1. A Model for Developing AT Competencies for Education Professionals Brian W. Wojcik George R. Peterson-Karlan H Phillips Parette SEAT Center, Illinois State University

2. 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

3. 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)

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. The Roles of the AT Specialist v. AT Leader AT 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