Early Int ervent ion Assist ive Technology Resource Chart EI Assist - - PowerPoint PPT Presentation

Early Int ervent ion Assist ive Technology Resource Chart

EI Assist ive Technology Research Inst it ut e: Collaborat ion Bet ween Thomas Jefferson Universit y (Philadelphia – 21 5-50 3-1 6 0 8 ) and Arizona St at e Universit y (48 0 -96 5-9396 )

The TnT Research Institute is funded by cooperative agreement # H327X0100003 from the U.S. Department of Education, OSERS , under CFDA 84-327X to Thomas Jefferson University, Philadelphia and Arizona State University, Tempe. The information printed on this fact sheet does not necessarily reflect the official position of the U.S. Department

• f Education and no official endorsement should be inferred.

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HOW TO UTILIZE THIS RESOURCE CHART:

This chart is designed t o provide individuals who are involved in t he early int ervent ion syst em (e.g., families and service providers) wit h resources about assist ive t echnology.

• The first 4 columns are out comes which were originally NTAC out comes but were t hen modified t o pert ain t o t he early

int ervent ion syst em.

• Column 1

: general descript ion of t he out come or goal (e.g., recept ive language).

• Columns 2-4: maps t he general out come ont o 3 differing levels: a child/family level, service provider level, and a syst ems level.

Out comes generally map ont o 1

• r 2 levels.
• Column 5: re-words t he out come(s) int o one t hat is specific t o assist ive t echnology. Some out comes were not amenable t o

becoming AT specific, so in t his column you will t hen see “N/A” (not applicable).

• Column 6 : a check mark represent s whet her t he modified NTAC out come is similar t o a Qualit y Indicat or for Assist ive

Technology Services (QIAT) indicat or; a blank space means t hat no similar out come was found in t he QIAT indicat ors. (For more informat ion on t he QIAT indicat ors or QIAT consort ium, please visit t he QIAT websit e: ht t p://www.qiat .org)

• Column 7: a check mark represent s whet her t he modified NTAC out come is similar t o a Division of Early Childhood (DEC)

Recommended Pract ice in Early Int ervent ion/Early Childhood Special Educat ion (20 0 0 ); a blank space means t hat no similar

• ut come was found in t he QIAT indicat ors.

Underneat h t he out comes, you will find resources (e.g., booklet s, websit es, t raining modules) which will provide informat ion t o help you reach t he out come designat ed. Please not e t hat not all out comes have relat ed resources (in t hese cases, t he resource sect ion is blank). Following t he chart , a reference list is provided so t hat you may obt ain t he references suggest ed.

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES Sensory st imuli I/T's responsiveness t o and use of sensory st imuli has increased AT is used t o increase I/T responsiveness t o and use of sensory st imuli Resources

• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• NC- AT and Play for Infant s and Toddlers

Act ive engagement in inst ruct ion I/T's act ive engagement in int ervent ion of inst ruct ion has increased N/A Resources Recept ive language I/T's recept ive communicat ion and language has increased. Service provider's use

• f st rat egies t o

improve communicat ion and language has increased. AT is used t o increase I/T's recept ive communicat ion and language. Resources

• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers (p. 1

2)

• NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES (communicat ion in general); Training Curriculum - Tech it Easy

• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for

compet ency-based personnel preparat ion in early childhood educat ion (preschool focus)

• W

I - Designing Environment s for Special Kids Expressive language I/T's expressive communicat ion and language has increased. Service provider's use

• f st rat egies t o

improve communicat ion and language has increased. AT is used t o increase I/T's expressive communicat ion and language. Resources

• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers ( p. 1

2)

• NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers

(communicat ion in general); Training Curriculum - Tech it Easy

• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compet ency-

based personnel preparat ion in early childhood educat ion (preschool focus)

• W

I- Designing Environment s for Special Kids Posit ioning and mot or skills I/T's posit ioning and mot or skills have increased. Service provider's use

• f st rat egies t o

improve mot or development and posit ioning has increased. AT is used t o increase I/T's posit ioning and mot or skills. Resources

• AZ - AT and Early Childhood Educat ion (designed for providers but good info for families t oo)
• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers (p. 9)
• NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers

(communicat ion in general); Training Curriculum - Tech it Easy

• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compet ency-

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES based personnel preparat ion in early childhood educat ion (preschool focus)

• W

I- Designing Environment s for Special Kids

• Nat ional - ASHA - Technology in t he Classroom Series: Posit ioning, Access, and Mobilit y Module

Orient at ion and mobilit y I/T's orient at ion and mobilit y skills have increased. Service provider's use

• f st rat egies t o

improve orient at ion and mobilit y has increased. AT is used t o increase I/T's

• rient at ion and

mobilit y skills. Resources

• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers

(communicat ion in general)

• Nat ional - ASHA - Technology in t he Classroom Series: Posit ioning, Access, and Mobilit y Module

Adapt ive/self-care skills I/T's adapt ive/self - care has increased. Service provider's use

• f st rat egies t o

improve adapt ive/self-help skills has increased. AT is used t o increase I/T's adapt ive/self -care skills. Resources

• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• NC- Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers

Cognit ive skills I/T's cognit ive skills has increased. Service provider's use

• f st rat egies t o

improve cognit ive development has increased. AT is used t o increase I/T's cognit ive skills.

