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Web Posted on: March 3,1998
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ACCESSING TECHNOLOGY THROUGH AWARENESS IN INDIANA (ATTAIN) ASSISTIVE TECHNOLOGY
HIGHER EDUCATION (ATHE) PROJECT MAKING THE TECHNOLOGY CONNECTION
Cris Fulford
Director of ATTAIN
Hope Clausman
Prof. of Psychology
Assistive Technology Coordinator
Vincennes University
1002 North First Street
Vincennes, Indiana 47591
Fulford(812)888-5809
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Clausman(812)888-4149
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In 1990, Indiana was chosen to participate in the second round of
federal funding for the Technology-Related Assistance for Individuals
with Disabilities Act, as a "tech act project." Accessing Technology
Through Awareness in Indiana (ATTAIN) is Indiana's project. One of the
ATTAIN initiatives is the ATHE Project at Vincennes University. The
goals and outcomes of the ATHE Project will be the focus during this
one-hour presentation. This partnership has been responsive to the
urgent need for pre-service training in assistive technology across
all disability-related curricula and professions (e.g., education,
rehabilitation, allied health, etc.)
Beginning in 1995, the ATHE Project identified the status of assistive
technology instruction within the realm of higher education and
developed formal recommendations for assistive technology curricula.
The presenters will discuss the evolution of the project, beginning
with the infancy stages, collaboration among universities statewide,
and conclude with the outcome of a series of ten pre-service training
modules entitled "Making the Technology Connection." Each participant
will receive a Table of Contents from each module. The presentation
will also include information about the development of an Assistive
Technology Certificate and future Associate Degree Programs.
ATTAIN is the only statewide assistive technology organization that
serves individuals of all ages with disabilities. ATTAIN'S mission is
to provide and increase access to assistive technology. Under the
guidelines of the "tech act" ATTAIN has worked on four primary
initiatives for the past seven years: Awareness and outreach to rural
un/underserved populations, training and technical assistance, systems
change and individual advocacy activities, and coordination among
state agencies.
Vincennes University (VU) was selected to implement the ATHE Project
because of its unique position as a model comprehensive community
college offering over one hundred fifty technical and academic
educational programs along with a variety of community service
programs. VU has a statewide mission and is a full state-support
college, recognized as being unique in Indiana. The main campus is
located in southwestern Indiana with four extension sites located
throughout the state.
Assistive technology empowers and removes barriers for people with
disabilities. However, what individuals with disabilities can do with
technology depends upon the guidance and training that they receive
from professionals. The focus of the ATHE Project was on developing
post-secondary assistive technology curricula and instruction.
The goals were achieved through the efforts of a consortium of
individuals representing several of Indiana's institutions of higher
learning and assistive technology-affiliated organizations.
Representatives from different disciplines with an interest in
assistive technology instruction were recruited. The driving force of
the consortium membership was the desire to ensure that present and
future professionals working in disability-related careers are well
trained and possess the necessary knowledge to provide quality
services to consumers with disabilities. The consortium consensus was
that the educational foundation of disability-related professionals
should include at least fundamental knowledge of assistive technology
if not advanced skills. Guidance to the consortium was provided by an
advisory board. Leadership was provided by a part-time Project
Coordinator. The goals of the project included:
* Coordinate faculty and staff representatives from the state
institutions to review the current status of instruction in
assitive technology and/or their interest in developing curricula;
*Develop an advisory committee of consumers and representatives
from appropriate disciplines to provide guidance to consortium;
* Conduct statewide town meetings and assess the need for assistive
technology service delivery among consumers and professionals;
* Evaluate out-of-state assistive technology curricula;
* Pursue other grant opportunities in order to subsidize the cost of
the project and/or fund new objectives that evolve;
* Develop an action plan for the development and implementation of
curricula while preventing unnecessary duplication.
With the emphasis of the Tech Act on systematic change and with the
increasing need for expansion and usage of technology among people
with disabilities, the time had come to examine the educational
foundation of professionals. During initial meetings the consortium
began by analyzing the status of assistive technology instruction. The
natural transition of the project was to stretch beyond the existing
level of instruction and address the needs of pre-service students
preparing for disability-related professions.
