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Practical Uses of QIAT Session 2 – School Districts Using QIAT to Improve Assistive Technology Services

The Quality Indicators for Assistive Technology Services (QIAT) describe the characteristics of high-quality assistive technology services as they are provided in school settings. The eight service areas include: Consideration of AT Needs, Assessment of AT Needs, AT in the IEP, AT Implementation, Evaluation of Effectiveness of AT, AT in Transition, Administrative Support for AT, and AT Professional Development. For more than 15 years the indicators have been used in a variety of ways to assess assistive technology services and guide improvement efforts.

This AbleNet University webinar series will describe practical ways that parents, families and advocates; school districts and; state and regional programs use the QIAT Indicators and resources on behalf of children with disabilities who use assistive technology.
Session 2: How can the QIAT help school districts as they work to offer high quality assistive technology services aligned to federal, state and local mandates? How can QIAT be used as a tool for assistive technology service providers as they evaluate and work to continually improve their services? This session will address these questions and offer many examples of ways that QIAT has been used at a school-district level.
Practical Uses of QIAT Session 2 - School Districts Using QIAT to Improve Assistive Technology Services Handout

Terry Foss

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Terry Foss

M.Ed.

Foss has a B.S. from Fort Hays State University and a M. Ed. from the University of Kansas. She has been a special educator for 35 plus years in classrooms for students with severe multiple differences, autism, trainable mental differences, physical differences, and for the last 20 plus years as an AT resource facilitator for the Shawnee Mission School District in Kansas. She has certifications in regular elementary education; trainable mentally handicapped, educable mentally handicapped, and severely multiply handicapped. Terry is the co-author of Every Move Counts and Every Move Counts, Clicks and Chats.

Sue McCloskey

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Sue McCloskey

MS, CCC-SLP

Susan McCloskey, MS, CCC-SLP, is a speech language pathologist who worked for the PA Assistive Technology Center/PaTTAN in Pennsylvania and is now Chairperson of the Volusia Adaptive Assistive Technology Team (VAATT) in Daytona Beach, FL. She is a past Steering Committee member for ASHA's Division 12: Augmentative and Alternative Communication. Susan has consulted nationwide with teams whose focus has been to integrate assistive technology into the classroom. She has been a trainer of Environmental Communication Teaching (ECT) since 1989. She is currently involved in implementing the SCERTS project, focused on students on the Autism Spectrum, in her district and lives in Ponce Inlet, FL.

Kathy Lalk

Kathy Lalk

MS, BS

Kathy Lalk has a B.S. in Therapeutic Recreation, a M.S. in Educational Technology; and an Assistive Technology Professional (ATP) Certification by RESNA. Kathy works as an assistive technology specialist for a public school district. Her work includes support of students with disabilities, their families and their educational team in the consideration, implementation and evaluation of the use of assistive technology. Kathy is a Recreation Therapist; Lekotek Leader, CompuPlay Leader; Supervisor in Infant/Toddler program; and parent of 3 children.

Beginner

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Practical Uses of QIAT: Session 1- AT Service Improvement through Collaboration with Families & Advocates

The Quality Indicators for Assistive Technology Services (QIAT) describe the characteristics of high-quality assistive technology services as they are provided in school settings. The eight service areas include: Consideration of AT Needs, Assessment of AT Needs, AT in the IEP, AT Implementation, Evaluation of Effectiveness of AT, AT in Transition, Administrative Support for AT, and AT Professional Development. For more than 15 years the indicators have been used in a variety of ways to assess assistive technology services and guide improvement efforts.

This AbleNet University webinar series will describe practical ways that parents, families and advocates; school districts and; state and regional programs use the QIAT Indicators and resources on behalf of children with disabilities who use assistive technology.
Session 1: Many families of children with disabilities can imagine benefits of technology use for their children. Some are even using technology at home that is not being used at school yet. While IDEA requires the provision of AT for students who need it, it can sometimes be challenging to know how best to advocate for assistive technology devices and services. Parents and guardians are discovering that the QIAT Indicators can be a useful tool. This session will describe ways family members can use the QIAT Indicators for working within school district's procedures to ensure high quality assistive technology services for their children.
Practical Uses of QIAT: Session 1- AT Service Improvement through Collaboration with Families & Advocates Handout

