AT Service Providers What Do They Do How

AT Service Providers: What Do They Do? How Are They Trained? Ted S. Hasselbring Margaret E. Bausch Melinda Jones Ault National Assistive Technology Research Institute University of Kentucky First Annual TED/TAM Conference Portland, ME November 11, 2005

NATRI • Overview of NATRI • Need for AT Personnel • Skills Required by AT Service Providers • • Training Received by AT Service Providers • • What Do They Do? How are They Trained? Summary The National Assistive Technology Research Institute at the University of Kentucky

What is NATRI? National Assistive Technology Research Institute The National Assistive Technology Research Institute at the University of Kentucky

NATRI Background • Funded by the U. S. Department of Education, Office of Special Education Programs • Cooperative Agreement • Funded October 1, 2000 • 4 year project - extended for 18 months • $2. 8 million award • Jane Hauser - Project Officer The National Assistive Technology Research Institute at the University of Kentucky

NATRI Project Goals • To examine factors related to the planning, development, implementation, and evaluation of AT services in schools • To disseminate the findings of the research in ways that will assist school personnel to develop or improve AT policies and practices for students with disabilities The National Assistive Technology Research Institute at the University of Kentucky

NATRI 7 Proposed Research Areas 1 - Status of AT use in schools and the role it provides in education 2 - Policies & procedures in the development and delivery of AT services 3 - AT decision-making by IEP teams 4 - Integration of AT use in learning environments (facilitate instruction, access to curriculum) 5 - Effects of AT use on academic, social, functional performance of students 6 - Training and technical support needed by persons implementing AT 7 - Extent to which IHEs are developing AT knowledge and skills The National Assistive Technology Research Institute at the University of Kentucky

State Case Studies The National Assistive Technology Research Institute at the University of Kentucky

State Case Study Participants States: CA, FL, KY, OR, TX, VA, WI, KS, MA, MT Subjects: State Department of Education Personnel, Local Education Agency Personnel, School Personnel, Classroom Teachers, Parents, and Students The National Assistive Technology Research Institute at the University of Kentucky

State Case Study What is the State-of-the-Practice Service Delivery? • Participating states (10) • Local data collectors (216) • Multiple districts in each state (43) • Multiple students in each district (323) The National Assistive Technology Research Institute at the University of Kentucky of AT

State Case Study Procedures On-Site Data Collection • Train team of local AT data collectors (216) • Knowledgeable in assistive technology • Select target students using AT (323) • Obtain demographic data on students, AT data collectors, and teachers • Conduct classroom observations (305) • Attend IEP meetings (274) • Interview teachers, parents, and students (695) The National Assistive Technology Research Institute at the University of Kentucky

Need for AT Personnel • • Federal Legislation State AT Policies Status of AT Users Family, Teacher, & Student Perspectives of AT The National Assistive Technology Research Institute at the University of Kentucky

Federal Legislation Individuals with Disabilities Education Act of 1990 (IDEA) (P. L. 101 -476) Included assistive technology as an integral part of the legislation. “Supplementary Aids and Services” for the first time included assistive technology devices and services. Americans with Disabilities Act (ADA) Civil rights law for people with disabilities of all ages. “No qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits or the services, programs or activities of a public entity…. ” 42 U. S. C. 12132. The National Assistive Technology Research Institute at the University of Kentucky

Federal Legislation Individuals with Disabilities Education Act Amendments of 1997 (P. L 105 -17) Includes a statement that ALL students with an IEP must be considered for Assistive Technology Individuals with Disabilities Education Improvement Act of 2004 Maintained the definition of AT as well as the accompanying stipulations that AT be considered when developing IEPs Assistive Technology Act of 1998 & 2004 Supports programs of grants to States to address the AT needs of individuals with disabilities The National Assistive Technology Research Institute at the University of Kentucky

Need for AT Personnel • • Federal Legislation State AT Policies Status of AT Users Family, Teacher, & Student Perspectives of AT The National Assistive Technology Research Institute at the University of Kentucky

State Policy Survey Special Education Directors • 100% participation from directors in 50 states, DC, and 10 US territories • 92% of states and 40% of territories circulate AT policies, guidelines or technical assistance documents • 50 states, DC, & 7 territories circulate some AT documents • Documentation of AT consideration in the IEP was required by 90% of states and 70% of the territories The National Assistive Technology Research Institute at the University of Kentucky

Need for AT Personnel • • Federal Legislation State AT Policies Status of AT Users Family, Teacher, & Student Perspectives of AT The National Assistive Technology Research Institute at the University of Kentucky

Status of AT Users • AT is being used across all grade levels preschool – 12 grade and through the transition process • AT is reported to be used more often by students with low incidence disabilities • AT is use to aid all areas of human function, but mostly communication • High tech devices are more often reported than low tech although both are used The National Assistive Technology Research Institute at the University of Kentucky

Need for AT Personnel • • Federal Legislation State AT Policies Status of AT Users Family, Teacher, & Student Perspectives of AT The National Assistive Technology Research Institute at the University of Kentucky

