1. Creating Successful Communication Opportunities!
Division of Accountability
Office of Exceptional Children
Assistive Technology Services
Creating Successful Communication Opportunities!
Valeska Gioia Ed.S, ATACP
Assistive Technology Specialist
Special Thanks to:
Carol Page, PhD, CCC-SLP, ATP
SCATP

2. Why Use AAC?
Provides a purpose and intent for learning - Through play and active participation
Self-concept, self-esteem, self-competence – improves ability to learn
Means of expressive & improving receptive language
Provides a means for self-talk and cognitive processing
Linda Burkhart

3. Why Use AAC?
Communication – may lead to speech, may use AAC as a means indefinitely
Reduces frustration and behavior problems
Makes language less transient - VISUAL
Makes language more concrete
Social interacting with peers
Provides support for accessing other emergent skills (i.e. literacy)
What do you think of when you think of AAC? Do you think of for an individual only?????? Not just for use with THE student who has difficulty communicating – but environmentally to support ALL communication everywhere – and of course for that student as well.
Linda Burkhart

4. Successful Communication
Focus on Communication - Not the technology
Assessment is an On-Going, Dynamic Team Process
Multiple Systems & Multiple Modalities
Active Learning
Learn Language through Natural Immersion in Language
Input before Output
The ‘Juggling Act’ for Children who Have Significant Multiple Challenges
Motivation is Key
Linda Burkhart

5. Multimodality AAC
More than one form of communication is needed to meet needs and social expectations.
Typically many of us use two or more forms of AAC or visual supports as we talk.
Children learn multiple symbol systems.
Carol Page, PhD., CCC-SLP, ATP
SCATP

6. Difference between Communication & Visual Schedules
Visual support used to
Understand routine
Understand expectations
Follow directions
Decrease anxiety
Symbols used to
Allow individual to communication messages that are important to him/her
Teach higher level communication skills by using motivating messages
Carol Page, PhD., CCC-SLP, ATP
SCATP

7. Picture or Visual Schedule for Free Play
Direct the child to the picture on the left. Explain to the child the sequence of play activities. Say “first we will play with farm animals.” You may need to help the child play appropriately with the toys. When the child finishes that activity (parents or teachers may set a timer), the picture is removed. This continues for each activity. When the child finishes the last activity, he or she is rewarded with clapping or special interest (e.g. computer time) for a job well done.
With visual schedules with pictures that are velcroed to a board, the child may remove the picture prior to the activity and take it with him. After the activity, place the picture in an envelope or box labeled “finished” or “all done.”
-Vertical arrangements are used for young children.
-Top-to-bottom discrimination is easier to learn than left-right discrimination at first.
The process of using visual schedules can vary. Check with your child’s teacher or speech therapist to ensure consistency between home and school.
The routine should be the act of checking the schedule.
The routine should not be memorizing the actual items on the schedule.
Carol Page, PhD., CCC-SLP, ATP
SCATP

8. Active Participation
Children with significant challenges, may become passive learners when they have difficulty communicating, interacting and/or understanding what is going on around them.
Passive Role = Less Learning
Providing opportunities for control
Choice Making
Child-directed activities
Following Child’s Lead
Linda Burkhart

9. Opportunities for Active Participation
Linda Burkhart

10. Opportunities for Active Participation
Communication Activities/Games – Carpet Play Square

11. Errorless Choice-Making
Opportunities for making choices - enable the child to feel "In Control"
Provide choices that matter
Who (to sit next to, take turn)
What (song lines)
When (order of events)
Where (to put things, places)
How (to sing fast/slow; loud/soft)
Order of events (books, songs)
Song lines
Linda Burkhart

12. Errorless Choice-Making
-Choice-making lets them see what choices are available—and not available.
-Choice-making is an effective way to teach pointing and requesting
-Show and name each picture. When it is the child’s turn, help the child point to the picture. The parent or teacher may need to help the child point.
All children can participate in the song…
“This is the way we wash our___________.”
Carol Page, PhD., CCC-SLP, ATP
SCATP

13. Errorless Choice-Making
This is just one example – this happens to be access to making a choice with no wrong answer – but you can do this without a switch too. Just making choices that don’t lead to a right/wrong ‘testing’ situation
Linda Burkhart

14. Choice-Making using Labels as Symbols
Choice Board on Mat Board Using Product Labels

15. Motivation Motivation for Learning
Nobody does anything without a reason that makes sense to them at the time - including young children
Motivation for learning comes from within a person - Inborn Drives:
1. To Understand
2. For Independence and Sense of Self
3. To Connect Socially with Others
Linda Burkhart

