Implementing assistive technology in schools: Supports for and barriers to systems change

Susanne Croasdaile, Sharon Jones, Kelly Ligon, Linda Oggel, Mona Pruett, VDOE T/TAC at VCU

About our study

• This 2008-2009 study examined practitioners' perceptions of the factors impacting the implementation of assistive technology (AT) for students with disabilities in five public school divisions.

Some background...

• The Individuals with Disabilities Education Act requires Individualized Education Program (IEP) teams to consider the need for assistive technology (AT) for every student with a disability. 
• For AT consideration to be effective, IEP team members need to be informed about AT and able to make appropriate decisions for their students.
  • Benefits of AT: http://www.edutopia.org/assistive-technology-enabling-dreams-video
  • AT Works Video on T/TAC Online describing laws, definition, and benefits: http://ttaconline.org/staff/s_training/video_player.asp?selVideo=scjones1282010115009pm&selAuthor=scjones (requires free login)

A snapshot of our findings

• Interview data indicated that barriers to the implementation of AT include lack of stakeholder buy-in, especially in the area of administrative support.
• Important supports include the development and maintenance of relationships with instructional staff and technology coordinators.
• The ongoing need to build stakeholder awareness of and skill in implementing assistive technology was a common theme.
• Participants perceived that, if empowered to do so, an AT facilitation team can overcome existing barriers to implementation.   

Themes underlying the successful implementation of assistive technology (AT) in public schools

Involvement of appropriate stakeholders

• Special and general education teachers
• Related services providers
• Administrators
• Instructional technology specialists
• Parents
• Students

Communication of a shared vision

• Clear communication of administrative support for AT acquisition and implementation
• Integration of AT into the overall vision for student success
• Integration of  AT into teaching and learning
• Enforcement of staff accountability for AT implementation
• Establishment of policies and procedures:
  • Delivery of AT services
  • Staff development and technical assistance
  • Purchasing, implementing, and managing AT

Relationships

• Creative, systematic collaboration to address staff resistance
• Sharing of tasks related to AT acquisition and implementation  

Knowledge development

• Structures to build awareness and capacity in administration and staff
• Outside resources from which to obtain knowledge

Implications for future research

• What's the role of higher education in teaching about AT and AT service delivery models?
• What similar themes exist in the area of training assistive technology specialists in higher education (http://www.athenpro.org/node/123)
  • When asked what their greatest success has been, a majority cited an example involving student success, further emphasizing a very strong theme throughout the survey responses.
  • When asked what their greatest challenges have been, the answers center around funding, time, staff, adequate resources and tools, and issues of ignorance and administrative support. 
• What's the role of Instructional Technology Specialists in AT service provision?
• How can we support pre-service professionals to gain knowledge and experience in using AT with students?
• How does AT fit into the framework of Universal Design for Learning and what does this mean for all students? 
• How do existing local resources build AT knowledge and opportunities for collaboration--
  • VCU T/TAC
  • http://www.ttaconline.org
  • VCU T/TAC Tech Tuesdays
  • VCU T/TAC AT Blog 
  • TechKnowledgy Conference,
  • Virginia Tech AT and AAC Conference
  • NCTI Issue Brief: Unleashing the Power of Innovation for Assistive Technology

Reference:

Croasdaile, S., Jones, S., Ligon, K., Oggel, L. & Pruett, M. (In press). Implementing assistive technology in schools. In Ordonez de Pablos, P. and Zhao, Y., eds. Technology enhanced learning for people with disabilities: Approaches and applications. Hershey, PA: IGI Global.