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A subcommittee appointed by the National Association of State Directors
of Special Education (NASDSE) recently worked with a group of individuals
from across the United States to develop a statement of competencies
for school district staff members working in the area of assistive
technology. This group, called the "Partnership of States,"
was represented by: Jack Hazekamp, California; Carroll Ann Donaldson,
Colorado; Kim Hartsell, Georgia; Janet McCulloch, Illinois; Shirley
Amond, Indiana; Kathy Fries, Maine; Marilyn Sorenson, Minnesota; Janet
Levine, New Mexico; Susan Wilson, Ohio; Sylvia Gray, Oklahoma; Janet
Armstrong, Pennsylvania; Diana Carl, Texas; Kathy Knighton, West Virginia,
Penny Reed, Wisconsin.The full membership of the Partnership of States
and the NASDSE subcommittee provided feedback. The following competencies
were presented to the NASDSE board in a report. Subsequently they
were distributed to each state education agency by NASDSE.
I. Basic Knowledge of Assistive Technology (AT) Services and Devices
- Understand AT including legal requirements, its purpose and
functional application for the student's educational program.
- Demonstrate awareness of a variety of assistive technology devices
and services and the ability to integrate technology into educational
programs.
- Demonstrate knowledge in their specialty area of assistive technology
(e.g., access, alternative/augmentative communication, computer-based
instruction, mobility, positioning, assistive listening and signaling
devices, recreation/leisure/play, vision technology, environmental
control, and activities of daily living)
- Demonstrate the ability to apply discipline specific knowledge
regarding AT.
- Demonstrate the ability to use appropriate AT in a variety of
educational settings.
- Demonstrate the recognition of the need for ongoing individual
professional development and maintaining knowledge of emerging
technologies.
II. Collaboration and Communication
- Understand the transdisciplinary nature of AT application and
contribution of a variety of disciplines to the service delivery
process.
- Understand skills required to serve as a member of a transdiciplinary
team providing services for assistive technology.
- Include parents as team members
- Listen and respond to input from other team members
- Demonstrate effective group process skills.
- Know when and where to refer to other resources for assistive
technology.
- Utilize resources to meet technology needs for students with
disabilities.
- Demonstrate the ability to network with others in the community,
including parents and general educators for technical information
and problem solving.
III. Assessment, Planning, and Implementation Process
Assessment:
- Identify appropriate, qualified team members necessary to determine
AT needs and strengths.
- Determine, in collaboration with other members of the assessment
team, assistive technology needs as part of a comprehensive transdisciplinary
evaluation which addresses all areas related to the disability
and is based on student's strengths, tasks, and expectations.
- Use appropriate data gathering procedures and strategies to
conduct an assistive technology evaluation utilizing a team approach
to assess the student in customary environments.
- Integrate and discuss, in collaboration with the transdisciplinary
team, all evaluation information including formulating recommendations
and preparing a report.
Planning:
- Develop a plan utilizing appropriate, qualified team members.
- Identify and design appropriate AT devices, services, and strategies
in the plan.
Implementation:
- Implement the plan using a collaborative approach.
- Evaluate, measure, and report on the effectiveness of the plan
to meet the student's needs.
- Modify the plan as required to meet the student's needs.
- Identify areas that require further assessment or reevaluation
on an ongoing basis.
IV. Resources
- Identify, in collaboration with team members, assistive technology
resources at the classroom, building, district, region, community,
state, and national level: funding resources, product resources,
(e.g., augmentative communication, computer access); print and
electronic resources, (e.g., books, web sites, journals, list
serves); human resources, (e.g., individuals who can provide assessment,
training, customization); problem solving, (e.g., maintenance
and repair).
- Recognize own scope of knowledge and skills, and utilize identified
resources to augment knowledge and skills represented within the
team.
- Serve as a resource for others.
- Identify staff development needs and opportunities which meet
needs.
- Participate in staff development opportunities that address
identified needs.
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