16. Beyond Choice Making Communication is not ‘choice making’
‘COMMUNICATION’ means that we don’t already know what the person wants to say
Some children are most interested in the social process, not the message
Show the variety of message opportunities here – not just making choices – but commenting, requesting, etc, etc
Linda Burkhart

17. Providing Communication Opportunities
Initiate or call attention
Greet
Accept
Reject
Protest
Request objects
Share and show objects
Request information
Name
Acknowledge
Answer
Comment on action/object
Express feelings
Assert independence
Ask questions
Share information
Relate events
Call attention to how things are related - similar and different
Talk about past and future
Negotiate and bargain
State opinions
Tease
Make up stories

18. Current Strategy – ‘Testing’
Children are often asked direct questions with a right or wrong answer or given limited choices that don’t go anywhere
“What is the weather?”
Internal Drive to Communicate
There is a Need for Children to Initiate and
Carry-on a Conversation
Linda Burkhart

19. Single Message Voice Output
Big Mack by AbleNet
Chipper by Adaptivation
As you can see, these devices have a picture with the printed word. A clear Switch Cap can be purchased for the Big Mack so that an actual object can be glued to the surface if the child only responds to objects. Do not give the child the objects on the voice output devices. These objects are symbols of the real object just as pictures are symbols of the real object.
These all sell for about $100. Switch caps sell for $5
Partner/One
by AMDi

20. Ideas for Single Message Devices (i.e. BigMack)
During an activity to indicate “more” or “finished”
To initiate gain attention “you can’t catch me,” “tickle me,” or “brush my hair.”
Use to sing a song, part or whole song
Use with a story with a repetitive line
Use during story time, “Turn the page”
Allow the child to “report” the weather during circle time.
Mount next to door with recorded message “Bye.”
Mount next to door with recorded message “Hi, how are you?”
Mount device next to inside of door with recorded message “May I go outside?”

21. Ideas for Single Message Devices (continued)
Record message on device related to switch-adapted activity (e.g. fan, light, bubble machine, dinosaur) and connect activity into the device.
Send student to another location with a request/statement/question, “I would like to borrow___,” “Here’s the attendance, everyone is here today”
Allow individual to notify others when they need a break with device with recorded message “I need a break.”
Use for communication between home/school. Teachers can record a message for the child to relay once at home (“We had apples for snack.”) and parent may record a message about an event at home (“We read the book about lions”) for the child to relay to the teacher
Use device with recorded message (“I want that.”) for individual to select when communication partner scans through choices (“book, computer, snack”).
Carol Page, PhD., CCC-SLP, ATP
SCATP

22. Sequential Message Voice Output
Little Step-by-Step by Able Net
Partner One/Stepper by AMDI
Using AAC, or visual supports during daily routines helps increase participation in everyday tasks, promote learning, enhance the structure of a schedule for all children.
Example: “Color, Cut, Paste”
We can see Taylor from Sumter on the right. She can now participate in the Pledge of Allegiance with her class by using the gesture of having her hand over her heart and by using a Step-By-Step.
Ablenet, Inc (800) $ (Step-by-Step)
AMDi-Advanced Multi-Media Devices, Inc (888) (Partner One/Stepper)
Adaptivation (800) (Sequencer)
The “Randomizer” (not shown) is also available from Adaptivation. Use the Randomizer when you want the child to have a choice that can’t be predicted. This can be used for letting the children find out what center to go to, roll of dice, circle time, and taking turns.
Sequencer by Adaptivation

23. Ideas for Sequential Message Devices
Use it to spell a name. For example, “A-L-I-C-E – spells Alice – that’s my name Alice”. You can vary the length of this spelling activity depending on the switching ability of the user.
Use it for counting. You can record the numbers from one to ten
The easiest activity is just to see how many switch presses the user can do “Wow you got up to 8 today I wonder how many you will do tomorrow?”
Using the device to count things in the room is a bit harder. “Let’s count how many people are here today”
Giving directions to draw a silly picture “How many legs?” – “Oh you want 4 legs hey?
Use it to participate in book reading. For example, record the pages from a small book, e.g. “That’s not my lion”. The user can then “read” the page by pushing the switch when each page is turned.
Use it to be funny. Record some jokes or riddles, e.g. “Knock knock – Police – Police to meet you – Want to hear another?”, etc. (4 switch presses).

