VIDBE-Q Volume 69 Issue 4
embossers can take hours of study, practice, and time with technical support on the
phone. Yet, understanding how to use a device is a way to serve students, teachers,
and parents. Although, I have found that even when I develop confidence on a
device, and then I teach the student or teacher what I can, if I do not keep using it
afterward, much (but probably not all) of that knowledge will drift away. When I
need that knowledge later, I will have to review it again. Depending on the number
of devices I learn, how often I use them, and the extent that I am in community
with other AT users, my confidence with devices grows (Siu & Morash, 2014). To
my fellow COMS taking on the role of a CATIS, you may have to tell yourself to
be fine with not knowing everything and embrace humility as an opportunity to
grow, not as something to be avoided.
Tips for the COMS Adding a CATIS
It is important to break former habits of how those of us sighted AT
specialists use technology and intentionally use it as a blind user would regularly.
For example, I set up a separate computer next to me that has a screen reader, and I
always use that computer for getting to my "work music." Doing this daily does
not make me proficient, but it at least keeps me in regular practice. When I need to
teach a screen reader, I at least have an ongoing base from which to build my skills
to prepare to teach. I have heard of other CATIS's who complete their whole daily
workload on AT devices and screen readers. While pursuing the CATIS credential,