Consumer recommendations were also critical to the outcomes of the
ATHE Project. The third ATHE Consortium meeting included a consumer
panel presentation that involved students from Indiana/Purdue
University, Vincennes University, IVY Tech State College, and Ball
State University. Each had first-hand experiences with
disability-related services and professionals. Each student focused on
experiences during their educational years at the secondary and
post-secondary level. Along with their unique experiences, the
consortium heard enlightening recommendations about how consortium
members could and must better prepare future disability-related
professionals:
* Assistive technology instruction and training should not be
departmentalized. It should be provided to all professionals that
have an impact on the lives of people with disabilities.
* Provide education and training to present and future professionals
on the process of completing assistive technology assessments.
* Improve consistency among Vocational Rehabilitation Counselors
across the state.
* Educate professionals across disciplines, i.e., high school
counselors, university faculty, on how to adequately serve
students with disabilities.
* Allow admission of people with disabilities into college programs
of choice, even nontraditional programs for people with
disabilities, e.g., physical education, allied health professions.
* Integrate adaptive/assistive technology across college campuses
into all labs and resource centers.
* Include course for wheelchair maintenance into various curricula.
* College campuses need to become more user-friendly for people with
disabilities.
On July 1, 1996, consortium members conducted a telephone conference
with Jean Minkle, RESNA Consultant. The conference gave consortium
members the opportunity to ask direct questions about the RESNA
credentialing process of Assistive Technology Practitioners and
Suppliers. Ms. Minkle explained that the overall purpose of the
credentialing process is to improve the quality of assistive
technology services and additionally improve the potential of people
with disabilities through technology. The credentialing exam offers
professionals involved in assistive technology service delivery the
mechanism to demonstrate their competence needed to provide safe and
effective services to people with disabilities. The value-added
credential communicates to consumers that the provider has met the
criteria for a foundation level of knowledge. The charter
credentialing exam was administered at the annual Closing the Gap
Conference in October 1996. The consortium agreed to make
recommendations that would complement the RESNA guidelines.
(J. Minkle, Telephone Conference, July 1, 1996)
During the same meeting, a subcommittee of the consortium presented
and reviewed proposed assistive technology-related competencies for
General Educators, Special Educators, and Speech-Language
Pathologists. A final copy of the proposed competencies was submitted
to the Indiana Professional Standards Board in September 1996. The
recommended competencies for General Educators, Special Educators, and
Speech-Language Pathologists addressed the need for a scope of
knowledge of assistive technology devices, services, and systems. The
assessment of individual strengths and needs, evaluation of individual
outcomes and progress, and applications of low and high technologies
in various environments were also identified as mandatory professional
skills to successfully assist individuals with disabilities to
progress into the twenty-first century. Official action from the board
is pending.
The ATHE Project supported the research by Colleen Thoma, Ph.D. of
out-of-state assistive technology educational projects. The purpose of
the research was for ATHE representatives to assimilate the successes
of other states providing pre-service education and training in
assistive technology and consider the possibilities for implementation
in Indiana. Information was acquired through interview and
questionnaire process and review of program literature. Dr. Thoma
identified and reported the respective strengths and weaknesses of
each program and provided a written summary of all the projects that
she had researched. Five educational approaches were recognized:
* Infusion model -- infusion of assistive technology instruction
into different courses at post-secondary institutions *Master's
Degree Program(s) in Assistive Technology
* Professional Development/Inservice Training for Professionals
* Distance Education Delivery and Combination of the Approaches
Major outcomes of the ATHE Project include the development of a series
of training modules, faculty training and technical assistance, an
assistive technology conference and exhibition, and the development of
an assistive technology certificate program.