24. Ideas for Sequential Message Devices (continued)
Use it in cooking. Record the steps of a recipe to remind the rest of the class during cooking. “Break 2 eggs into a bowl – Add one cup of sugar – Beat until pale and frothy”, etc.
Use it in class. Record all the students’ names. The device can now be used to do the roll call or to choose a partner for class activities.
Use it to get to know people. Program in a chat script to make friends and get news from people. “My name is Sue what is yours?” – “I live in Springwood where do you live?” – “My star sign is Scorpio what is yours?” – “My favorite color is pink what is yours?” – etc.
Use it to be social. Record some messages and compliments to be used anytime anywhere to make contact with people. “You look nice today” – “How are you doing?” – “What’s new?” – “Have you got time for a chat?”
Use it for social scripts between 2 people to tell a story, engage in conversation, etc.

25. Current Strategy – ‘Here now, Gone Later’
Vocabulary flies in out of thin air and then poofs back into oblivion at the end of the activity.
Linda Burkhart

26. Vocabulary Always Available: Environmental Embedded Supports
Why not keep vocabulary out that relates to a story as opposed to just pulling it out for the story, then putting it away. Could put up boards in story/book area, etc
Linda Burkhart

27. Vocabulary Always Available:
Individual AAC
We just saw how some forms of AAC are great to enhance communication during specific activities. It is even more important to have AAC in place throughout the day for those who use it for basic communication. It’s important to give all children a chance to express their wants and needs and feelings throughout the day.
Carol Page, PhD., CCC-SLP, ATP
SCATP

28. Natural Immersion in Language -Input before Output
Children most effectively learn to use augmentative communication through the SAME methods that they learn to use verbal communication - through modeling in natural and functional contexts!!!
Drill and practice, rote learning is not very effective for learning language
Learning in functional situations facilitates generalization
Linda Burkhart

29. Input Before Output
Aided Language Stimulation (Goosens', Crain and Elder)
Children can not be expected to know how to use something until they are given an opportunity to learn how to use it in natural contexts
Multi-Modal Language Stimulation - information needs to go in before it comes back out
Modeling!
Just-right challenge – modeling one step beyond current level
This provides a scaffold from which children can construct language.
Analogy to Foreign Language Immersion
Linda Burkhart

30. Strategies/Examples
To support transitioning from picture exchange system to a pointing system, model the use of pointing to communication boards
Model and encourage self-talk using multi-modality supports
Song books and Song Boards
Use conversational language instead of just questioning the child ("You like that,“ "Your car is crashing", "That's big", "I'm going to throw the ball", etc.)
Avoid asking too many questions, use more comments and social expressions ("that's silly", "uh oh!". "we need to clean it up.")
When asking a question, provide a concrete way for student to respond ("Do you want chocolate or regular milk" - showing both containers or pictures for child to select from)
Linda Burkhart

31. Providing Input through Songs
Linda Burkhart

32. Juggling & “Inconsistency”
Cognitive attention focuses on anything that is not automatic.
Children with significant physical challenges, have not yet developed reliable control of movements at an automatic level, and therefore, even simple movements can be unreliable and require a great deal of cognitive energy to perform.
Juggling means that the child may only have some of the ‘components in the air’ at any given time, and having all the ‘components in the air’ will be rare. This explains why performance is so inconsistent and can not always be predictably repeated!
Working Memory can only deal with a limited amount of information at a time
When someone is first learning a task it requires conscious effort, then with repeated use and practice the brain learns to control the task automatically without much conscious thought.
For example: what do you do if someone suddenly throws a ball at you? What would a baby do?
Linda Burkhart

33. Success?
We need to take successes and move on, as opposed to requiring repetition of the task over a given number of trials – Meaningless repetition produces boredom and habituation and thus produces inconsistent test results
For example – the habituation of single message devices and single switch activities
Linda Burkhart

34. Natural Contexts
Relate what they already know to new information –increasing motivation and retention.
Provides meaningful opportunities for practice with natural variability to maintain interest.
Augmentative systems need to be seen by the child as a natural means for communication. This is another reason that the systems must be used by others, while communicating to the child.
A variety of communicative functions need to be modeled
Children’s attempts to communicate also need to be responded to and expanded upon using the same systems that the child is using.
Provide activity-specific vocabulary on voice-output devices.
Teaching vs. Testing!
When learning is presented in an isolated situation, out of the natural context, there is less for the child to associate with and fewer opportunities for practice.
Linda Burkhart

