RESNA has a web site at

http://www.resna.org



On Sat, 28 Mar 1998, ANCIL TORRES wrote:

> No, I have never heard about RESNA.  Howwever, I would like to find out more
> about them.  Is there a phone number or email address that I can get to
> contact them?
>
>
>
> -----Original Message-----
> From:   VICUG-L: Visually Impaired Computer Users' Group List  On Behalf Of Lynn
> Zelvin
> Sent:   Wednesday, March 18, 1998 7:45 PM
> To:     [log in to unmask]
> Subject:        Re: act: ACCESSING TECHNOLOGY THROUGH AWARENESS IN INDIANA
>
> Hi,
> I want to call attention to one paragraph in this write-up of what seems
> to be the development of an assistive technology curicullum
> While I think we need to be on top of these attempts by universities to
> make sure blindness and low vision are covered properly and that
> blindness skills are properly respected, I am particularly worried about
> the attempt of RESNA to set itself up as the certifying body for
> assistive tech  competency.  They have claimed their exam is just this
> little value added thing, but if you read, you will see that they seem to
> be considering themselves a certifying body and others are now referring
> to this without an explanation of the problems involved.
>
> For those who are not aware, RESNA (the Rehab Engineering Society of
> North America) is a professional organization, somewhat similar to some
> areas of assistive tech as AER is to blindness professions.  However,
> they were awarded the federal contract to provide technical assistance to
> the state tech act projects which makes it seem sometimes as if they
> govern the tech act projects or represent them, which they do not and
> individual projects would find this somewhat offensive.
>
> Here are some problems with their exam that is supposed to test basic
> assistive technology competency (referred to in the paragraph at the end
> of this post):
>
> 1.  The idea of an exam to test general skills, implies that this general
> knowledge is somehow more important to certify than the specific skills
> that are not well represented by such an exam, specifically the knowledge
> that goes into doing a good job of evaluating needs for blindness and low
> vision technology or teaching its use. as well as other forms of
> specific knowledge, such as that of the person working with Augmentative
> and Alternative /Communication users.
>
> 2. There are many more blind people working with blindness-related
> assistive technology than there seem to be disabled people working, for
> example, as occupational therapists.  When it comes to other
> disabilities, the input of consumers comes primarily from the independent
> living centers.  In some cases, the consumers are not well  represented
> in any way in the AT fields.  So I think we in particular need to pay
> attention to the risk to the jobs of many of us who work in the field.
> The entire process of preparing for an exam that tests this sort of
> generalist knowledge is not usually particularly accessible to non-print
> readers.  This begins with any necessary study materials, access to
> catalogs and product documentation for non-blindness-related products,
> access to so-called hands-on workshops, and in particular access to the
> information materials, study materials, application, and necessary
> accommodations to take this particular exam.  I could go into more detail
> at another time about my own experience trying to go through this.
>
> Well, because I am so long-winded, I will leave it at two points, but I
> would welcome some discussion about how to deal with the implications of
> this generalist approach to assistive tech or to the resna exam process in
> particular.  I am interested to hear if there are any blind people out
> there who have taken and/or passed the RESNA exam, or even how many have
> even heard of it.
>
> Lynn
>
>
>
> >    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.
>