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Presented to the National Association
of State Directors of Special Education (NASDSE)
Board of Directors on April 25, 1998
Note: This document was originally provided to assist
states in developing plans for meeting the assistive technology
needs of students with disabilities. It is important that personnel
working with these students have the competencies needed to ensure
the provision of quality services. A number of State Directors
had expressed the need for a list of competencies as they develop
State Improvement Plans (SIPs) to meet the requirements of the
Individuals with Disabilities Education Act (IDEA) amendments
of 1997.
In responding to this need, the NASDSE Board worked with Research
Institute for Assistive and Training Technologies (RIATT) @ NASDSE
and a subcommittee of the "Partnership of States" to
develop a list of competencies for assistive technology providers.
RIATT @ NASDSE director, Dr. Gary Adamson, presented the results
of the subcommittee's work to the NASDSE Board of Directors at
their April 25, 1998, meeting.
This document should not be considered as official competencies
adopted by NASDSE. The purpose of the document was to provide
information and to assist states in developing plans for meeting
the assistive technology needs of students with disabilities in
developing state competencies for State Improvement Plans, state
guidelines, or similar endeavors.
Issues That Led To the Development of Recommended Competencies
- How states can address the proliferation of groups developing
their own competencies and certification which ultimately could
become the standard for all.
- How states can address standards for IDEA requirements in
their state plans.
- How states can avoid future due process resulting form assessments
conducted by unqualifying or uncertified professionals.
- How states can address essential standards in assistive technology.
- How states can provide a cost-effective approach to providing
services.
- How states can assure their constituents will be provided
appropriate assistive technology services.
Key Elements Considered in the Development of Recommended Competencies
- Construction of a base that could be incorporated into any
state plan.
- Construction of a base that could be incorporated into any
credentialing system chosen by any state.
- Construction of a base that supported the requirements of
IDEA Reauthorization.
- Construction of a base that supported a collaborative team
approach rather than an expert mode.
The Following Steps Were Taken In Preparation of This Report:
- President Corpolongo of NASDSE appointed a subcommittee to
review the issue and develop a recommendation
- The subcommittee coordinator appointed a three-member group
from the "Partnership of States" to develop a working
draft which was given to the NASDSE subcommittee.
- The NASDSE subcommittee coordinator participated in phone,
e-mail discussions, and a conference call to review the issues.
- The NASDSE subcommittee coordinator agreed to continue working
on basic competency recommendations through the "Partnership
of States."
- A report of the "Partnership of States" findings
was sent to the subcommittee.
- A "Partnership of States" work session to review
and refine a set of recommended competencies was scheduled with
14 states represented.
Those representing the states were:
- Dennis Kelleher from California
- Carroll Ann Donaldson from Colorado
- Kim Hartsell from Georgia
- Janet McCulloch from Illinois
- Shirley Amond from Indiana
- Kathy Fries from Maine
- Marilyn Sorenson from Minnesota
- Janet Levine from New Mexico
- Sylvia Gray from Oklahoma
- Janet Armstrong from Pennsylvania
- Susan Wilson from Pennsylvania
- Diana Carl from Texas
- Kathy Knighton from West Virginia
- Penny Reed from Wisconsin
The materials developed during "Partnership of States"
work session were distributed to the full membership of the "Partnership
of States" and the subcommittee of NASDSE for feedback. A
report to NASDSE Board was prepared.
The Partnership of State's Committee offered to the NASDSE Board
of Directors the following recommendations for essential competencies
in the area of assistive technology:
Basic Knowledge of Assistive Technology Services and Devices
- Understand assistive technology including legal requirements,
its purpose and functional application for the student's educational
program.
- Demonstrate awareness of a variety of assistive technology
devices/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 and environmental control, and activities of daily
living).
- Demonstrate the ability to apply discipline-specific knowledge
regarding assistive technology.
- Demonstrate the ability to use appropriate assistive technology
in a variety of educational settings.
- Demonstrate the recognition of the need for on going individual
professional development and maintaining knowledge of merging
technologies.
Collaboration and Communication
- Understand the transdisciplinary nature of assistive technology
application and contribution of a variety of disciplines to
the service delivery process.
- Understand skills required to serve as a member of a transdisciplinary
team providing services for assistive technology.
- ability to include parents as team members
- ability to 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.
Assessment, Planning and Implementation Process
Assessment:
- Identify appropriate, qualified team members necessary to
determine assistive technology 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 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 assistive technology 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 re-evaluation
on an ongoing basis.
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; i.e., augmentative communication, and
computer access
- Print and electronic resources, i.e., books, web sites,
journals, and listserves
- Human resources; i.e., individuals who can provide assessment,
training, and customization
- Problem solving, maintenance, and repair
- Recognize own scope of knowledge and skills and utilize identified
resources to augment knowledge and skills represented within
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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