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES Resources

• AZ - AT and Ea rly Childhood Educat ion (designed for providers but good info for families t oo)
• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• IL - Cent er for Best Pract ices in Early Childhood (online workshops ~ www.wiu.edu/ect iis)
• NC- AT and Play for Infant s and Toddlers
• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compt ency-

based personnel preparat ion in early childhood educat ion (preschool f ocus)

• W

I- Designing Environment s for Special Kids Pre-lit eracy skills I/T's pre-lit eracy skills have increased. AT is used t o increase I/T's pre- lit eracy skills. Resources

• AZ - AT and Early Childhood Educat ion (designed for providers but good info for families t oo)
• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• IL - Cent er for Best Pract ices in Early Childhood (online workshops ~ www.wiu.edu/ect iis)
• NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers

(communicat ion in general); Training Curriculum - Tech it Easy

• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compet ency-

based personnel preparat ion in early childhood educat ion (preschool focus)

• W

I - WATI ~ lit eracy kit s for birt h t o t hree populat ion Social int eract ions I/T's social int eract ions have increased. Service provider's use

• f st rat egies t o

improve social int eract ions has increased. AT is used t o increase I/T's social int eract ions. Resources

• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• NC- AT and Play for Infant s and Toddlers
• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compet ency-

based personnel preparat ion in early childhood educat ion (preschool focus)

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES Part icipat ion in play and family/communit y leisure act ivit ies I/T's part icipat ion in play and family/communit y leisure act ivit ies has increased. Service provider's use

• f st rat egies t o

fost er part icipat ion in play or recreat ion and leisure act ivit ies has increased. AT is used t o increase I/T's part icipat ion in play and family/communit y leisure act ivit ies. Resources

• AZ - AT and Early Childhood Educat ion (designed for providers but good info for families t oo)
• FL - Adapt ive Play powerpoint present at ion by FAAST
• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers

(communicat ion in general); Training Curriculum - Tech it Easy

• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources; Project Part icipat e: Modules for compet ency-

based personnel preparat ion in early childhood educat ion (preschool focus)

• PA - AT for Babies and Toddlers (ideas for part icipat ion in every day rout ines ~ play included)
• W

I - Designing Environment s for Special Kids Family underst anding

• f disabilit y

Family members' underst anding of t he impact of t he disabilit y on t heir child has increased. Families develop an underst anding of AT and how it may be used in relat ion t o t heir child's disabilit y.

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES Resources

• AZ - AT and Early Childhood Educat ion (designed for providers but good info for families t oo)
• CA - Tech for Tot s - t raining curriculum
• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• ME- Parent Guidebook t o Assist ive Technology (geared t o all ages, but has segment s for EI)
• MT - Family Guide t o Assist ive Technology, prepared by PLUK
• NC- AT and Play for Infant s and Toddlers; Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers

(communicat ion in general); Training Curriculum - Tech it Easy

• OH- Project Part icipat e: Modules for compet ency-based personnel preparat ion in early childhood educat ion (preschool focus);

Comput ing and Soft ware Field Guide (preschool specific)

• OR - AT Point ers for Parent s (geared t o school-age but has applicat ions for younger; also available in Spanish)
• PA - AT Resource Pack for EI Families & Professionals: FAQ; AT: Creat ing Opport unit ies and Expanding Expect at ions

(powerpoint handout ); Helping Tools for Young Pennsylvanians and t heir families (t raining curriculum)

• SC - Assist ive Technology (most ly very general, but small sect ion focuses on young children)

Family involvement in planning of IFSP developmen t Family members' part icipat ion in t he planning, development and implement at ion of t heir child's IFSP

• r IEP has

increased. Family members underst and how AT can be incorporat ed int o t he IFSP/IEP.

v

Resources

• AZ - AT and Early Childhood Educat ion (designed for providers but good info for families t oo)
• CA - Tech for Tot s - t raining curriculum
• ID- Assist ive Technology for Infant s and Toddlers wit h Disabilit ies: A Handbook for Parent s and Caregivers
• MT - Family Guide t o Assist ive Technology, prepared by PLUK
• NC- Baby Power: A Guide for Families Using AT wit h t heir Infant s & Toddlers
• PA - AT Resource Pack for EI Families & Professionals: FAQ; AT: Creat ing Opport unit ies and Expanding Expect at ions

(powerpoint handout )

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES

• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources
• OR - AT Point ers for Parent s (geared t o school-age but has applicat ions for younger; also available in Spanish)