Gayl Bowser

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Gayl Bowser

M.Ed

Gayl Bowser’s work as an independent consultant focuses on the integration of technology into the educational programs of students with disabilities. Ms. Bowser provides assistive technology consultation, training and technical assistance throughout the United States and internationally. Gayl has co-authored numerous publications about assistive technology services and is a member of the leadership team of the Quality Indicators for Assistive Technology (QIAT) Consortium. She is a member of the faculty for Portland State University and the University of Oregon. You can learn more about Gayl on her blog at http://www.integrateat.com

Kelly Fonner

Kelly Fonner

MS

Kelly is a self-employed consultant and trainer in assistive and educational technology. Since 1986, she has presented to schools, universities & families in 45 states & internationally in Australia, Canada and South Africa. Kelly has been working with individuals with disabilities since the mid 70s and with assistive technologies since 1983. Her teaching experiences have been as a teacher assistant, teacher and instructional media specialist in early childhood, preschool and school age programs. She worked 8 years as a consultant with PennTech, the state-wide technology project supported by the Pennsylvania Department of Education. Kelly has a B.S. in special education from Millersville University, an M.S. in educational technology with a minor in special education/rehabilitation technology from The Johns Hopkins University, and holds an Assistive Technology Applications Certificate of Learning from California State University - Northridge.

Beginner

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Taking The IEP Into The Classroom

This webinar is for new teachers who have students on modified programs and particularly those working for the first time with students (K-12) with severe multiple disabilities. We will take a look at different ways to thread IEP objectives into classroom, school-based and community activities. This webinar will also help to prioritize and simplify some of the key roles of the classroom teacher which can enhance meaningful participation for students on modified programs. Theme planning and parallel participation will also be addressed as planning tools to maximize learning and participation for all students. This webinar will help teachers and teaching assistants take their students' IEP objectives into the classroom.

Taking The IEP Into The Classroom Handout

Terry Wendorf

Terry Wendorf

MA

For over 33 years Terry has been working in a variety of roles including Teaching Assistant, Resource Teacher, Classroom Teacher, University Instructor, and Ministry of Education Outreach Program Coordinator. As an Outreach Program Coordinator, worked with a team of therapists (OT, PT, SLP) to provide website resources including online tutorials, workshops, and individualized curriculum guides for students with severe/profound cognitive and multiple disabilities. Developed and delivers an online course (i.e., Developing Functional Curriculum) for Vancouver Island University. Over 21 years as an educational consultant. She holds a Master’s degree in Leadership & Training with emphasis on adult learning.

Beginner

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Writing IEP Objectives For Students With Severe Multiple Disabilities

In this webinar, we will look at various components to developing an IEP that will assist teachers in identifying measurable objectives for students with severe multiple disabilities. Key areas will include collecting clear baseline data, writing student specific objectives versus team objectives, exploring methods of evaluation, and looking at the "learning stretch" for your student.  You are invited to bring your student's IEP to this webinar for reference.  The targeted audience for this webinar includes classroom teachers and special education teachers who are case managers for students with severe multiple disabilities. This webinar may be particularly helpful to those who are new to their roles or to supporting a student with severe multiple disabilities.

Terry Wendorf

Terry Wendorf

MA

For over 33 years Terry has been working in a variety of roles including Teaching Assistant, Resource Teacher, Classroom Teacher, University Instructor, and Ministry of Education Outreach Program Coordinator. As an Outreach Program Coordinator, worked with a team of therapists (OT, PT, SLP) to provide website resources including online tutorials, workshops, and individualized curriculum guides for students with severe/profound cognitive and multiple disabilities. Developed and delivers an online course (i.e., Developing Functional Curriculum) for Vancouver Island University. Over 21 years as an educational consultant. She holds a Master’s degree in Leadership & Training with emphasis on adult learning.

Beginner

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Common Core Aligned Health Units/Lessons for Students with Multiple Disabilities

This webinar will discuss ways to infuse health and adaptive daily living skills in the classroom and will focus on diet and nutrition. I will go through a unit which is aligned with the common core but created for students with multiple disabilities. The lessons will utilize large and small group instruction, ways of including IEP goal alignment, and skill based learning infused with content.

Lauren Collier

Lauren Collier

MA, ED. M.

Lauren Collier received her MA and dual certification from Pace University in Special Education and Elementary Education and her Ed. M. at Columbia University for curriculum development and leadership with an emphasis was on culturally relevant teaching for students with multiple disabilities.

