Return to Table of ContentsHow does the district provide assistive technology professional development to staff?
How can a staff member receive individualized training for a specific need?
Question 34: In addition to the child, who else should receive training on how to use the assistive technology devices?
Response: Use of AT without integration into the child's individual goals and objectives will result in less than optimal outcomes for the child in all environments. Individuals who live, work or play with the child should be a part of this process. For a child with a disability it is not enough to have the classroom teacher or related service personnel (i.e., occupational therapist, physical therapist, speech/ language pathologist) be the only ones trained in the use of the device. If the device is to be meaningfully integrated into the child's life and general curriculum, the significant people with whom he/ she interacts (family members, peers, etc.) need to be familiar with the assistive technology. Often, very limited instruction is needed. Nonetheless, if these services are needed to help the child meet the IEP/IFSP goals and objectives and benefit from the educational program, the school/ regional CDS site is responsible for providing this service.
Question 35: What kind of training and technical assistance should be provided to families, peers and professionals?
Response: Training will vary depending on the types of AT used by the child. Depending on the technology and on the role of the family, peers and professionals with the child, training and technical assistance should include but not be limited to the following:
Question 36: How does the district provide professional development to staff regarding assistive technology?
Response: The district develops plans for professional development. Persons interested in learning about the application of AT devices and services in the curriculum should contact the local school district special education administrator for information on available opportunities. National, state and regional workshops, conferences and other training opportunities are offered throughout the year. In some instances, financial support from professional organizations, district funds, or community organizations may be available to attend these trainings. Often personnel within the district gain expertise and can provide in-service training to others. As a result, the district can increase its capacity to meet the needs of teachers and students. In many cases, vendors offer training to professionals and families after a device is purchased. Districts may also support the training of individuals by offering memberships in national organizations that publish newsletters and journals in the area of assistive technology. Additional resources are available on the internet. See Maine CITE's web site: www.mainecite.org or the ALLTech site for various links.
Question 37: How can a staff member receive individualized training for a specific need?
Response: In general, if the IEP team specifies the use of an AT device, then it is the district's responsibility to train appropriate individuals, staff members, peers, and family members, depending on the individual need( s) of the child. In addition to a district-wide professional development plan, special circumstances might arise when it becomes necessary for individuals involved with a specific child to learn how to operate and integrate a device for a specific child. Requests for this kind of specialized training should be made to the school principal and/or the school district's special education administrator. It is the district's responsibility to either bring in a trainer or offer release time, tuition reimbursement, or pay conference fees for staff to get the necessary training elsewhere. If the device is a supplemental aid or service only, extensive training may not be necessary. For example, the use of an FM amplifier in a classroom for a child with hearing impairment would only require a brief introduction to the equipment.
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