Distance Technology to Support AT:

A way forward

Adapted from: Jay Gense, Jon Harding (NCDB) Katie Humes (WA DB project),Susan Edelman (VT DB project)

Adaptation of the Distance Mentorship Project to meet Assistive Technology needs.

Distance Mentorship

Project

Assistive Technology

practice

The challenge of complex childrenSEPARATE PLACEMENTS:

• 33.9% of students with DB & 45.1% of students with multiple disabilities were being served outside the regular class more than 60% of the day

MORE DEMANDS ON TEACHERS:• Nearly 80% of SPED teachers were serving students with 2 or

more primary disabilities.• 32% were serving students with four or more primary

disabilities.

LESS SUPPORTS:•Only 37% of LEAs provide hearing/audiology services•Only 26% of LEAs offer vision services

(OSERS, 2010)

“Deliberate” models of Technical Assistance

Frustration

URGENT request for help

On-site visit by

“expert”

A crowd gathers

Assessments are conducte

d

Reports are

created

Hope for

change!

Why adopt a new TA model?

Increased demand for Technical

AssistanceExpense of on-site TA

Limited resources

(time, money,

personnel)Teachers need

time to practice,

observe, and reflect

OSEP encourageme

nt

Limited effectiveness of traditional

models

Innovation is necessary!

To Recap:

Complex

children in rural settings

Lack of trained personn

el

Shrinking TA

resources

A need to

innovate!

The “Dynamic” approach: Distance Mentorship

http://www.news.ku.edu/2011/september/26/deafblind.shtml

Field-initiated practice Phase I research

Innovative Model + Implementation

Distance Mentorshi

p

Improved Outcomes for children@ families

Installation

Initial Implementation

Full Operation

National ImplementationResearch Network

What about privacy/security?!Professional Ethics

Limit personally identifiable Information

NCDB facilitates a CoP

NCDB

WA

NEC

IDVT

TX

GALearn

Implement

Share

Improve

Not just for students with Deaf-Blindness!

• TBI• Autism

Cognitive

Using DM to deliver AT support

Why? District lacks policies, guidelines, or staff

expertise District/school staff does not have training

in deaf-blindness, sensory disabilities, or other specific disabilities.

Staff need help using AT in the context of routines/activities

Student may be eligible for AT funding/services outside school sourcing

School team may desire perspective of other professionals

Where might the impact be measured?

Consideration (especially sensory needs) Assessment Implementation Device Trials Data Collection/Evaluation Introduction of framework (SETT, etc) Funding

DB fund (Kansas National Deaf-Blind Equipment Distribution

Program

DM does NOT replace On-Site supports

District AT policy/pra

ctices

Families

Consultant

Expertise (DM)

What agencies might provide support?

SPED Cooperatives Neighboring districts State Deaf-Blind projects IHE staff Schools for Blind/Deaf PTI staff

Washington State Project:

Distance Mentors

hip

Distance Mentoring Components

Video Capture & Share

“Team Toal” Google Site

Washington:Early Intervention Team

Brielle

Renton

Cheney

Bellingham

KentAuburn

Washington (Early Intervention Team)

“Team Jacob” Google Site

Lessons Learned Distance Mentoring is a cost-effective way

to provide specialized support for teams The model can be adapted to fit needs of

teams Keeps team members on same page Creates a permanent record of student

progress and programming for current/future teams

Pulls together elements into a cohesive process

For High Tech, This is Relatively Low Tech!

Hmm…

“……now that our IT team is on board, this

Distance Consultation just might work. . .”

“We’re excited to get started this fall!”

Auburn S.D. Team:

Staff & Parent

Vermont Project Distance Technology Initiatives

VT I-Team

Serving children with significant and multiple disabilities, their families and teams since 1977

A look at our state

Need for Distance Technology in VT

Geography Limited resources

I-Team level funded for years

VSAP grant small Inclusion

History of serving children in home schools

Elements of VSAP Distance Technical Assistance Initiative

Video capture using VIMEO Web conferencing using Adobe Connect

Pro Online communication interaction using

Wiggio

Same Elements, Different Tools

Shelby and Ashlynn

Collaboration in Distance Technology is Key to Impact on Systems in VT

Build on past successes Interagency collaboration Multi-state collaboration

Blaine

Our consultant team

Multiple viewpoints

Suggesting a simple AT device

Large gatherings, too!

Introducing assessment tools

Considering a “tool”

Looking at the “task”

Videos

Questions:

Is consultation from a distance part of the IEP process…or not?!

How does this model build the capacity of local districts or staff?

Could this model be used for training purposes?

Would this model work equally well in large or small districts? Rural or urban?

What are the characteristics of a local team that would benefit from AT support from a distance?