Distance Technology to Support AT: A way forward

1. 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.

3. The challenge of complex children • (OSERS, 2010)

4. “Deliberate” models of Technical Assistance

6. Why adopt a new TA model?

7. To Recap:

8. The “Dynamic” approach: Distance Mentorship http://www.news.ku.edu/2011/september/26/deafblind.shtml Field-initiated practice Phase I research

9. Improved Outcomes for children@ families Innovative Model + Implementation National Implementation Research Network

10. What about privacy/security?!

11. NCDB facilitates a CoP

12. Not just for students with Deaf-Blindness!

13. 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

14. 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

15. DM does NOT replace On-Site supports

16. What agencies might provide support? • SPED Cooperatives • Neighboring districts • State Deaf-Blind projects • IHE staff • Schools for Blind/Deaf • PTI staff

17. Washington State Project: Distance Mentoring Components

18. Video Capture & Share

19. “Team Toal” Google Site Washington:Early Intervention Team

20. Brielle

21. Washington (Early Intervention Team) Bellingham Renton Cheney Kent Auburn

22. “Team Jacob” Google Site

23. 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

24. For High Tech, This is Relatively Low Tech!

25. Hmm… “……now that our IT team is on board, this Distance Consultation just might work. . .”

26. “We’re excited to get started this fall!” Auburn S.D. Team: Staff & Parent

27. Vermont Project • Distance Technology Initiatives

28. VT I-Team Serving children with significant and multiple disabilities, their families and teams since 1977

29. A look at our state

30. 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

31. Same Elements, Different Tools Elements of VSAP Distance Technical Assistance Initiative • Video capture using VIMEO • Web conferencing using Adobe Connect Pro • Online communication interaction using Wiggio

32. Shelby and Ashlynn

33. Collaboration in Distance Technology is Key to Impact on Systems in VT • Build on past successes • Interagency collaboration • Multi-state collaboration

34. Blaine

35. Our consultant team

36. Multiple viewpoints

37. Suggesting a simple AT device

38. Large gatherings, too!

39. Introducing assessment tools

40. Considering a “tool”

41. Looking at the “task”

42. Videos

43. 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?