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Collegial Study Groups: A Strategy for Creating Shared Visions about Assistive Technology Outcomes in School-Based Services

Version 1.0, July 12, 2002

Dave L. , Ph.D., ATOMS Project, University of Wisconsin-Milwaukee

Index

Introduction to Study Group Processes

The professional development and change strategies advanced in this guide are based on the concept of collegial study groups. A study group is formed by a group of people who agree to come together to read, discuss, and share their mutual interests in order to extend the capacity of the organization. Study group sessions traditionally provide the opportunity to develop a common understanding of "what's going on out there" and "how we do things around here" (Luftman, 1996, p. 206). Study groups have been increasingly used in a variety of educational contexts ( & Gardner, 1999; Herner & Higgins, 2000; Murphy, 1992; Murphy & Lick, 2001; Sanacore, 1993).

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Creating AT Outcomes Study Groups

The self-study process is initiated by obtaining the commitment of teachers, administrators, and related service personnel to participate in a study group by reading, exploring, and discussing issues associated with the use of assistive technology (AT) and its impact. The number of sessions should be tailored to meet the needs of the participants and ensure maximum participation. It is advisable to select a facilitator for each session who is charged with preparing the materials and activities and ensuring the discussion stays on-track. In the sections that follow, four sessions are detailed to facilitate the study group activities.

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Study Group Session 1 : Assistive Technology (AT) and Human Performance

Preparation:

1. Explore the legal foundations of assistive technology in the National Assistive Technology Research Institute's (NATRI, University of Kentucky) resource "What is Assistive Technology." (natri.uky.edu/resources/fundamentals/defined.html, Updated 8-12-2002)

2. The fundamental purpose of assistive technology is to enhance human performance. For an introduction to the theoretical and applied applications of technology enhanced performance, review: "A Functional Approach to the Delivery of Assistive Technology Services." (natri.uky.edu/resources/fundamentals/function.html, Updated 8-12-2002)

3. What kinds of assistive technology devices are available? Use the following resources to explore the array of assistive technologies currently available.

4. A key factor associated with the successful use of assistive technology involves understanding the perspectives of the user and his/her family. A growing body of literature documents user/family perspectives on the use of assistive technology. Explore the following resources.

Discussion:

1. What are the professional standards that guide what our students should know and be able to do relative to instructional and assistive technology?

2. Can we point to experiences in our preparation program that enable students to acquire the technology skills and knowledge required by the standards? Are there standards that are not addressed by our current program?

3. What can we say to potential employers regarding the technology skills of our graduates? What evidence can we point to that illustrates the high skill level and creative application of technology that is representative of our students?

Session 1 Outcomes:

Participants will provide consensus answers to the following questions:
  1. What is assistive technology?
  2. What do federal laws say regarding assistive technology devices and services?
  3. Why should assistive technology be understood as an intervention that enhances human performance?
  4. What resources are available to locate appropriate assistive technology devices?
  5. How should user and family perspectives be considered when designing assistive technology services?

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Study Group Session 2: Assistive Technology Consideration

Preparation:

1. What does it mean to "consider assistive technology"? Read the book, Chambers, A.C. (1997). Has technology been considered? A guide for IEP teams. Reston, VA: Council for Exceptional Children.

2. What resources are available to support IEP and AT teams as they consider the possibilities associated with assistive technology?

3. How many students can be expected to use assistive technology? Take a quiz developed by Diane Golden and review her expectancy figures concerning how many students might be expected to be regular users of assistive technology: Golden, D. (1999). Assistive technology policy and practice: What is the right thing to do? What is the reasonable thing to do? What is required and must be done? Special Education Technology Practice, 1(1), 12-14.

4. How does culture impact the consideration of assistive technology? A few important resources on this topic include:

5. Advocacy has become an important tool for advancing opportunities for students in need of assistive technology, because consideration of assistive technology is not occurring in every community on a systemic basis. To explore a wealth of information, advocacy strategies, and legal resources, visit the website: Assistive and Adaptive Computing Technology In Special Education: Resources and Advocacy Information (this site is not currently available as of 8-12-2002; it was previously hosted at http://at-advocacy.phillynews.com/).

Discussion:

1. What does it mean to "consider assistive technology"?

2. Currently, how are students considered eligible to receive assistive technology? Using Golden's expectancy figures, are there groups of students that are underrepresented among current assistive technology users?

3. What is the relationship between free appropriate public education (FAPE) and assistive technology?

4. What resources are available to try and evaluate the impact of assistive technology as part of the consideration process?

