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

2. 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

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

4. The National Assistive Technology Research Institute at the University of Kentucky 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 B ackground

5. The National Assistive Technology Research Institute at the University of Kentucky 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 P roject G oals

6. The National Assistive Technology Research Institute at the University of Kentucky 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 P roposed R esearch A reas

7. The National Assistive Technology Research Institute at the University of Kentucky S tate C ase S tudies

8. The National Assistive Technology Research Institute at the University of Kentucky State Case Study 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 P articipants

9. The National Assistive Technology Research Institute at the University of Kentucky Participating states (10) Local data collectors (216) Multiple districts in each state (43) Multiple students in each district (323) W hat is the S tate-of-the- P ractice of AT S ervice D elivery ? State Case Study

10. The National Assistive Technology Research Institute at the University of Kentucky 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) P rocedures

11. 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

12. The National Assistive Technology Research Institute at the University of Kentucky 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.

13. The National Assistive Technology Research Institute at the University of Kentucky 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 Education Improvement Act of 2004 Maintained the definition of AT as well as the accompanying stipulations that AT be considered when developing IEPs

14. 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

15. The National Assistive Technology Research Institute at the University of Kentucky 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 S pecial E ducation D irectors

16. 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

17. 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

18. 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

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

20. The National Assistive Technology Research Institute at the University of Kentucky Teacher Perspectives S ervices of AT P ersonnel are V alued 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

21. The National Assistive Technology Research Institute at the University of Kentucky Teacher Perspectives AT E xpertise is V alued “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

22. The National Assistive Technology Research Institute at the University of Kentucky Teacher Perspectives H elp W ith I mplementation “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

23. The National Assistive Technology Research Institute at the University of Kentucky Teacher Perspectives I ndividualized A ssistance “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 P roviding I nformation

24. The National Assistive Technology Research Institute at the University of Kentucky Teacher Perspectives M onitoring I mplementation “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

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

26. The National Assistive Technology Research Institute at the University of Kentucky Family Perspectives S ource of I nformation “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

27. The National Assistive Technology Research Institute at the University of Kentucky Family Perspectives P rovide T raining “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

28. The National Assistive Technology Research Institute at the University of Kentucky Student Perspectives AT P ositively I mpacts S tudents’ L ives 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

29. The National Assistive Technology Research Institute at the University of Kentucky Student Perspectives AT P ositively I mpacts S tudents’ L ives 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

30. The National Assistive Technology Research Institute at the University of Kentucky Student Perspectives AT P ositively I mpacts S tudents’ L ives 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

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

32. 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

33. The National Assistive Technology Research Institute at the University of Kentucky 216 AT Service Providers Served as NATRI data collectors Representing 9 states 41 school districts AT S ervice P roviders Subjects

34. The National Assistive Technology Research Institute at the University of Kentucky AT S ervice P roviders Subjects

35. 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

36. The National Assistive Technology Research Institute at the University of Kentucky Job Titles P ercent of AT S ervice P roviders by T itle 40 15 14 6 5.5

37. The National Assistive Technology Research Institute at the University of Kentucky Job Titles P ercent of T ypes of AT P ositions 5 22 64 18 8

38. 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

39. The National Assistive Technology Research Institute at the University of Kentucky 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 Y ears of E xperience

40. 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

41. The National Assistive Technology Research Institute at the University of Kentucky Roles in IEP Meetings P ercent of IEP M eetings P resent 91 62 60 49 44 38 67

42. The National Assistive Technology Research Institute at the University of Kentucky Roles in IEP Meetings P ercent of IEP M eetings in W hich P rofessionals D iscussed AT

43. The National Assistive Technology Research Institute at the University of Kentucky Roles in IEP Meetings AT E xpertise R atings in IEP M eetings 1 5 3 4 2 Administrator General Educator PT Special Educator SLP OT AT Specialist

44. 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

45. The National Assistive Technology Research Institute at the University of Kentucky 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 M ost O ften R eported

46. The National Assistive Technology Research Institute at the University of Kentucky 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 L east O ften R eported

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

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

49. The National Assistive Technology Research Institute at the University of Kentucky P ercent of P ersonnel with D egree Education of AT Personnel 94 70 2 4 2 2

50. The National Assistive Technology Research Institute at the University of Kentucky 43% Special Education 29% Speech/Communication 28% General Education 25% Occupational Therapy 17% Other - Unrelated 6% Education Administration 5% Instructional Technology A reas of S tudy Education of AT Personnel

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

52. The National Assistive Technology Research Institute at the University of Kentucky 15% Have AT Certificate 4% Working Toward AT Certificate C ertification AT Certification O rganizations P roviding AT C ertification RIATT RESNA University of Wisconsin-Milwaukee CSUN University of Southern Maine University of Kentucky

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

54. The National Assistive Technology Research Institute at the University of Kentucky Conferences (CSUN, CTG) Local/state workshops University courses Device-specific training Vendor training P rofessional D evelopment A ctivities Additional Education

55. The National Assistive Technology Research Institute at the University of Kentucky 69% belong to professional organizations 32% belong to listservs P rofessional D evelopment A ctivities Professional Activities

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

57. 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

58. 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.

59. 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.

60. 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.

61. 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.

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

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