ted s. hasselbring margaret e. bausch melinda jones ault national assistive technology research...

Ted S. HasselbringTed S. HasselbringMargaret E. Bausch Margaret E. Bausch Melinda Jones AultMelinda Jones Ault

National Assistive Technology Research InstituteNational Assistive Technology Research InstituteUniversity of KentuckyUniversity of Kentucky

First Annual TED/TAM ConferencePortland, ME

November 11, 2005

AT Service Providers:AT Service Providers:What Do They Do?What Do They Do?How Are They Trained?How Are They Trained?

The National Assistive Technology Research Institute at the University of Kentucky

NATRI

• Overview of NATRI

• Need for AT Personnel

• Skills Required by AT Service Providers• What Do They Do?

• Training Received by AT Service Providers• How are They Trained?

• Summary


What is NATRI?

National Assistive Technology Research Institute


NATRI

• 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

Background


NATRI

• 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

Project Goals


NATRI

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

7 Proposed Research Areas


State Case Studies


State Case Study

States:CA, FL, KY, OR, TX, VA, WI, KS, MA, MT

Subjects:State Department of EducationPersonnel, Local EducationAgency Personnel, SchoolPersonnel, Classroom Teachers,Parents, and Students

Participants


• Participating states (10)• Local data collectors (216) • Multiple districts in each state (43)• Multiple students in each

district (323)

What is the State-of-the-Practice of AT

Service Delivery?

State Case Study


State Case Study

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)

Procedures


Need for AT Personnel

• Federal Legislation• State AT Policies• Status of AT Users• Family, Teacher, & Student

Perspectives of AT


Included assistive technology as an integral part of the legislation. “Supplementary Aids and Services” for the first time included assistive technology devices and services.

Federal Legislation

Individuals with Disabilities Education Act of 1990 (IDEA) (P.L. 101-476)

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.


Includes a statement that ALL students with an IEP must be considered for Assistive Technology

Federal Legislation

Supports programs of grants to States to address the AT needs of individuals with disabilities

Assistive Technology Act of 1998 & 2004

Individuals with Disabilities Education Act Amendments of 1997 (P.L 105-17)

Individuals with Disabilities EducationImprovement Act of 2004

Maintained the definition of AT as well as the accompanying stipulations that AT be considered when developing IEPs




Perspectives of AT


State Policy Survey

• 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

Special Education Directors




Perspectives of AT


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




Perspectives of AT


Teacher Perspectives

What does your district or school do well in terms of getting AT devices and services for your students?

Teacher Interviews

• Most frequent response was…the services of an AT team or AT department, and access to personnel with AT expertise


Teacher PerspectivesServices 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



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



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



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

• “Our district technology person is involved and has come around and given one-on-one instructions, new updates.” Kentucky teacher

Providing Information



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


Family Perspectives

What does the school or district do well in terms of delivering AT services to your child?

Family Interviews

• Most frequent response was the school provided the technology their child needed

• Second most frequent response was access to AT expertise


Family PerspectivesSource 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


Family PerspectivesProvide 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


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



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



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


Skills Required by AT Service Providers:

What Do They Do?


AT Service Providers

• Who Are They?• Job Titles• Years of Experience• Participation in IEP Meetings• Job Responsibilities


• 216 AT Service Providers• Served as NATRI data collectors • Representing 9 states• 41 school districts


Subjects



Subjects

State Number Perc entCA 58 27KY 35 16FL 30 14TX 21 10MA 18 8VA 15 7KS 13 6OR 13 6WI 13 6Totals 216 100


Job Titles

Percent of AT Service Providers by Title

40

15 146 5.5


Job Titles

Percent of Types of AT Positions

0

20

40

60

80

100

N = 87 AT alone

With SLP

With OT

With AnotherDisciplineWith PT

With Teacher5 2 2

64

18

8


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

Years of Experience


Roles in IEP Meetings

Percent of IEP Meetings Present

0

20

40

60

80

100

N = 274 Meetings

Sp Educator

Admin

SLP

Gen Educator

OT

AT Spec

PT

91

62 60

4944

38

67


Roles in IEP MeetingsPercent of IEP Meetings in Which

Professionals Discussed AT

Professional ActivelyDiscussed

AT

InitiatedAT

DiscussionAT Specialist 73 53SLP 71 44Special Educ 70 45OT 70 42PT 56 31General Educ 39 9Administrator 31 13


Roles in IEP Meetings

AT Expertise Ratings in IEP Meetings

1 53 42

Administrator

General Educator PT

SpecialEducator

SLPOT

AT Specialist


Job Responsibilities

• 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

Most Often Reported


Job Responsibilities

• 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

Least Often Reported


Education Received by AT Service Providers:How Are They Trained?



• Education Received• AT Certification• Additional Education &

Professional Activities


Percent of Personnel with Degree

Education of AT Personnel

0

20

40

60

80

100

N = 216Less than BA

Bachelors

Masters

Specialist

Doctorate

Not Reported

94

70

2 4 22


• 43% Special Education• 29% Speech/Communication• 28% General Education• 25% Occupational Therapy• 17% Other - Unrelated• 6% Education Administration• 5% Instructional Technology

Areas of Study

Education of AT Personnel


AT Service Providers• Education Received• AT Certification• Additional Education &



• 15% Have AT Certificate• 4% Working Toward AT Certificate

Certification

AT Certification

Organizations Providing AT Certification

• RIATT• RESNA• University of Wisconsin-Milwaukee• CSUN• University of Southern Maine• University of Kentucky


AT Service Providers• Education Received• AT Certification• Additional Education &



• Conferences (CSUN, CTG) • Local/state workshops• University courses • Device-specific training• Vendor training

Professional Development Activities

Additional Education


• 69% belong to professional organizations

• 32% belong to listservs

Professional Development Activities



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



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.



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.



Most AT skills are being developed outside of higher education, often device and vendor driven.



Opportunity for higher education programs to offer courses and certification programs at both the preservice and inservice training level.


University of Kentucky

New AT Certification Program

• Special Education & Rehabilitation Counseling

• 9 Students/Year• Tuition & Books• Summer 2006• [email protected]


Websitehttp://natri.uky.edu

[email protected]

ted s. hasselbring margaret e. bausch melinda jones ault national assistive technology research...

Documents

assistive technology

multiple students

local data collectors

demographic data

disabilities education

service delivery

service providerswhat

service providershow