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AN IN-HOUSE SUPPORT MODEL FOR ASSISTIVE TECHNOLOGY TRAINING

Mary Jane Jackson
Lt. Joseph P. Kennedy Institute
801 Buchanan Street, N.E.
Washington, D. C. 20017
Voice/TDD/Message: (202)529-7600, extension 205
FAX: (202)529-2028

Web Posted on: December 8, 1997


As principal of an Intensity V Special School serving students with multiple disabilities, I felt a responsibility of assuring that staff gain and maintain knowledge of assistive technology. In 1984 I first became aware of the impact assistive technology can have for a person with disabilities. At that time I had a unique opportunity to observe a demonstration of an early voice output device. I saw the significant potential that this could have for the students at our school.

The specific disabilities of our students include the following: severe developmental delay, cerebral palsy, and pervasive developmental disorders. Today there is an increased need for assistive technology due to the number of children with severe disabilities. For example, in the case of cerebral palsy, alone, there has been a significant increase--2 to 2-l/2 per 1,000 live births, which is double that of 20 years ago! There are two major reasons for this increase.

The first is the result of the tremendous success in preserving the life of premature and very low birth weight babies. Modern medicine is now saving one- and two-pound infants, many of whom grow up with multiple needs.

The second reason for the increasing number is multiple births - twins, triplets, quadruplets, etc. As the number of fetuses being carried by a pregnant woman increases, the probability of developmental brain damage of at least one of the fetuses also increases. For example, the probability of cerebral palsy occurring in one of a set of twins is four times greater than if there is only one fetus. Therefore, multiple gestations are an important risk factor for cerebral palsy. This is more important now than in the past because of fertility medications and procedures.

As advancements in technology have become available, requests for services and equipment in compliance with IDEA regulations and Section 504 of the Rehabilitation Act have risen. The expansion of an assistive technology program was essential to ensure the appropriate provision of these services and equipment needed to provide them.

In order to support communication solutions, alternative strategies needed to developed, equipment needed to be purchased, and training needed to be provided. To accomplish this, I established a part-time position for an assistive technology resource teacher on site to provide these services.

In addition to setting up guidelines for scheduling release time during the school day for in-house training for teachers and special education instructional assistants, I requested finanical support from the PTA for equipment.

The Assistive Technology Resource Teacher initiated her program by conducting a staff survey. Taking teachers' requests, she developed a series of topics. Examples included: training in specific software applications; enhancement of the curriculum through the use of augmentative devices; increase of communication interaction through use of Picture Communication Symbols; and engineering the environment to increase communication.

In order to meet staff's needs of scheduling as well as learning styles, the Assistive Technology Resource Teacher established a variety of training formats. These included half-day workshops, small group training with follow-up guided practice, before and after school training, and classroom demonstrations.

In addition an assistive technology lab was established. Our lab provided a clearinghouse for managing short- and long-term loans of assistive technology equipment throughout the building. Materials were stored in an attractive setting and were easily accessible for staff checkout.

After three years of providing in-house support, a staff questionnaire revealed systems change. There was a significant change in staff's comfort level in using new equipment and students were being provided communication opportunities throughout the school day. Staff became committed to finding a means to purchase equipment. They formed a school-based technology committee thereby demonstrating ownership of their school assistive technology program.