Assistive Technology Assessment Competencies and Resources

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Competencies
Benchmarks
Indicators

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Competencies/Benchmarks

Competency 6: Lead the assessment teams in understanding what the student needs are relative to his/her abilities, educational goals, and environmental factors that relate to the selection and delivery of assistive technology devices and services.

Benchmark 6.1: Lead the assessment team in clarification of findings.

Indicator 6.1.1: Identify resources needed to help team clarify.

Resources:

Council for Exceptional Children Technology And Media Division: Assistive Technology Consideration Quick Wheel (Website) http://www.tamcec.org
Special Education Technology - British Columbia (SETBC) - (Website) http://www.setbc.org/download/
LearningCentre/Topics/
MakingItWork_Intro.pdf
Texas Assistive Technology Network - See Evaluation Module (Website) http://www.texasat.net/default.aspx?
name=trainmod.implem

Indicator 6.1.2: Explain the continuum of low-tech to high-tech AT tools.

Resources:

Council for Exceptional Children Technology And Media Division: Assistive Technology Consideration Quick Wheel (Website) http://www.tamcec.org
Wisconsin Assistive Technology Initiative AT Checklist (Website) http://www.wati.org/products/
freematerials.html
AT Continuum - Sweeney (PDF) Document

Indicator 6.1.3: Explain the assessment process as related to assessment findings.

Resources:

An Overview of Education Tech Points for Assistive Technology Planning (PDF) Document

Benchmark 6.2: Facilitate the discussion of abilities, goals, and environmental factors.

Indicator 6.2.1: Identify the techniques that provide a climate for discussion.

Resources:

Assistive Technology Teams: Many Ways to Do It Well (PDF) Document
Assistive Technology Evaluations: A Team Perspective (Website) http://www.texasat.net/default.aspx?
name=trainmod.evaluation
National Assistive Technology Education Network (Website) http://natenetwork.buffalo.edu/index.htm

Indicator 6.2.2: Identify resources that can be used to provide an understanding of abilities, goals and environmental factors.

Resources:

SETT Framework, Zabala, (PDF) Document
District Policies and Procedures
SETTing the Stage for Success (PDF) Document

Indicator 6.2.3: Describe the ground rules for discussion in a team meeting.

Resources:

Education Tech Points: A Framework for Assistive Technology Planning, Chapter 2, pages 9 - 11, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)

Indicator 6.2.4: Describe the differences between dialogue and debate.

Resources:

Dialog vs. debate adapted from a paper prepared by Shelley Berman, which was based on discussions of the dialogue group of the Boston Chapter of Educators for Social Responsibility (ESR) (Website) http://www.nald.ca/clr/study/scdvd.htm

Indicator 6.2.5: Explain the rational for providing opportunity for student self-advocacy.

Resources:

Transition Planning for Students with Disabilities: A Guide for Families (PDF) Document
"Hey, Can I Try That?" - p. 5-6 (PDF) Document

Indicator 6.2.6: Provide an opportunity for the student to give input based on system trials.

Resources:

Hey, Can I Try That?, page 14, (PDF) Document