35. Engineering the Environment
Identify and prioritize communication activities that occur throughout the day.
Develop message sets for each activity.
Depict message sets on communication boards appropriate for the target student.
Place communication boards in the environments where they will be used.
Implement a systematic approach to cueing and teaching the students to use the boards.
Carol Goossens', Ph.D., CCC-SLP, Sharon Sapp Crain, M.S., CCC-SLP and Pamela S. Elder, M.A., CCC-SLP

36. Engineering the Environment
Consistent systems across children and environments, when possible
Place picture symbols at your finger tips - throughout the environment
Aided language stimulation
Model repair strategies and use of alternative forms of communication
Sabotage and engineer activities for communicative opportunities
Consistent Systems – having similar vocab avail at home/school/daycare, etc
Environmental supports – placed and embedded in classroom
Model repair strategies and use of alternative forms of communication – make mistakes!!! Model trying to find something – model your inner self talk
Sabotage – cooking example – be silly instead of testing. Oh, what should I do next. Put it in the bowl? Then put the whole egg in the bowl – so the students will crack the egg then put it in the bowl.
Carol Goossens', Ph.D., CCC-SLP, Sharon Sapp Crain, M.S., CCC-SLP and Pamela S. Elder, M.A., CCC-SLP

37. Aided Language Stimulation Research
3 week long aided language stimulation program on vocabulary acquisition skills of children with little or no functional speech (LNFS); 4 children single subject, multiple-probe study across activities
3 activities: arts and crafts, food preparation, and story time activity. Each activity was repeated over the duration of 5 subsequent sessions. Eight target vocabulary items were taught within each activity.
RESULTS:
The intervention met the criterion of being used 70% of the time & providing aided language stimulation with 80:20 ratio of statements to questions
All 4 children acquired the target vocabulary items.
The 3-week intervention program in aided language stimulation was sufficient to facilitate the comprehension of at least 24 vocabulary items in 4 children with LNFS.
Dada, S., & Alant, E. (2009). The Effect of Aided Language Stimulation on Vocabulary Acquisition in Children With Little or No Functional Speech. American Journal of Speech-Language Pathology, 18, 50–64.

38. Article/Research on Aided Language Stimulation
Study to determine impact on aided language stimulation on children with moderate cognitive disabilities.
3 preschool children with moderate cognitive disabilities who were functionally nonspeaking; 12 target vocabulary
Aided language stimulation during a scripted routine designed for a preferred activity. Before beginning the scripted routine, the experimenter placed a communication board in front of the child. The experimenter referred to each object/symbol four times during each session. The position of the symbols displayed was randomized before each session.
Results indicated that all 3 children displayed increased symbol comprehension and production following the implementation of aided language stimulation.
Dada, S., & Alant, E. (2004). The Impact of Aided Language Stimulation
on Symbol Comprehension and Production in Children With Moderate Cognitive Disabilities. American Journal of Speech-Language Pathology, 13, 155–167.

39. Engineering the Environment
Carol Goossens', Ph.D., CCC-SLP, Sharon Sapp Crain, M.S., CCC-SLP and Pamela S. Elder, M.A., CCC-SLP

40. Environmental AAC Supports
Communication placemat
Carol Page, PhD., CCC-SLP, ATP
SCATP

41. Environmental AAC Supports
Communication CD Case
Carol Page, PhD., CCC-SLP, ATP
SCATP

42. Environmental AAC Supports
Communication Photo Album
Carol Page, PhD., CCC-SLP, ATP
SCATP

43. Environmental AAC Supports
Add Communication Symbols to Play Toys
Carol Page, PhD., CCC-SLP, ATP
SCATP

44. Environmental AAC Supports
Add Communication Symbols to School Items
Carol Page, PhD., CCC-SLP, ATP
SCATP

45. AAC Symbols
95 teachers rated their students’ symbolic communication level:
- abstract
- concrete
- pre-symbolic
- awareness
Statistically significant difference between teacher rating and student actual performance on 10 tasks
(Brower, D. Flowers, C. & Wakeman, S.Y., 2006)
Diane Browder, 2006
Statistically significant difference between abstract and concrete, concrete and pre-symbolic.
Check out:

46. Continuum of AAC Symbols
objects (easiest)
objects with pictures and text
photos, pictures and text (photographs are often easiest for children with ASD)
text (most difficult)
Transparency or Iconicity
Make sure the level you pick is developmentally appropriate
The word “pictures” is used.
Here is the hierarchy for “pictures”:
Easiest: photograph
color drawing
black and white drawing
Hardest: stick figures/symbols
Carol Page, PhD., CCC-SLP, ATP
SCATP

