Resources

Reflection Questions

The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.

Discussion Questions

The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.

1. What are the expected results of effective AT implementation?

   The effective use of AT has the potential to increase a student's achievement in academic areas like reading, writing, and math and improve functional performance areas such as motor skills, activities of daily living, and self-help skills.  Ideally, the use of AT results in a student's increased participation, achievement, and access to the general curriculum.

2. Discuss the four basic principles that form the foundation for AT implementation.

   Each principle is discussed separately.

   1.  AT Implementation involves the use of AT devices and services to promote student achievement.

   Increased student achievement and functional performance is the critical outcome of AT implementation in educational settings.  Effective AT implementation that leads to this outcome involves not only AT devices and services but also may involve many instructional and therapeutic strategies.  The purpose of AT use is to eliminate or reduce barriers and to enable students to accomplish IEP goals and make progress in the general curriculum.

   2.  AT Implementation focuses on functional areas of concern when and where they occur.

   Throughout consideration and evaluation, the IEP team thinks about and gathers information about areas of concern that present barriers to the student's achievement.   As the team moves to planning for implementation, it is important to give thought to when and where those areas of concern occur for the student in school, home, and community settings to ensure that implementation takes place at those times and in those places whenever possible.

   3.  AT Implementation is an ongoing process that involves all those who work with the student.

   In order to be effective, AT use is integrated into the curriculum across environments, and everyone working with the student needs to support the implementation.  No one team member is responsible for providing all the support; rather, all team members are responsible for providing support and guidance when working with the student.  Effective implementation involves continuous monitoring of progress and application of needed improvement in the student's AT use by all who come in contact with the student.

   4.  AT Implementation requires a plan that is collaboratively developed by all who will be involved.

   The development of a collaborative plan to guide effective implementation is the main focus of this module.  Participation in the planning process from as many team members as possible can help to ensure that the plan is comprehensive and collaborative.  Input from all who will be working with the student on a daily basis helps to ensure that the AT will be integrated into as many classroom activities as possible and that all involved will support the implementation.

3. Discuss the basic concepts involved in planning effective AT implementation.

   Revisiting the information that has been gathered and organized with the SETT Framework in earlier stages of the AT assessment process can help establish a clear baseline from which implementation begins and from which progress - or lack of progress - will be measured.  Next, the team uses the concept of Re-SETT to identify ways in which the Student, the Environments, and Tasks will change with the introduction of new AT Tools.  The Quality Indicators in Assistive Technology (QIAT) for Implementation can be used to guide development of the implementation plan.  The indicators state that high-quality AT implementation:

   • Follows a collaboratively developed plan
   • Is based on evaluation data and present levels of performance
   • Shares responsibilities
   • Occurs across environments and activities
   • Encourages multiple means of participation
   • Includes training for student, staff, family, and others
   • Includes management and maintenance of materials
   • Changes based on formative evaluation

   The QIAT Guiding Document for Implementation further expands on the quality indicators, providing additional depth for discussion.  If desired, the Guiding Document may be downloaded in the Document section of this module.

4. Discuss the essential components related to evaluating the effectiveness of AT implementation.

   For evaluation of effectiveness to be beneficial and useful, it must be included when planning implementation.  It is important for team members to decide how they will know if implementation is effective and determine what qualitative, quantitative, and other measures will be used to determine effectiveness in each of the environments and activities in which AT is used.  The Quality Indicators in Assistive Technology (QIAT) for Evaluation of Effectiveness can be used as a guide in developing the plan.  The QIAT indicators state that high-quality evaluation of effectiveness:

   • Includes clearly defined responsibilities
   • Is related to one or more goals
   • Includes quantitative and qualitative measurement of changes
   • Takes place across environments and activities
   • Requires analyzing student achievement to identify supports and barriers
   • Expects that changes are made based on data
   • Is an ongoing process

   The QIAT Guiding Document for Evaluation of Effectiveness further expands on the quality indicators, providing additional depth for discussion.  This guiding document may also be downloaded in the "Documents" section of this module.

Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.

Introductory Activities

1. Functional, Operational, Strategic and Social Skills

   Think of a student that you know who uses AT.  List new skills that this student needs to learn in the areas of functional skills, operational skills, strategic skills, and social skills.

2. Change is Necessary for AT Implementation

   Think of a student that you know who uses AT.  What changes in the student, environment, tasks and tools would be needed for effective AT implementation?

Advanced Activities

1. QIAT Self-Evaluation Matrix for Implementation

   The QIAT Self-Evaluation Matrices were developed as a companion to the QIAT indicators and intent statements.  The matrices can be used as a model for assessing the current status of practice and as a guide for improvement planning.  Download the QIAT Self-Evaluation Matrix for Implementation from the Document section and use the matrix to assess the current status of service delivery relative to your AT team (or on your campus or in your district).  In a brief paragraph, describe the plan you would develop to improve service and how you would share it with your administrator.

2. QIAT Self-Evaluation Matrix for Evaluation of Effectiveness of AT

   The QIAT Self-Evaluation Matrices were developed as a companion to the QIAT indicators and intent statements.  The matrices can be used as a model for assessing the current status of practice and as a guide for improvement planning.  Download the QIAT Self-Evaluation Matrix for Evaluation of Effectiveness of AT in the document section and use the matrix to assess the current status of service delivery relative to your AT team (or on your campus or in your district).  In a brief paragraph, describe the plan you would develop to improve service and how you would share it with your administrator.