Assistive Technology Competencies for Educational Personnel

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Assistive Technology Competencies for Educational
Personnel
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Jami GoetzSchool of EducationUniversity of
Colorado, Denver
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Developed in collaboration with Assistive
Technology PartnersUniversity of Colorado Health
Sciences Centerand PEAK Parent Center
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• 1. Express and understanding of laws,
  regulations, and current trends related to
  assistive technology devices and services.
• 2. Set up a classroom technology program
  including integration into the curriculum and
  budgetary constraints.
• 3. Adapt technology and materials for teaching
  the school skills of reading, spelling,
  handwriting, language arts, math, science, and
  social studies.
• 4. Use multimedia, networks and
  telecommunications for developing educational
  programs for students with disabilities.
• 5. Identify trends and resources which will
  influence the future of assistive technology
• 6. Operate at least 10 assistive technology
  devices, including, alternative access technology
  options.
• 7. Learn to identify assistive technology
  resources within the community.
• 8. Evaluate available technology applications.
• 9. Implement assistive technology devices and
  services within the classroom.
• 10. Identify at least 4 primary categories of
  impairment (hearing, vision, mobility, and
  communication) and potential technology access
  solutions.

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• 11. Express understanding of a variety of access
  issues confronting persons with disabilities
  including print access, literacy access
  physical (positioning, range of motion, fine
  motor movements) and cognitive access.
• 12. Implement assistive technology devices and
  services for students with hearing, vision and
  sensory impairments.
• 13. Provide focused feedback to students,
  families and support personnel on the benefits
  and limitations of assistive technology for
  students with sensory impairments.
• 14. Identify and provide adaptations for daily
  life for students with sensory impairments.
• 15. Identify ways to overcome print barriers
  through magnification, Braille and auditory
  information
• 16. Identify students who might benefit from an
  assistive technology evaluation.
• 17. Actively participate in the referral process.
• 18. Counsel families about the need for assistive
  technology assessments and/or services.
• 19. Participate as an active team member in the
  evaluation process.
• 20. Identify those technologies that should be
  evaluated with a particular student.

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• 21. Actively assist in the write-up of evaluation
  strategies and results.
• 22. Counsel families about the evaluation
  results.
• 23. Assist team members with AAC assessment and
  evaluation strategies
• 24. Implement AAC intervention strategies.
• 25. Operate a variety of AAC devices.
• 26. Assist team members and families with
  environmental survey.
• 27. Assist team members and families with
  vocabulary selection.
• 28. Assist team members and families with
  implementation strategies.
• 29. Identify and implement curricular
  modifications for students utilizing AAC devices
  and services.
• 30. Predict the effect of assistive technology
  applications in the classroom.
• 31. Implement assistive technology devices and
  services within the classroom.
• 32. Assist support staff in implementing
  assistive technology programs within the
  classroom.
• 33. Analyze student performance with assistive
  technology and select specific targets for
  growth.

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• 34. Facilitate the use of technology in a
  school-wide program.
• 35. Demonstrate high expectations for student
  achievement with the use of assistive technology.
• 36. Demonstrate sensitivity to the needs of
  parents regarding their child's technology needs.
• 37. Design and implement evaluation procedures
  that provide ongoing data for decision making.
• 38. Plan for longitudinal development of skills
  through real life activities.
• 39. Learn to work with State Vocational
  Rehabilitation Services.
• 40. Develop transitional plans relative to
  assistive technology and the world of work.
• 41. Develop realistic vocational expectations
  among participating family members and students
  with low incidence disabilities.
• 42. Implement modification plans for existing
  workstations for students with disabilities.
• 43. Learn how to arrange for work experiences for
  students with disabilities in the community.

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• 44. Conduct environmental assessment for
  identifying appropriate assistive technology for
  recreational activities.
• 46. Work with parents and family members on
  selecting recreational activities.
• 47. Demonstrate methods for integrating
  recreational technology into the community.
• 48. Identify assistive technology resources for
  recreation in the community.
• 49. Provide recreation adaptations for mobility
  and sensory.
• 50. Identify and recommend low end/less expensive
  technology adaptations for recreation and leisure
  activities.