Teacher Perspectives Teacher Interviews What does your district or school do well in terms of getting AT devices and services for your students? • Most frequent response was…the services of an AT team or AT department, and access to personnel with AT expertise The National Assistive Technology Research Institute at the University of Kentucky

Teacher Perspectives Services of AT Personnel are Valued • AT Services are valued for… • Individualized assistance • Help with Implementation • Access to Information • Involvement in IEP meetings • Monitoring of AT Implementation • Maintenance/Repair of devices • Training of students and families The National Assistive Technology Research Institute at the University of Kentucky

Teacher Perspectives AT Expertise is Valued • “I’m very glad that we have assistive technology personnel to come out and help us with the assessment and maybe just to determine what types of devices based on your expertise and your knowledge of what’s out there, to assist them in the learning process. That’s really helpful to a classroom teacher. ” California teacher The National Assistive Technology Research Institute at the University of Kentucky

Teacher Perspectives Help With Implementation • “Gosh, I think just having my own OT that knows all this stuff it helps a lot to be able to give her and my speech therapist ideas on what I’d like to do and then them helping me figure out how to get my students there. I’d probably be at a big loss if I didn’t have them to do that for me because I wouldn’t know what I am looking for at this point and they do. ” Kentucky teacher The National Assistive Technology Research Institute at the University of Kentucky

Teacher Perspectives Individualized Assistance • “They certainly spend a lot of time with us, explaining how the devices work - especially the AT assistant - and we call on her a lot when we are stuck. ” Oregon teacher Providing Information • “Our district technology person is involved and has come around and given one-on-one instructions, new updates. ” Kentucky teacher The National Assistive Technology Research Institute at the University of Kentucky

Teacher Perspectives Monitoring Implementation • “They don’t put things in place and then just let you do it. They definitely make sure they follow up and just the openness of being able to get the additional services for your students. ” Wisconsin teacher • “If students need schedules or updates, they get them in a timely manner. And devices, switches, people coming out, bring stuff to try, and coming back monitoring if that’s working, and the whole department seems to work quite well getting what’s needed. ” Oregon teacher The National Assistive Technology Research Institute at the University of Kentucky

Family Perspectives Family Interviews What does the school or district do well in terms of delivering AT services to your child? • Most frequent response was the school provided the technology their child needed • Second most frequent response was access to AT expertise The National Assistive Technology Research Institute at the University of Kentucky

Family Perspectives Source of Information • “There is a high level of knowledge ability about what is out there. I think you have a very strong base of knowledge, and a great willingness to use whatever [my child] needs. ” Massachusetts parent • “They keep themselves very well informed. ” California parent The National Assistive Technology Research Institute at the University of Kentucky

Family Perspectives Provide Training • “I think the rapport I have with my assistive technology personnel is excellent. She’s informative. She comes if I need her. She’s there to teach. I couldn’t ask for a better person. ” California parent The National Assistive Technology Research Institute at the University of Kentucky

Student Perspectives AT Positively Impacts Students’ Lives How has your AT been helpful to you? • “It’s helped me get assignments in way faster. ” 11 -year old Alphasmart user from Kansas • “At school when I am reading a book and I have to squint to see it, I usually ask to use my CCTV or I get out my reading glasses and if I am having trouble seeing the board I will take out my telescopic lens glasses so that I can see what I am trying to write down. ” 15 -year old Massachusetts student The National Assistive Technology Research Institute at the University of Kentucky

Student Perspectives AT Positively Impacts Students’ Lives How has your AT been helpful to you? • “Well I know that if I didn’t have my Binocular I just couldn’t do school because what she’s writing on the board everyday someone would have to be constantly at my desk, all the minutes of the school day. I couldn’t see the board or anything that was going on up there. ” 9 -year old Oregon student The National Assistive Technology Research Institute at the University of Kentucky

Student Perspectives AT Positively Impacts Students’ Lives What are some things you can do now that you couldn’t do before you had your AT? • “One of the things is that I can write better and I know how to print stuff out. But with the regular paper I have to write it on hand. I wasn’t very good on the hand. I was slow at writing on the hand. 12 -year old Alphasmart user from Texas • “Like before I have written small reports. What I have found writing it and typing it myself takes much longer than doing it on the Dragon Speak program. ” 14 -year old Oregon student The National Assistive Technology Research Institute at the University of Kentucky

Skills Required by AT Service Providers: What Do They Do? The National Assistive Technology Research Institute at the University of Kentucky

AT Service Providers • • • Who Are They? Job Titles Years of Experience Participation in IEP Meetings Job Responsibilities The National Assistive Technology Research Institute at the University of Kentucky

Subjects AT Service Providers • 216 AT Service Providers • Served as NATRI data collectors • Representing 9 states • 41 school districts The National Assistive Technology Research Institute at the University of Kentucky

Subjects AT Service Providers The National Assistive Technology Research Institute at the University of Kentucky

AT Service Providers • • • Who Are They? Job Titles Years of Experience Participation in IEP Meetings Job Responsibilities The National Assistive Technology Research Institute at the University of Kentucky

Job Titles Percent of AT Service Providers 40 15 14 6 5. 5 The National Assistive Technology Research Institute at the University of Kentucky by Title