47. Using Objects to Communicate
May need to use the actual object at first.
Use a duplicate object (symbol) as soon as possible.
Begin exchange system.
Mount object on board or voice output device.
Change color, size or texture of object.
Introduce second, but very different object symbol.
Elizabeth Rush, MA, CCC-SLP, CPM
Mary Joan McClure, MS, CCC-SLP

48. Why Objects Work Concrete (low cognitive demand)
Static or permanent (low memory demand)
Iconic (close obvious relationship to referent)
Easy to manipulate
Allow tactile discrimination
Support expressive and receptive communication
Make sure the level you pick is developmentally appropriate
The word “pictures” is used.
Here is the hierarchy for “pictures”:
Easiest: photograph
color drawing
black and white drawing
Hardest: stick figures/symbols
Elizabeth Rush, MA, CCC-SLP, CPM
Mary Joan McClure, MS, CCC-SLP

49. When Objects Don’t Work
Object identification is not communication.
Miniature objects are not understood well by some (individuals who have visual impairments or autism).
Non-motivating objects used.
Difficult to find objects to represent verbs, adjectives, modifiers, etc. (core vocabulary)
Make sure the level you pick is developmentally appropriate
The word “pictures” is used.
Here is the hierarchy for “pictures”:
Easiest: photograph
color drawing
black and white drawing
Hardest: stick figures/symbols
Carol Page, PhD., CCC-SLP, ATP
SCATP

50. Object Choice Board
Choice Board Using Clear Plastic Zip Drive Cases

51. Object Choice Board
Choice Board Using CD Holder

52. Low Cost Solutions
Vertical Choice Board

53. Object Cards
Communication Cards
Object Cards
From Attainment Company

54. Using Pictures/Graphics to Communicate
Pictures and graphics have varying levels of iconicity.
Size, background color, and number do matter.
Make sure the level you pick is developmentally appropriate
The word “pictures” is used.
Here is the hierarchy for “pictures”:
Easiest: photograph
color drawing
black and white drawing
Hardest: stick figures/symbols

55. Picture Resources Pictures with printed words
Product labels and wrappers
Pogo Boards
Boardmaker software
Pics for PECS 2005 software
Picture This software (Silver Lining Multimedia, Inc.)
Flash Pro 2 software
Free Photos (
Picture Master Language Software
Google Images
Boardmaker – Mayer-Johnson, Inc
Pics for PECS 2005—Pyramid Educational Products, Inc.--over 900 images
Flash Pro 2--8,500 color photo flashcards
Use written text with picture or photograph to promote literacy.
Written text also ensures that everyone interacting with the child uses the same language for a particular item.

56. Adapted Learning www.adaptedlearning.com
Free resource that provides a place to find and share adapted curriculum (i.e. communication boards, visual supports) created with Boardmaker Software Family products.
Screenshot of what each board looks like, ratings, & comments
Users can download boards, or save them to ‘my files’ which stores your favorite boards under your account.
Create public or private groups that can to share boards within a group.

57. AAC Program created with PowerPoint
“Dynamic Beginnings” – Free Download
s/Site2016/mainpageS2016P16.html
Created by Sharon Shaham, MS, CCC-SLP, Children’s Hospital Boston
8 buttons per page
Can not modify
Real child voice

58. South Carolina Assistive Technology Program SCATP
SCATP – (South Carolina Assistive Technology Program) Columbia, SC; provides state-wide resources for the community; demonstration lab for public; free trial loan of AT devices (only pay return shipping)
SC AT EXPO
Free and open to the public!

59. SC Department of Education Assistive Technology Specialists (ATS)
Mission
The mission of Assistive Technology Services (ATS) is to provide assistive technology support, training, consultation, equipment, and technical assistance to educators who teach students at risk of academic failure and students with disabilities.

60. ATS SERVICES Professional Development
presentations, workshops, and trainings on assistive technology for districts and regions, both in person and online;
training on conducting assistive technology evaluations and assessments for local staff.
Funding Assistance
Identification of funding sources
Research into grant opportunities
Formation of funding networks among AT professionals

61. Additional ATS Services
Technical Assistance
Formation and support of AT teams within schools and districts
Collaborative sessions with instructional technology specialists
Recommendations on interventions for assisting students at risk of academic failure and students with disabilities
Training in AT assessment, evaluation, and implementation for AT teams
E-News – “AT Connect”
News on free software, scheduled trainings, and upcoming conferences
Sign Up!

