This document provides an overview of utilizing Quality Indicators for Assistive Technology (QIAT) to evaluate and improve assistive technology services. It discusses the eight QIAT areas including consideration, assessment, assistive technology in the IEP, implementation, effectiveness evaluation, transition, administrative support, and professional development. Participants complete matrices to evaluate their current services in each area and identify strengths and needs for improvement. Action planning involves exploring needs, installing improvements, and working towards full implementation and sustainability of quality assistive technology services. The document encourages participation in QIAT through its website, listserv, conferences and publications.

1. Utilizing Quality Indicators to Insure the
Provision of Quality AT Services from
your School or Program
Kelly Fonner
Kirk Behnke

2. ▶ Intro to QIAT
▶ Assistive Technology Commonalities
▶ QIAT Indicators:
◦ 1 - 4
▶ SETT Framework
▶ QIAT Indicators:
◦ 5 – 8
▶ Action Planning
Agenda

3. Today will be a success for me if…

4. Meeting and Greeting
My name is…
My work location is…
My job is…
Today will be a success for
our team if…
Padlet --
http://bit.ly/atcne

5. Getting Started from Where We Are

6. Ground Rules
● Contribute actively
● Ask questions
● Honor contributions of others
● Speak one at a time
● Take care of yourself
● Recognize that no ONE way
IS THE RIGHT way
● Enjoy yourself

7. A Brief Overview of QIAT

8. ▶ Began in the Fall of 1998
▶ Is a grass roots effort
▶ Has participants from all perspectives
▶ Is an all inclusive and ongoing effort
▶ Facilitated by the QIAT Consortium
The QIAT Community

9. Need for Guidelines
Studies point to the need for:
▪ A systematic way of planning, developing,
and delivering AT devices and services
▪ Consistent, clearly understood
descriptions of quality AT services

10. ▶ School districts - quality AT services
▶ Service providers - continuous improvement
▶ Consumers and families - integrated AT services
▶ Universities - competent service providers
▶ Policy-makers - judicious policy
Beneficiaries of QIAT

11. QIAT Developments
1998 to Present

12. ⚫Indicators in 8 areas
⚫Validated in 2004
⚫Matrix for each area
⚫Resources
⚫QIAT Web site
Primary QIAT Tools

13. 8 QIAT Areas
▶ Consideration
▶ Assessment
▶ AT in the IEP
▶ Implementation
▶ Evaluation of Effectiveness
▶ Transition
▶ Administrative Support
▶ Professional Development

14. Contents of Each Area
I. Section Title (Area Name)
II. Overview of the Area
III. Indicators
IV. Intent Statements
V. Common Errors

15. ▶ Require on-going collaborative work
▶ Respect ethical practices
▶ Are legally correct and aligned
▶ Are applicable regardless of the model of service
delivery
▶ Are applicable to other service plans and programs
Assumptions for ALL Areas

16. Assistive Technology
What it is and Why it Matters
Adapted from
Joy Smiley Zabala, Ed.D.

17. Students with diverse abilities, needs, and experiences in various
educational environments use a plethora of tools to accomplish
tasks that lead to educational achievement…
and demonstrate what they know and are able to do!

18. Assistive Technology in Federal Statute
• Individuals with Disabilities Education Act (IDEA)
• Section 504 of the Rehabilitation Act
• Americans with Disabilities Act (ADA)
• Assistive Technology Act (AT Act)
• Section 508 of the Rehabilitation Act

19. ▶ Assistive technology device means any item, piece of
equipment, or product system… that is used to increase,
maintain, or improve the functional capabilities of a child
with a disability.
▶ The term does not include a medical device that is
surgically implanted, or the replacement of such device.
Assistive Technology Device Definition
(First included in IDEA 1990)

20. Continuum: No/Low Tech to High Tech

21. ▶ Assistive technology service means any
service that directly assists a child with a
disability in the selection, acquisition, or use
of an assistive technology device.
Assistive Technology Service Definition
(First included in IDEA 1990)

