VIDBE-Q Volume 69 Issue 4
the Kami extension in Schoology) could reduce the need for the student to use
specific AT for the same purpose.
The TSVI and general education teacher should also work out a plan for
technical support to address any potential problems with the AT. TSVIs need to
explain clearly that students require their AT as a lifeline to access the curriculum,
and they cannot be without it for extended periods of time. The TSVI can help
general education teachers focus on the purpose of specific AT for a student and
facilitate a discussion around the fact that there can be many tools that offer similar
features. This can be helpful in the event of technical issues with technology when
additional options become important. Lastly, teachers should establish a plan for
progress monitoring specific to the use of AT. This includes providing teachers
with ideas of what type of data that would be helpful in making future AT
decisions.
Conclusion
Student success and use of AT is related to the knowledge and skills of their
teachers (Connor et al., 2010; Flanagan et al., 2013; Judge & Simms, 2009).
Therefore, teachers need to be trained regarding ways they can actively promote
successful AT use across environments. TSVIs can use this step-by-step approach
when meeting with general education teachers at the beginning of the year, when a
new student moves in, or when IEP documents are updated. This process can
