Assistive Technology Competencies for Educational Personnel

Jami Goetz School of Education University of Colorado, Denver

Developed in collaboration with Assistive Technology Partners University of Colorado Health Sciences Center and PEAK Parent Center

1. Express and understanding of laws, regulations, and current trends related to assistive technology devices and services. 2. Set up a classroom technology program including integration into the curriculum and budgetary constraints. 3. Adapt technology and materials for teaching the school skills of reading, spelling, handwriting, language arts, math, science, and social studies. 4. Use multimedia, networks and telecommunications for developing educational programs for students with disabilities. 5. Identify trends and resources which will influence the future of assistive technology 6. Operate at least 10 assistive technology devices, including, alternative access technology options. 7. Learn to identify assistive technology resources within the community. 8. Evaluate available technology applications. 9. Implement assistive technology devices and services within the classroom. 10. Identify at least 4 primary categories of impairment (hearing, vision, mobility, and communication) and potential technology access solutions.

11. Express understanding of a variety of access issues confronting persons with disabilities including print access, literacy access: & physical (positioning, range of motion, fine motor movements) and cognitive access. 12. Implement assistive technology devices and services for students with hearing, vision and sensory impairments. 13. Provide focused feedback to students, families and support personnel on the benefits and limitations of assistive technology for students with sensory impairments. 14. Identify and provide adaptations for daily life for students with sensory impairments. 15. Identify ways to overcome print barriers through magnification, Braille and auditory information 16. Identify students who might benefit from an assistive technology evaluation. 17. Actively participate in the referral process. 18. Counsel families about the need for assistive technology assessments and/or services. 19. Participate as an active team member in the evaluation process. 20. Identify those technologies that should be evaluated with a particular student.

21. Actively assist in the write-up of evaluation strategies and results. 22. Counsel families about the evaluation results. 23. Assist team members with AAC assessment and evaluation strategies 24. Implement AAC intervention strategies. 25. Operate a variety of AAC devices. 26. Assist team members and families with environmental survey. 27. Assist team members and families with vocabulary selection. 28. Assist team members and families with implementation strategies. 29. Identify and implement curricular modifications for students utilizing AAC devices and services. 30. Predict the effect of assistive technology applications in the classroom. 31. Implement assistive technology devices and services within the classroom. 32. Assist support staff in implementing assistive technology programs within the classroom. 33. Analyze student performance with assistive technology and select specific targets for growth.

34. Facilitate the use of technology in a school-wide program. 35. Demonstrate high expectations for student achievement with the use of assistive technology. 36. Demonstrate sensitivity to the needs of parents regarding their child's technology needs. 37. Design and implement evaluation procedures that provide ongoing data for decision making. 38. Plan for longitudinal development of skills through real life activities. 39. Learn to work with State Vocational Rehabilitation Services. 40. Develop transitional plans relative to assistive technology and the world of work. 41. Develop realistic vocational expectations among participating family members and students with low incidence disabilities. 42. Implement modification plans for existing workstations for students with disabilities. 43. Learn how to arrange for work experiences for students with disabilities in the community.

44. Conduct environmental assessment for identifying appropriate assistive technology for recreational activities. 46. Work with parents and family members on selecting recreational activities. 47. Demonstrate methods for integrating recreational technology into the community. 48. Identify assistive technology resources for recreation in the community. 49. Provide recreation adaptations for mobility and sensory. 50. Identify and recommend low end/less expensive technology adaptations for recreation and leisure activities.