22. The term includes
(a) The evaluation of the needs… including a functional
evaluation of the child in the child's customary
environment;
(b) Purchasing, leasing, or otherwise providing for the
acquisition of assistive technology devices
(c) Selecting, designing, fitting, customizing, adapting, applying,
maintaining, repairing, or replacing assistive technology
devices;
Assistive Technology Service Definition
(First included in IDEA 1990)

23. The term includes (continued)
(d) Coordinating and using other therapies, interventions, or
services
(e) Training or technical assistance for the child and family
(f) Training or technical assistance for professionals…and
others who are substantially involved in the major life
functions of that child.
Assistive Technology Service Definition
(First included in IDEA 1990)

24. a) Each public agency must ensure that assistive technology
devices or assistive technology services, or both, as those
terms are defined in Sec. 300.5 and 300.6, respectively, are
made available to a child with a disability if required as a part
of the child's--
◦ (1) Special education under Sec. 300.36;
◦ (2) Related services under Sec. 300.34; or
◦ (3) Supplementary aids and services under Sec. Sec. 300.38
and 300.114(a)(2)(ii). (a)(12)(B)(i) )
Assistive Technology in IDEA
Section 300.105 (First included in 1990)

25. Consideration of special factors
1. Consider behavior supports if behavior impedes the child’s
learning or that of others…
2. Consider language needs - Limited English Proficiency
3. Provide Braille instruction - Blind or visually impaired ;
4. Consider communication needs
5. Consider whether the child needs assistive technology
devices and services.
Assistive Technology Consideration in IDEA
(As included in 1997 and modified 2004)

26. ❑ It is the responsibility of the IEP team to make the necessary
decisions regarding services for children with disabilities that
are consistent with IDEA.
❑ Decisions about whether a child requires assistive technology
devices or services are no exception to this rule.
❑ IDEA states that all decisions about a child’s special education
program and placement are made by the IEP team.
❑ The law does not provide for another individual or group -
including a supervisor or superintendent - to overrule
decisions made by the IEP team.
Responsibilities of the IEP Team

27. Legal requirements tell us WHAT
we need to do, but not HOW!

28. Guiding Principles
in Assistive Technology
Important Big Ideas
to keep in mind

29. 1. The primary purpose of AT is enhancing of capabilities
and lowering barriers to achievement.
2. AT devices and services may be useful to people with
disabilities of all ages to increase participation,
communication, and productivity in meaningful
activities of life in all environments.
3. There are no prerequisites for AT devices and services,
but there may be prerequisites for the use of specific
devices.
Guiding Principles for Assistive Technology

30. 4. AT Includes a broad range of possible devices and services
5. AT is related to function, rather than to specific disability
categories or sources of equipment
Guiding Principles for Assistive Technology

31. Functional Skills
▶Reading
▶Written Expression
▶Math
▶Problem-solving
▶Communication
▶Recreation
▶Daily organization
▶Seating/Positioning
▶Hearing
▶Seeing
▶Self-Care
▶Mobility
▶Behavior
▶Specific task-related skills

32. 6. The least complex solution that will remove barriers to
achievement should be a first consideration.
7. AT does not eliminate the need for instruction in skills
pertinent to the tasks.
8. AT is needed by some people to participate in and benefit
from other initiatives and activities
9. Assessment and intervention form a continuous, dynamic
process
10. Systematic problem analysis and solving are essential
Guiding Principles for Assistive Technology

33. Collaborative Team Processes are Required
Guiding Principle 11

34. Team membership is flexible and team members are selected
based on the specific needs of the student with disabilities
The MOST IMPORTANT Team Membership Issue

35. ● The student is always the center of the team
● Families are critical members of the team
● Team members bring different gifts - knowledge, skill,
observations, ideas, suggestions
● Multiple perspectives are vital
● Focus is on the common interest in individual achievement
and aligning thoughts on how to best foster it
Big Ideas about Teams

36. Using QIAT to Improve Your AT
Services

37. Evaluating Your Services with the QIAT
Areas
▶ Consideration
▶ Assessment
▶ AT in the IEP
▶ Implementation
▶ Evaluation of Effectiveness
▶ Transition
▶ Administrative Support
▶ Professional Development