Between internships, 1:1 behavioral therapy, and full time teaching, she has taught students diagnosed with multiple disabilities, autism, down syndrome, intellectual disabilities, dyslexia, dysgraphia, emotional behavioral disabilities, ADD, ADHD, and a myriad of other syndromes. She started teaching through the New York City Teaching fellows Program and taught a self contained class for 5 years at a specialized NYC department of education school. She currently teaches a combination class for students receiving resources and fully self contained special education services in Hawaii.

Beginner

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IEP Facilitation and Conflict Prevention

This webinar provides an overview of IEP facilitation and the skills you need to prevent conflict as well as create a collaborative meeting process. It fosters collaboration that encourages professional interaction and shared responsibility among team members to address the needs of students.

Cassie Velasquez

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Cassie Velasquez

M.Ed

Cassie Velasquez, M.Ed., is a national trainer for Key2ed, training special education personnel and administrators on Individual Education Plan Facilitation and Conflict Resolution. She serves as a Neutral Facilitator for problematic IEP meetings in Scottsdale, and across the country, providing a structure and a process for the meeting that is collaborative and empowering for all team members.Cassie brings 20 years of educational experience focusing on special education. Her career began working with children with Emotional Behavioral Disorders (EBD) but she has gone on to teach children with all types of disabilities. She was nominated for Scottsdale Unified School District Teacher of the Year in 2003 by the Scottsdale Charros, a charitable organization widely known for their dedication and support of excellence in education. In 2004, she was selected to participate in a two year consortium regarding Autism.

Robin Keim

Robin Keim

M.A.T.

Robin Keim, M.A.T. is a national trainer for Key2ed. She provides training on conflict resolution and IEP meeting facilitation (FIEP) to state and local education agencies. She is a facilitator for high profile meetings. In addition, she is a Special Education Administrator for Scottsdale Unified School District in Arizona. There she provides educational leadership by fostering parent and school team relationships, collaborating with school teams and improving student outcomes.

Robin began her career in special education over 20 years ago where she worked in Ireland with students whose disabilities ranged from mild to severe, cognitive and physical disabilities. After returning to the United States, Robin received her Master’s in Special Education at the University of South Carolina. Since 1992, Robin's scope of experience in Special Education has spanned from the classroom, where she has taught in all levels of special education, to administration.

Beginner

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QIAT Session 5: AT Implementation

Assistive technology implementation involves people working together to support a student who uses assistive technology to accomplish tasks necessary for active participation and progress in customary educational environments. Assistive technology implementation describes the ways that assistive technology devices and services, as included in the IEP are delivered and integrated into a student’s educational program.

Jane Korsten

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Jane Korsten

M.A.

Jane Korsten has a degree in elementary education from the University of Kansas and a M.A. in Speech Pathology and Audiology from the University of Illinois. She has worked as a speech pathologist and AT resource specialist with individuals of all ages having significant sensory motor differences and autism. She has worked in public schools, supported living settings for adults and private practice developing alternate communication systems for individuals who are non-verbal. She was the principal investigator on an Innovative Research Grant funded through the National Institutes of Health which led to the development of Every Move Counts: a sensory based approach to communication. Jane is a co-author of Every Move Counts and Every Move Counts, Clicks and Chats. Since 1989, Jane has provided professional development on a variety of topics in 30 states.

Gayl Bowser

Gayl Bowser

M.Ed

Gayl Bowser’s work as an independent consultant focuses on the integration of technology into the educational programs of students with disabilities. Ms. Bowser provides assistive technology consultation, training and technical assistance throughout the United States and internationally. Gayl has co-authored numerous publications about assistive technology services and is a member of the leadership team of the Quality Indicators for Assistive Technology (QIAT) Consortium. She is a member of the faculty for Portland State University and the University of Oregon. You can learn more about Gayl on her blog at http://www.integrateat.com

Beginner/Intermediate

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QIAT Session 4: Including Assistive Technology in the IEP

Once an IEP team has reviewed assessment results and determined that AT is needed for provision of a free, appropriate, public education (FAPE), it is important that the IEP document reflects the team’s determination in as clear a fashion as possible. The Quality Indicators for AT in the IEP help teams describe the role that AT will play in a child’s educational program.

Terry Foss

&

Terry Foss

M.Ed.

