|
Use this list of "Promising Practices" for district planning as a "Step by Step Checklist" to ensure that the district acts on the practices which align best with the needs assessment results and includes them in the written plan. The district assistive technology planning team:
___ Encourages an integrated service delivery approach to develop multiple strategies based on maximum use of shared technology resources. For example, address the roles of special and regular education administrators and teachers in promoting technology use as a means to ensure that classrooms are environments where all students have equal access to curriculum. This type of planning is based on a shared vision that technology enhances the teaching and learning environment, breaks barriers to equity, and strengthens the curriculum for all students.
___ Encourages cooperative planning groups of regular and special educators to examine how assistive technology could support the least restrictive environment.
___ Examines the resource room, consultant teacher, and other special education models used in the district to develop innovative waivers.
___ Plans expanded roles for all educators that support the interface between general and special education.
___ Encourages special educators to be members of building-level teams and/or peer problem solving groups who plan new models for service delivery. These groups may be effective in generating assistance for all students. For example, general education teachers may have more experience than special educators with various instructional software programs and can provide information to them about these programs.
___ Seeks or offers models that promote interagency cooperation and the sharing of scarce resources, including ways to connect parents with similar interests and concerns. These activities could include creating ways for parents to:
___ Share and exchange "hand-me-down" equipment that their children have outgrown.
___ Sell "used" software no longer appropriate for their children
which might be useful for others.
___ Form "user groups" to assist parents less experienced with assistive technology.
___ Conducts and/or coordinates assistive technology staff development opportunities with the T.R.E. Center, the local SETRC, Regional TRAID Centers, or other regional providers of assistive technology services.
___ Designs and implements a strategy to provide timely information and technical assistance information on resources for troubleshooting and problem resolution to district staff. A "train the trainers" model is an effective approach to expand the district's capacity to shares current training information gleaned from a variety of resources, including the Internet. |