Session 2 Outcomes:

Participants will provide consensus answers to the following questions:

  1. What does it mean to "consider assistive technology"?
  2. What systems are in place for documenting the assistive technology consideration process? What changes need to be initiated?

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Study Group Session 3: Assistive Technology Service Delivery Systems

Preparation:

1. A number of models have been developed concerning the design and implementation of assistive technology service delivery systems. Read: Haines, L., & Sanche, B. (2000). Assessment models and software support for assistive technology teams, Diagnostique, 25(3), 291-306.

2. What types of factors should be considered when developing assistive technology policies for a school district? Visit the following website and explore suggestions and checklists to analyze existing policies or provide guidance in the development of new policies: "Assistive Technology Policy Checklist." (natri.uky.edu/resources/reports/cheklst.html)

3. Given that IDEA (Individuals with Disabilities Education Act) requires that assistive technology be considered for each student with a disability, it appears that students with mild disabilities are underserved in this context. Read more about the issues of students with mild disabilities and assistive technology: , D.L. (2000). Assistive technology and students with mild disabilities, Focus on Exceptional Children, 32(9), 1-24.

4. Review resources concerning assistive technology service delivery systems:

Discussion:

1a. What is the current state of practice in your district concerning the process of evaluating the need for assistive technology?
1b. In the past year, how many students were referred for evaluation?
1c. How many students now use assistive technology devices and assistive technology services?

2. Does the school district currently have policies concerning assistive technology?

3. Is there a need for a policy equivalent to Child Find that ensures that all students who could benefit from assistive technology will have access to appropriate devices and services?

Session 3 Outcomes:

Participants will provide consensus answers to the following questions:

  1. What resources are available to assist in the design of assistive technology services?
  2. What new policies and procedures are necessary so that all children who could benefit from assistive technology devices and services receive them?

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Study Group Session 4: Accountability Initiatives

Preparation:

1. Visit the Assistive Technology Outcomes website and explore the international assistive technology outcome resources. (http://www.atoutcomes.com/)

2. Readings on the theoretical and practical considerations in defining, measuring, and reporting assistive technology outcomes are emerging. Some important works to review include:

3. Operationalizing the research literature is always challenging. A recent work attempts to translate the research on assistive technology writing tools (spelling checkers, word prediction, and speech synthesis) into a format useful for practitioners. Read: Fennema-Jansen, S. (2001). Measuring effectiveness: Technology to support writing. Special Education Technology Practice, 3(1), 16-21.

4. Increased attention has been focused on setting standards and benchmarks for defining high-quality assistive technology services in schools. Learn more about this initiative by visiting the Quality Indicators for Assistive Technology (QIAT) website. (www.qiat.org)

5. Questions concerning the effectiveness of assistive and instructional technology have been increasing noticeably in recent years. Visit Dave 's "But, is it effective?" web page to examine common questions about effectiveness of technology in education, as well as measurement strategies, and resources for evidence-based decision-making. (www.uwm.edu/~/effect.html)

6. Visit the North Central Regional Technology in Education Consortium's (NCREL) article "Using Technology to Improve Student Achievement" to read comments by a variety of practitioners concerning their insight about the ways in which technology enhances academic achievement. (www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm)

7. An Educator's Guide to Evaluating The Use of Technology in Schools and Classrooms, from the U.S. Department of Education, outlines a process for examining and documenting the impact of technology on student achievement. It includes forms, examples, etc. in a easy-to-read, step-by-step process. (www.ed.gov/pubs/EdTechGuide/).

8. The use of universal design is an important new development that may significantly alter the need for assistive technology in learning environments. Universal design focuses on creating learning materials and environments that are flexible for the full range of diversity found in classrooms (i.e., alterable reading levels, language translation, font enlargement, etc.). For an introduction to universal design for learning, read the ERIC/OSEP Topical Brief: "A curriculum every student can use: Design principles for student access." (www.cec.sped.org/osep/udesign.html)

Discussion:

1. What is meant by the term "assistive technology outcomes"?

2. What are some attainable expectations associated with the use of assistive technology?

3. What is the relationship between assistive technology and universal design?

4. What indicators and measurement strategies are important to implement locally in order to provide evidence of the value and impact of assistive technology?

Session 4 Outcomes:

  1. What are important outcomes associated with the use of assistive technology?
  2. What evidence is being collected locally to inform decision-makers concerning the value and impact of assistive technology?

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