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.