Job Titles Percent of Types of AT Positions 2 2 64 18 8 5 The National Assistive Technology Research Institute at the University of Kentucky

AT Service Providers • • • Who Are They? Job Titles Years of Experience Participation in IEP Meetings Job Responsibilities The National Assistive Technology Research Institute at the University of Kentucky

Experience Years of Experience • The data collectors in our study were highly experienced • 70% AT service providers have worked 10 or more years in general or special education The National Assistive Technology Research Institute at the University of Kentucky

AT Service Providers • • • Who Are They? Job Titles Years of Experience Participation in IEP Meetings Job Responsibilities The National Assistive Technology Research Institute at the University of Kentucky

Roles in IEP Meetings Percent of IEP Meetings Present 91 67 62 60 49 44 38 The National Assistive Technology Research Institute at the University of Kentucky

Roles in IEP Meetings Percent of IEP Meetings in Which Professionals Discussed AT The National Assistive Technology Research Institute at the University of Kentucky

Roles in IEP Meetings AT Expertise Ratings 1 2 General Educator in IEP Meetings 3 4 5 SLP PT OT Administrator Special Educator The National Assistive Technology Research Institute at the University of Kentucky AT Specialist

AT Service Providers • • • Who Are They? Job Titles Years of Experience Participation in IEP Meetings Job Responsibilities The National Assistive Technology Research Institute at the University of Kentucky

Job Responsibilities Most Often Reported • 36% Assess/evaluate students on AT • 27% Train students, teachers, families • 21% Consult/support professionals • 18% Provide PD trainings • 15% Implement AT • 10% Collaborate with IEP team • 10% Purchase/order/issue AT equipment The National Assistive Technology Research Institute at the University of Kentucky

Job Responsibilities Least Often Reported • 6% Coordinate AT programs/schools • 5% Match AT to students/recommend • 4% Evaluate implementation • 3% Facilitate access to curriculum • 3% Maintain AT database • 3% Maintain AT equipment • 2% Maintain lending library • 2% Adapt curriculum • 1% Set up AT • . 5% Plan for inclusion The National Assistive Technology Research Institute at the University of Kentucky

Education Received by AT Service Providers: How Are They Trained? The National Assistive Technology Research Institute at the University of Kentucky

AT Service Providers • Education Received • AT Certification • Additional Education & Professional Activities The National Assistive Technology Research Institute at the University of Kentucky

Education of AT Personnel Percent of Personnel with Degree 94 70 2 2 4 2 The National Assistive Technology Research Institute at the University of Kentucky

Education of AT Personnel Areas of Study • 43% Special Education • 29% Speech/Communication • 28% General Education • 25% Occupational Therapy • 17% Other - Unrelated • 6% Education Administration • 5% Instructional Technology The National Assistive Technology Research Institute at the University of Kentucky

AT Service Providers • Education Received • AT Certification • Additional Education & Professional Activities The National Assistive Technology Research Institute at the University of Kentucky

AT Certification 15% Have AT Certificate • 4% Working Toward AT Certificate • Organizations Providing AT Certification • • • RIATT RESNA University of Wisconsin-Milwaukee CSUN University of Southern Maine University of Kentucky The National Assistive Technology Research Institute at the University of Kentucky

AT Service Providers • Education Received • AT Certification • Additional Education & Professional Activities The National Assistive Technology Research Institute at the University of Kentucky

Additional Education Professional Development Activities • Conferences (CSUN, CTG) • Local/state workshops • University courses • Device-specific training • Vendor training The National Assistive Technology Research Institute at the University of Kentucky

Professional Activities Professional Development Activities • 69% belong to professional organizations • 32% belong to listservs The National Assistive Technology Research Institute at the University of Kentucky

Summary & Implications The National Assistive Technology Research Institute at the University of Kentucky

Summary & Implications By law, schools are required to provide AT services, and they do, but data suggest that quality of services may be suffering because… • lack of AT training/certification • reliance on AT experts • lack of AT- dedicated positions The National Assistive Technology Research Institute at the University of Kentucky

Summary & Implications Most AT services are being provided by special educators and related service personnel. General educators, who are responsible for educating many of these students are not receiving AT training and participating in the use of AT in their classrooms. The National Assistive Technology Research Institute at the University of Kentucky

Summary & Implications Many AT services are being provided by special educators, OTs, and SLPs in addition to AT specialists. Coordination of these programs seems an efficient way to build expertise across disciplines. The National Assistive Technology Research Institute at the University of Kentucky

Summary & Implications Most AT skills are being developed outside of higher education, often device and vendor driven. The National Assistive Technology Research Institute at the University of Kentucky

Summary & Implications Opportunity for higher education programs to offer courses and certification programs at both the preservice and inservice training level. The National Assistive Technology Research Institute at the University of Kentucky

New AT Certification Program University of Kentucky • Special Education & Rehabilitation Counseling • 9 Students/Year • Tuition & Books • Summer 2006 • meb@uky. edu The National Assistive Technology Research Institute at the University of Kentucky

Website http: //natri. uky. edu e-mail natri@coe. uky. edu The National Assistive Technology Research Institute at the University of Kentucky