access to information, while providing an unbiased introduction to available
technology options. In addition, TSVIs help their students develop appropriate
workflows by selecting tools for various purposes based on efficiency in
completing desired tasks. Focusing on the specific caseload needs serves to narrow
the broad scope of AT knowledge to a more manageable scope.
A second step along the way is learning how to work smarter, not harder.
There is no way to know it all! A TSVI's job is to focus only on the AT needs of
their current caseload each year. It is okay, and even advisable, to let the rest
go. At the beginning of each year, TSVIs can create a table documenting their
students' current and future AT needs (Table 1) to determine a clear roadmap. One
these priorities are established, 'working smarter' involves identifying sources of
support. For example, vendors often offer assistance in the form of technical
support and free training. AT is expensive, and this is a valuable side benefit that
should not be overlooked. In addition to calling technical support, TSVIs can train
their students to call technical support and practice using the language needed to
advocate for themselves. TSVIs can also maintain connections to one another
through communities of practice (Siu, 2015). These communities of practice allow
individual practitioners to share knowledge rather than feeling responsible for
knowing everything on their own.