62. Upcoming Trainings, Conferences
SCCATN WIKI! SC Collaborative Assistive Technology Network
Upcoming Trainings, Conferences
Free Resources
Vendor Links
FAQ
Best Practice in AT

63. Assistive Technology Specialists
Coastal Region
Stacy Springer, MS, OTR/L, ATP
Charleston, SC
Midlands Region
Valeska Gioia, Ed.S.
Columbia, SC
Upstate Region
Mark Daniels, MS, Ed.
Greer, SC

64. AT Resources
ABLEDATA ABLEDATA is sponsored by the National Institute on Disability and Rehabilitation Research, U.S. Department of Education. The searchable ABLEDATA database contains over 21,000 products.
Alliance for Technology Access (ATA) The ATA provides AT information and support services to children and adults with disabilities.
ATSTAR Program The Assistive Technology - Strategies, Tools, Accommodations and Resources (ATSTAR) Program is designed to increase AT expertise through technology-enhanced learning environments.
Assistive Technology Industry Association (ATIA) The Assistive Technology Industry Association is an organization of manufacturers, sellers or providers of technology-based assistive devices and/or services. The organization sponsors the ATIA annual conference and the Assistive Technology Outcomes Journal.
Assistive Technology Training Online (ATTO) The Assistive Technology Training Online Project provides internet-based training in both general and specific areas of adapted computer use.

65. AT Resources
California State University at Northridge, Center on Disabilities (CSUN) Located at California State University, Northridge, the Center on Disabilities develops and publishes materials of interest to the field of disability and sponsors conferences, seminars, and workshops.
 Center for Applied Special Technology (CAST) CAST is an organization that works to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.
Closing the Gap This web site spotlights resources in computer technology, special education and rehabilitation. The Resource Directory is a database of over 2000 hardware and software products which is web searchable. Links to vendors are included.
Council for Exceptional Children (CEC) CEC is an international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. Services provided include professional

66. AT Resources
Georgia Project on Assistive Technology (GPAT) GPAT is a project of the Georgia Department of Education: Division for Exceptional Students, providing a range of technical support services in the area of assistive technology to local school system personnel and their students. Contains helpful resources, forms, and a video-linked consideration guide. GPAT Videos -
Maryland Assistive Technology Network Established by Johns Hopkins University Center for Technology in Education (CTE), the Maryland Assistive Technology Network (MATN) provides assistive technology specialists information on the most up-to- date AT policies, practices, and devices. CTE offers professional development opportunities to MATN members through its semi-annual institutes with nationally acclaimed leaders in assistive technology, regional meetings, and the MATN Online Web site.
National Assistive Technology Research Institute (NATRI) (NATRI) conducts assistive technology (AT) research, translates theory and research into AT practice, and provides resources for improving the delivery of AT services.

67. AT Resources
National Center for Technology Innovation (NCTI) NCTI seeks to broaden and enrich the field of technology for the education of students with disabilities by providing resources and promoting partnerships for the development of tools and applications by developers, manufacturers, producers, publishers and researchers.
 Office of Special Education Programs (OSEP), U.S. Department of Education OSEP is dedicated to improving educational results for children with disabilities. The site provides information on Federal policy, national grant projects, national studies, and statistics related to disabilities and other related resources.
 Oregon Technology Access Program (OTAP) OTAP provides training, information, technical assistance and resources regarding the uses of technology for children with disabilities.
Quality Indicators for Assistive Technology (QIAT) The QIAT Consortium is a national grassroots group dedicated to identifying, disseminating, and implementing a set of widely applicable quality indicators for assistive technology services in school settings. The QIAT listserv provides a national forum for discussion of AT issues.

68. AT Resources
Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) RESNA is an interdisciplinary association that provides a credentialing program for assistive technology service providers. The RESNA Technical Assistance Project provides technical assistance to the 56 state/territory programs as authorized under the AT Act of 1998.
Technology and Media (TAM) Division of CEC TAM is a division of the Council for Exceptional Children (CEC) that works to promote the effective use of technology and media for individuals with exceptional educational needs. The site includes information on conferences and professional publications including the JSET Journal.
Texas Assistive Technology Network (TATN) TATN is a collaborative network between the twenty (20) education service centers in Texas with Region 4 Education Service Center in Houston providing statewide leadership. The site provides links, resources, and training materials.
Wisconsin Assistive Technology Initiative (WATI) WATI is a statewide project funded by the Wisconsin Department of Public Instruction to help all school districts develop or improve their assistive technology services. It includes information on best practices, training materials, resources, sample forms, and provides links to other sites related to AT.

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