The series of ten assistive technology training modules were developed
to be used as faculty resources for development of new courses on
assistive technology, to incorporate assistive technology into
existing related courses, and also to be used for training of
professionals. The training modules along with technical assistance
are available to assist faculty with the development and
implementation process. The series complements five other training
modules developed through ATTAIN. Each module is entitled Making the
Technology Connection with a specific subtitle: An Overview of
Assistive Technology, Assistive Technology and Communication,
Assistive Technology and Accessibility, Assistive Technology and
Medical Issues, Assistive Technology and Sensory Issues, Assistive
Technology and Daily Living Aids, Assistive Technology and Recreation,
Assistive Technology and Computers, Assistive Technology and Social
and Psychological Issues, and Funding Assistive Technology. The
modules were written by the ATHE consortium members and affiliates.
Additional modules available through ATTAIN to be used in assistive
technology-related courses and professional training include Assistive
Technology for Infants and Toddlers, Assistive Technology for People
who are Elderly, Assistive Technology on the Job, and Accommodation,
Accessibility, and Assistive Technology: A Guidebook for Empowering
Persons with Disabilities.
An Assistive Technology Funding Conference and Exhibition have been
scheduled for May 18 - 20, 1998 in Indianapolis, Indiana. The
proceedings for the conference will include a keynote speaker,
multiple sessions addressing assistive technology funding issues, a
variety of workshops on assistive technology devices and related
topics, and a vendor exhibition. Conference information will be mailed
to universities in Indiana to invite faculty participation.
As a result of the ATHE Project, Vincennes University decided to
aggressively address the need for assistive technology training with
the development of two academic options. Beginning this fall students
will have the opportunity to participate in a twenty-eight credit hour
Assistive Technology Certificate Program. A proposal for an Associate
of Applied Science Degree (sixty-eight credit hours) will be presented
to the Indiana Commission for Higher Education this spring. The
program will be offered once approval is acquired.
The proposed assistive technology academic and training programs are
designed to prepare the student to gain the knowledge and skills
necessary to assess and recommend assistive technology applications.
Assistive Technology Specialists, Practitioners, and Suppliers play a
vital role as members of the transdisciplinary team serving
individuals with disabilities. These professionals are needed in
educational, rehabilitation, health care, business, and a variety of
related settings. As assistive technology advances at an exceptionally
rapid pace, so does the need for trained and knowledgeable
professionals. Participating students will study multiple applications
of new and old technologies from computer access to assistive devices,
adaptations, and modifications that assist people with disabilities at
home, school, work, and in the community. The associate degree program
is designed to prepare the traditional student for an entry-level
position and the certificate option is available to serve as
professional development for individuals with experience in assistive
technology or those who have degrees in related fields. Upon
completion of the academic requirements (with combined experience) the
student will be prepared for a career in assistive technology and
disability-related professions. Additionally, once the student has met
all necessary requirements and completed the required work experience,
they will be eligible to take the RESNA credentialing exam.
The five core classes for the programs are Fundamentals of Assistive
Technology; Assessment, Selection, and Evaluation of Assistive
Technology; Funding and Policy Issues in Assistive Technology; and
Applications in Assistive Technology. An Internship/Special Project in
Assistive Technology will also be required. Courses will be instructed
in both a traditional classroom and laboratory setting.
Through the collaborative efforts of professionals and consumers
involved in the ATHE Project the need to infuse assistive technology
instruction into the undergraduate and graduate disability-related
curricula, is being aggressively addressed in Indiana.
The ultimate commitment of those involved is to improve the quality of
life of Hoosiers with disabilities.
References
Accessing Technology Through Awareness in Indiana. (1997, July).
"Assistive technology higher education project final report."
Indianapolis, IN: Author.
Cook, Albert M., & Hussey, Susan M. (1995). "Assistive technologies:
Principles and practice." St. Louis, MO: Mosby.
RESNA. (1996). "Credentialing examination in assistive technology:
Candidate's information bulletin." Arlington, Virginia: Author.
Thoma, Colleen. (1996, July). "Assistive Technology Projects and
Programs in Other States." Paper presented at ATHE Consortium Meeting,
Vincennes, IN.
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