Foss has a B.S. from Fort Hays State University and a M. Ed. from the University of Kansas. She has been a special educator for 35 plus years in classrooms for students with severe multiple differences, autism, trainable mental differences, physical differences, and for the last 20 plus years as an AT resource facilitator for the Shawnee Mission School District in Kansas. She has certifications in regular elementary education; trainable mentally handicapped, educable mentally handicapped, and severely multiply handicapped. Terry is the co-author of Every Move Counts and Every Move Counts, Clicks and Chats.

Sue McCloskey

Sue McCloskey

MS, CCC-SLP

Susan McCloskey, MS, CCC-SLP, is a speech language pathologist who worked for the PA Assistive Technology Center/PaTTAN in Pennsylvania and is now Chairperson of the Volusia Adaptive Assistive Technology Team (VAATT) in Daytona Beach, FL. She is a past Steering Committee member for ASHA's Division 12: Augmentative and Alternative Communication. Susan has consulted nationwide with teams whose focus has been to integrate assistive technology into the classroom. She has been a trainer of Environmental Communication Teaching (ECT) since 1989. She is currently involved in implementing the SCERTS project, focused on students on the Autism Spectrum, in her district and lives in Ponce Inlet, FL.

Beginner/Intermediate

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QIAT Session 3: Assessment of AT Needs

Assessment of Assistive Technology Needs is a process conducted by an IEP team and used to identify AT tools and strategies to address a student’s specific need(s). The issues that lead to an AT assessment may be very simple and quickly answered or more complex and challenging. Assessment takes place when AT issues are beyond the scope of the problem solving that occurs as a part of normal service delivery.

Joan Breslin-Larson

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Joan Breslin-Larson

M.Ed.

Joan Breslin-Larson, M.Ed., is the supervisor for low incidence disabilities and special education workforce at the Minnesota Department of Education (MDE), where she has worked since 1999. She brings many years of experiences as an independent assistive technology consultant and adult educator to her work at MDE. Joan is the parent of 3 children, all of whom are now adults, one of whom had an IEP.

Penny Reed

Penny Reed

PhD, MA

Penny Reed has a bachelor’s degree in Elementary and Special Education from Indiana University and master’s and doctoral degrees in Special Education from the University of Oregon. She has been a teacher, consultant and administrator in the field of special education and assistive technology. Dr. Reed regularly provides consultation and training on a variety of topics related to assistive technology with a special focus on helping school districts improve their delivery of assistive technology services. She is the author of numerous publications about assistive technology services.

Beginner/Intermediate

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QIAT Session 2: Consideration of AT Needs

Consideration of a student’s need for assistive technology (AT) devices and services is required during the development of every Individualized Educational Program (IEP) and every Individual Family Service Plan (IFSP) for children with disabilities from birth through transition to post-secondary life. The Individuals with Disabilities Education Improvement Act (IDEA) requires that each team that plans for the education of a child with a disability document any AT devices and/or services the child may need.

Educators report that they continue to struggle with knowing how to implement this requirement. The Consideration Quality Indicators can help teams and agencies to understand and plan how to address AT during an IEP meeting.
This session will use the Consideration indicators and suggest strategies for effective consideration during IEP meetings. We will suggest options to support effective practice, and principles to help districts or building level teams ensure that a student’s need for AT is considered in a meaningful way.

Penny Reed

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Penny Reed

PhD, MA

Penny Reed has a bachelor’s degree in Elementary and Special Education from Indiana University and master’s and doctoral degrees in Special Education from the University of Oregon. She has been a teacher, consultant and administrator in the field of special education and assistive technology. Dr. Reed regularly provides consultation and training on a variety of topics related to assistive technology with a special focus on helping school districts improve their delivery of assistive technology services. She is the author of numerous publications about assistive technology services.

Kathy Lalk

Kathy Lalk

MS, BS

Kathy Lalk has a B.S. in Therapeutic Recreation, a M.S. in Educational Technology; and an Assistive Technology Professional (ATP) Certification by RESNA. Kathy works as an assistive technology specialist for a public school district. Her work includes support of students with disabilities, their families and their educational team in the consideration, implementation and evaluation of the use of assistive technology. Kathy is a Recreation Therapist; Lekotek Leader, CompuPlay Leader; Supervisor in Infant/Toddler program; and parent of 3 children.

Beginner/Intermediate

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