38. Consideration of AT Needs – page 1

39. Consideration of AT Needs – page 2
Your Turn to
complete the
Matrix

40. Assessment of AT Needs – page 1

41. Assessment of AT Needs – page 2
Your Turn to
complete the
Matrix

42. AT in the IEP – page 1

43. AT in the IEP – page 2
Your Turn to
complete the
Matrix

44. AT Implementation– page 1

45. AT Implementation – page 2
Your Turn to
complete the
Matrix

46. AT Decision-Making
SETTing the Stage for Success

47. How are assistive technology
decisions made in YOUR
customary environment?

48. AT Decision-Making Techniques

49. • “We don’t KNOW what to do!”
• “We prioritize.. most visible needs first”
• “Johnny?... he’s too low”
• “We just checked yes or no on the form”
• “Sally?…she just needs to try harder”
• “Not before the fifth grade”
• “We don’t have enough money for that”
• “Jeff?.. He’s going to high school! Get the
kid a laptop!”
What Others Have Said...

50. Decision-Making Sequence
Develop shared understanding of the Student, learning
Environments, and expected Tasks BEFORE
Tools are considered or selected

51. The SETT Framework
▪ Student (Self)
▪ Environments
▪ Tasks
▪ Tools

52. The Student
• The person who is the central focus of the educational
process and for whom everyone involved in any part of the
educational program is an advocate
The SETT Framework
The Environments
• The customary environments in which the student is (or
can be) expected to learn and grow
Student, Environment, Tasks, & Tools
The Tasks
• The specific things that the student needs to be able
to do or learn to do to reach expectations and make
educational progress

53. The SETT Framework
The Tools
Everything that is needed by the student and others
for the student accomplish the tasks in the places
where they need to be done so that educational
progress is achieved

54. Student (Self)
● What is the functional area of concern?
▶ What does the student need to be able
to do that is difficult or impossible to do
independently at this time?
● Special needs (related to area of
concern)
● Strengths and abilities (related to area
of concern)
● Present levels of achievement
● Expectations (student’s)
● Evaluation information

55. Environments
Conditions within customary environments
Barriers and Supports:
● Arrangement (instructional, physical)
● Support (available to both the student and the staff)
● Materials and Equipment (commonly used by others in
the environments)
● Access Issues (technological, physical, instructional)
● Attitudes and Expectations (staff, family, other)

56. Tasks
● The specific things that
the student needs to be
able to do to reach
expectations and make
progress
● The functional things
that are a part of being
actively involved in
learning environments
• Communication
• Instruction
• Participation
• Productivity
• Environmental Control

57. Getting Started
Student, Environments, Tasks
• Build shared knowledge using the
SETT Framework as a guide and
an organization tool.
• Determine what is known and what
still needs to be found out.
• Determine when and how to seek
additional information

58. Tools
• Whatever is needed by the student and
others for the student to do the tasks in the
environments in order to meet expectations
ABILITIES GOALS
TOOLS

59. SETT page 2

60. Tools for Students
•Accommodations
•Modifications
•Technology – AT, IT, UDL
•Instructional Strategies
•Supports
•Services
•Training
•Documentation
• Etc.
Whatever is needed by the student to do the tasks in the
environments in order to meet expectations

61. Sample SETT - David

62. Tools for Others
● Decision-making
● Strategies
● Accommodations
● Modifications
● Device integration
and operation
● Service delivery
● Etc.
Whatever is needed by others for the student to do the tasks in
the environments in order to meet expectations

63. Moving Forward
The Tools
Device(s) - what and why?
Services - what, why and for whom?,
Training - Content and for whom?
Strategies and Accommodations?
Other needs or considerations?
Make recommendations and justify
them with data.

64. SETT page 3

65. ● Collaboration
● Communication
● Multiple Perspectives
● Pertinent information
● Shared Knowledge
● Flexibility
● On-going Processes
Critical Elements of the SETT Framework

66. ▶ It is important to remember that…
● Progress is usually made in steps, not all at once. Plan the
steps and use measures that capture progress.
● Progress can be uneven. Formative evaluation helps focus
on changes needed to increase and maintain progress.
● The “end” in AT devices and services is a moving target.
Summative evaluation may not be useful in AT.
BUT….

