she uses in school needs to changeas well. The team of staff who work with Stacey conduct frequent evaluationsin order to monitor the impact that the assistive technology has on her learn-ing. For example, Stacey's audiologist and hearing itinerant teacher routinelyconduct formal and informal "functional listening assessments" to determinethe ways in which her hearing loss is affecting her ability to receive instructionand engage in classroom activities.

As her educational needs change, Stacey's teachers and support staff adjustthe assistive technology as necessary. Stacey's hearing loss has had an impacton her language development and literacy skills, which is one reason why herspecial education teacher has provided her with a portable word-processingdevice that helps her with spelling and assists her in maintaining focus duringlengthy writing tasks. The most important aspect of monitoring is to maintainfocus on the student's learning in order to ensure that the assistive technologyis helping Stacey accomplish her educational goals.

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The specialists who work with Stacey know that one of the biggest barriersto implementing assistive technology in classrooms is resistance from users.As she explained in the video, Stacey herself has shown some resistance tothe FM system. As she has grown older, she has also grown self-consciousabout having to wear the device and worries about making friends and fit-ting in with her classmates. After discussing these worries with her, Stacey'saudiologist, hearing itinerant teacher, and guidance counselor came up withsome strategies in order to help Stacey and her classmates reduce their fearof and become more comfortable with the technology. One way in whichthey have addressed these concerns is by directly involving Stacey in peereducation. Stacey was given the opportunity to get together with five or sixclassmates at a time, show them her FM system, and explain what it meansand how it works. With the support of her teacher, Stacey met with smallgroups like this about ten times. This strategy helped to build her confidenceand reduce her feelings of embarrassment and discomfort, as well as thediscomfort and hesitation of her peers. Since then, her comfort level hasincreased to the point where she felt comfortable addressing the entire class,as a whole, together with her hearing itinerant teacher.

Because of the supportive environment that surrounds Stacey and the com-mitment and teamwork of all who work with her, Stacey has been able toexperience remarkable benefits from the assistive technology that she usesin school. Her ability to pay attention, maintain focus, and follow directionshas improved greatly; consequently, her academic achievement has as well.And with the help of her teachers and other support staff, Stacey has beenable to overcome her resistance to the technology and build a confidencethat has enabled her to make friends and develop positive social relationshipswith all of her peers.

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54 STACEY

Sean, a junior in high school, is a popular and

outgoing teenager. Sean lost his sight at the age

of 10, due to retinal blastoma. With the help of assistive

technology, Sean is able to participate in regular classes

all day long at school, socializes with all of his classmates,

and learns and is assessed with the same curriculum

standards as his nondisabled peers.


Sean uses several different types of assistive technology that enable him toaccess the general education curriculum at his high school. Everything thatSean needs to read or produce can be translated into Braille at the school'svision center. A special software program installed on Sean's laptop translatestext into speech so that Sean can read. Also, Sean uses a Braille scientificcalculator that allows him to conduct and comprehend graphing exercisesand understand fractions and decimals. For Sean, the most important goal isto be learning the same content as his nondisabled classmates. His teacherstreat him the same and have the same high expectations of Sean as they do oftheir other students. For Sean and his teachers, the focus is on supportinghis learning, not on the assistive technology. So, for example, his Englishteacher makes sure that Sean has access to and reads all the text required forthe course, while his geometry teacher is careful to explain concepts in a verydetailed manner that goes beyond mere visual description.

Sean's school is equipped with a vision center, staffed by specialists invision loss and assistive technology, as well as a technology team that han-dles most requests related to the general use and maintenance of assistivetechnology. Staff at the vision center work collaboratively with staff onthe technology team to ensure that students using assistive technology arereceiving the support that they require. They also are active participantsin the decisionmaking process that goes into selecting appropriate assistivetechnology for a particular student.

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Supporting stakeholder collaboration

"Any time that a teacher brings in a project...

I usually compare notes with them first.... Some of

them are very involved, and I may need to communicate

with them as to whether we can take out some of the lines,

maybe I can add something, enlarge the project...we have to

communicate with the teacher on everything practically we do...

we're in constant communication with them:'

Maynard Simmons, vision teacher


This decisionmaking process is driven by stakeholder collaboration aroundthe student's needs. This means that Sean, members of his family, severalof his teachers, and any other staff who work with Sean are all involved indiscussions about using assistive technology to support his learning needsand goals.

Collaboration also occurs after the initial selection process, as support staffwork collaboratively with teachers, engaging in constant, ongoing communi-cation with them. The goal of the collaboration is to provide assistance ona consultative basis, to ensure that teachers know how to use the assistivetechnology, understand how it enables their students to gain access to thecurriculum, and are able to make informed evaluations about whether or nota student is benefiting sufficiently from the assistive technology. It is impor-tant that staff who work with Sean monitor the impact of the assistive tech-nology on his education. If a teacher feels that Sean is having difficulty withhis schoolwork, he or she will work with staff at the vision center to makesure that the support Sean receives from the assistive technology remainsrelevant to his learning needs.

The capacity that exists at Sean's high school is extended even further whenteachers work collaboratively with the specialists. The more teachers practiceusing assistive technology with their students with disabilities and the morethey learn about the assistive technology, the more likely they are to becomecomfortable with the technology and reduce their fear.

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UEFA GIME 2

4° Building capacity

"With Sean in the class, I took longer to prepare,

but it was worth it in the end. Now I have preparation

done, in case I have another blind student, I'm somewhat

prepared for them.... It's prepared me and made me think a

lot more about what it is I have to do before I walk in

the classroom, before I start teaching!'

Patrick Daniels, high school English teacher


00'Once that fear is gone, teachers feel much more comfortable with assistivetechnology and become more open to trying new things. They are also thenmuch more prepared to use assistive technology with students in the future,which helps to build the capacity of the school even further.

Sean's loss of sight hasn't prevented him from benefiting from the sameeducational opportunities as his nondisabled students or from following hisdreams to become a lawyer. All of his teachers continue to hold high expec-tations for Sean, and collaborate to make sure that the assistive technologythat helps Sean keeps him on track to succeeding inside and outside of school.Not only has assistive technology opened doors for Sean at school, it alsohas enabled him to take on a challenging internship program at Legal Aid,potentially opening doors for Sean's post-highschool goals, as well.

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SEAN 11

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