A Model for Developing AT Competencies for Education Professionals

Brian W. WojcikGeorge R. Peterson-Karlan

H Phillips ParetteSEAT Center, Illinois State University

The Problem

Lahm (2000) argued for the preparation of a “Special Education Technology Specialist” The AT skills would be developed beyond

basic teacher preparation This Specialist would work at the district level

much as district Technology Specialists Bausch & Hasselbring (2004) argue for a

more comprehensive approach Pre-service & in-service training

A Progressive Role-Based Model

The model represents the progression of professional development Beginning with all educational professionals

(general education) Through basic AT practitioners (pre-service

teachers) Through experienced teachers who assume

specialist and leadership roles (professional development)

The Education Professional

Is technically adequate in selection and use of instructional technology (IT)

Is able to use identified accommodations

Desired Outcomes Is aware of the basic ideas of AT Is able to do “bare minimum” problem-solving

with available technology to meet needs of diverse learners

Is aware of Universal Design for Learning

The Educational Professional

Emergent Outcome

Is aware of Universal Design for Learning Principles (UDL)

Is knowledgeable in the application of UDL principles to diverse populations

The AT Practitioner

Within classroom learning activities Is technically adequate in the use of IT and

AT solutions Is able to evaluate the AT needs of students

with disabilities Is able to use AT resources to

Identify potential AT solutions Support student progress in the curriculum

Is able to apply AT to interventions designed to meet student needs

The AT Practitioner

Understands the critical features of important processes (e.g., communication, mobility, motor skills reading, writing, math, etc)

Is knowledgeable of basic AT Tools to support these processes Knows a few tools well

Is able to use the basic SETT framework to match student needs of his/her student to AT tools

The AT Specialist

At the case-specific level Is able to collaborate with others to assess or

implement AT-based interventions Is able to support on-going development and

delivery of AT services Is able to train students, families or staff in

the use of AT solutions and tools Is able to lead teams in systematic delivery of

AT services

The AT Specialist

Can articulate and use a problem-solving process for AT assessment and implementation Has understanding of human factors

approach to AT Maintains deeper understanding of a few AT

tools Has “basic knowledge” of a variety of tools

Knowledge is differentiated for Low and High Incidence disabilities

AT Practitioner v. AT Specialist

The AT Practitioner Within the classroom

learning activities Is a knowledgeable

participant in the “consideration” & implementation process

The AT Specialist At the case-specific

level Is able to lead the AT

“consideration” & implementation process

Gradual Transformation

The AT Leader

At the systemic level Is able to support on-going development and

delivery of AT services Is able to train teams in systematic evaluation

of AT needs Is able to lead teams in systematic delivery of

AT services Is able to develop and deliver professional

development and/or parent education activities

The AT Leader

At the systemic level Is able to communicate district procedures

and policies regarding assessment, acquisition, and implementation of AT

Is able to secure resources for funding of AT Is able to distribute inventory to support AT

services across the district Is able to impact district technology planning

The Roles of the AT Specialist v. AT LeaderAT Specialist

At the case-specific level Collaboration Teaming Training & Technical

Assistance Consultation

AT Leader

At the systemic level Collaboration Teaming Training & Technical

Assistance Consultation Professional

development

Gradual Transformation