AT Teams Training

AT Teams Project

In 2020, the AEM Clearinghouse conducted a needs assessment to determine how school districts statewide were utilizing accessible educational materials and assistive technology for their students with disabilities. Results varied widely, indicating a need for additional training on AEM and AT. One area of particular interest was each school district’s process for assessing a student’s need for assistive technology, obtaining devices, and implementing them in the classroom. We found that many districts struggled in this area, having no formal process or relying on individual educators to make decisions without adequate experience.  As a result, we created the Wyoming Assistive Technology Teams Development Project in an effort to help school districts build a functional AT Team and operating guidelines related to AT assessment in their district.

The AT Teams Project is designed to take place over the duration of the school year, broken into three units. Unit 1 (summer) is a two-day, intensive workshop in Laramie where teams have the opportunity to meet one another, become familiar with WIND and WATR, and lay critical groundwork for the project. Unit 2 (fall) covers topics related to conducting an AT assessment, and Unit 3 (spring) discusses implementation strategies.

As teams work through the course, they will be developing or revising a document outlining their district or region's procedures for conducting an AT assessment. This will be a living document throughout the course, and after each module, teams will be expected to apply what they have learned by making edits as necessary to their document. By the end of Unit 2, teams should have a rough draft or outline. Teams will continue making changes during the third unit as we learn important implementation strategies. At the end of Unit 3, teams should have a final draft. Between the end of Unit 3 and the end of the school year, the draft should be complete and receive approval from any necessary administration.

Through completion of this project, teams should be able to work cohesively to identify students who may benefit from AT, assess AT options and effectiveness, train students and staff on the use of AT, write AT and goals into the IEP or 504, and help students learn to advocate for themselves and their AT as they transition. Resources and handouts are provided throughout the course, and teams have many opportunities through quizzes, assignments, case studies, and discussions to check their knowledge and collaborate. WIND and WATR staff check in with teams regularly, and are always available to answer questions.

School Districts That Participated