67. Using QIAT to Improve Your AT
Services

68. Evaluating Your Services with the
QIAT Areas
▶ Consideration
▶ Assessment
▶ AT in the IEP
▶ Implementation
▶ Evaluation of Effectiveness
▶ Transition
▶ Administrative Support
▶ Professional Development

69. Contents of Each Area
I. Section Title (Area Name)
II. Overview of the Area
III. Indicators
IV. Intent Statements
V. Common Errors

70. Evaluation of Effectiveness of AT – page 1

71. Evaluation of Effectiveness of AT – page 2
Your Turn to
complete the
Matrix

72. AT Transition – page 1

73. AT Transition – page 2
Your Turn to
complete the
Matrix

74. Administrative Support of AT – page 1

75. Administrative Support of AT – page 2
Your Turn to
complete the
Matrix

76. Professional Development & Training in AT –
page 1

77. Professional Development & Training in AT –
page 2
Your Turn to
complete the
Matrix

78. What’s Next?
1. Look over the
results from your 8
matrices
2. Pair up with
someone & talk
about your areas of
strengths & needs
3. We will come
together as a group
& share common
points

79. Action Planning with QIAT

80. ➢ Exploration
➢ Installation
➢ Initial Implementation
➢ Full Implementation
➢ Sustainability
Stages of Implementation*
*Wallace, F., Blasé, K., Fixsen, D., Naoom, S., (2008).
Implementing the Findings of Research: Bridging the Gap
Between Knowledge and Practice

81. ▶A group of people (task force) begins to develop a
plan, determine the goals, identify current status in
meeting those goals, and take initial action steps
towards sustainable implementation.
▶How QIAT has been used:
▶New Hampshire AT Project
Exploration

82. ▶The implementation task force begins the
active step of making the changes they agreed
upon.
▶How QIAT has been used:
▶Wyoming Assistive Technology Resources (WATR) program
Installation

83. ▶The agency begins to put into place the change
they want to see.
▶How QIAT has been used:
▶MN AT Teams project
Initial Implementation

84. ▶Assistive technology teams are working
steadily in providing excellent services using
the identified promising practices.
▶ How QIAT has been used:
▶ TEXAS TATN
Full Implementation

85. ▶Goal is long-term survival and continued
effectiveness of the core components of high
quality assistive technology services.
▶How QIAT has been used:
▶Salem-Keizer School District in Oregon
▶25 year old team that used QIAT to re-evaluate their services
and moved to a more UDL model.
Sustainability

86. QIAT
in your Setting

87. QIAT Participation

88. QIAT Web Site
http://www.qiat.org
QIAT Listserv
- collegial conversations
- new information and updates
- handouts and feedback
QIAT Online

90. ⚫Conference session participation
⚫Collegial discussions
⚫Document sharing
⚫Document review
Conference Sessions

91. QIAT Publication
▶In Fall of 2015,
▶CAST Professional Publishing
announced the publication of a
print version of
▶Quality Indicators for
▶Assistive Technology:
▶A Comprehensive Guide
▶to AT ServicesSpecial ATCNE
Conference pricing

93. Support Effective Decision-making
• Solicit wide-spread participation in the design of
environmentally-friendly, systematic processes
• Ensure that all know about and use the processes
• Provide time for collaboration
• Include students and parents
• Expect participation
• Reward participation

94. Work Together to for Success!
● Use a team approach
● Think first about what a student needs to do and where it
needs to be done, THEN seek useful tools!
● Develop tool systems that remove more barriers than they
create!
● When using technology devices, remember to include
services!
● Use what you have, but go beyond when you need to!
● Plan for change!
● Evaluate Effectiveness!
.

95. Be a Facilitative Instructional Leader
• Document in a way that supports implementation,
not just compliance
• Provide ongoing learning activities – Diversified
instruction for staff and others
• Help people understand that technology is not
always expensive or even something to be
acquired
• Encourage seeing lack of success as “not yet”
rather than failure

96. “We measure progress not only by the questions
we have answered, but also, by the questions
we are still asking–or have just begun to ask–
for knowledge alters what we seek
as well as what we find.”
Freda Adler

97. ATIA Webinars