Use of family- cent ered st rat egies Family members' use of family cent ered st rat egies wit h t heir child has increased. N/A

v v

Resources Family's use of effect ive communicat ion st rat egies Family members' use of effect ive communicat ion st rat egies wit h t heir child has increased. Addressed above -- expressive and recept ive communicat ion and AT Resources Research based and/or promising effect ive pract ices Family members' underst anding of research based and/or promising effect ive pract ices has increased. Families are provided wit h references on research based and/or promising effect ive AT pract ices.

v

Resources

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES Family net working Family-t o-family net working and support has increased. Families are provided wit h

• rganizat ions or

st ruct ures which support /build family-t o-family net works. Resources Family-professional (or int er- professional) collaborat ive model Family members' use of effect ive t eaming skills wit h professionals has increased. Family members demonst rat e increased empowerment , advocacy, and leadership skills. Service provider's use

• f effect ive t eaming

st rat egies has increased. N/A

v v

Resources Providers' underst anding of how disabilit y relat es t o social/emot ional development and learning Service provider's underst anding of how t he disabilit y impact s learning and social/emot ional development has increased. N/A Resources

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES Comprehensive,

• ngoing assessment

st rat egies used t o develop program Service provider's use

• f comprehensive,
• ngoing assessment

st rat egies for ident ificat ion and program development for children wit h special needs has increased. Comprehensive,

• ngoing

assessment st rat egies specific t o AT are provided t o service providers.

v v

Resources

• GA - Babies Can't W

ait Assist ive Technology Plug-In; Babies Can't W ait Assist ive Technology Prot ocol

• OR - AT Assessment Plan for Early Childhood; Assist ive Technology Quest ion W
• rksheet wit h associat ed handout "Aft er t he

assessment : st rat egies t o improve AT implement at ion" (school age focus but can be used for EI)

• W

Y- Assist ive Technology Tools for Early Childhood (prof dev workshop from WYNOT) ~ assessment t ools are compiled from different sources (e.g., some original t o W YNOT, some from Cent er for Best Pract ices in IL, some from W ATI) Service providers are given t ools t o develop IFSP Service provider's use

• f st rat egies for

effect ive IFSP/IEP development for children wit h special needs has increased. Service providers are given t ools t o guide decision- making, et c in order t o incorporat e AT int o t he IFSP/IEP.

v focuses on

considerat ion and document at ion Resources

• AZ - AT and Early Childhood Educat ion
• CA - Tech for Tot s - t raining curriculum
• CO- Assist ive Technology for Infant s, Toddlers, Children & Yout h wit h Disabilit ies
• CT- Guidelines for Assist ive Technology (for school age and birt h t o t hree)
• GA - Babies Can't W

ait Assist ive Technology Prot ocol: Request Form

• IL - Early Int ervent ion AT Guidelines; PowerPoint handout by EI Services Program (most specific t o IL syst em, but t here is a

case st udy and t he t emplat e could be generalizable)

• MN- Child, Environment , and Tasks W
• rksheet : AT Planning Process

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES

• NC - Training Curriculum - Tech it Easy
• OH- Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed resources
• OR - Assist ive Technology Model Operat ing Guidelines (most ly for school-age but has applicat ions for EI); AT Assessment Plan

for Early Childhood

• PA - AT Resource Pack for EI Families & Professionals: FAQ; AT: Creat ing Opport unit ies and Expanding Expect at ions

(powerpoint handout ) Service providers use effect ive st rat egies t o meet IFSP goals Service providers use

• f effect ive

int ervent ion or inst ruct ional st rat egies t o implement t he IFSP/IEP has increased. AT is used t o meet IFSP goals.

v v

Resources Behavioral issues Service provider's use

• f funct ional

behavioral analysis and posit ive behavioral support s has increased. N/A Resources Transit ion

Service provider's

use of st rat egies t o improve t ransit ion planning has increased. Policies, procedures, et c describing t he st at us of AT during t ransit ion are fully explained.

v

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES Resources Increased use of AT Service provider's use

• f AT has increased.

Already AT specific

v

Resources Use of t echnology t o access informat ion and support

v

Resources Administ rat ive Support Leadership and advocacy needed for syst ems change and/or capacit y building has increased. N/A

v v

Resources Long range planning for syst ems change Long range planning t o ident ify st rat egic act ions needed for syst ems change and/or capacit y building has increased. Long range planning in relat ion t o AT are in exist ence.

v

Resources St rat egies implement ed for syst ems change The implement at ion

• f st rat egies

needed t o support syst ems N/A Educat ional agency provides professional development and t raining in AT for program policies and administ rat ion promot e (1 ) int eragency and int erdisciplinary

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES change and/or capacit y building has increased. st aff. collaborat ion; (2) rec'd pract ices; (3) family part icipat ion AND syst emat ic professional development Resources Format ive/summat ive evaluat ions of syst ems for syst ems change The use of format ive and summat ive evaluat ion of t he syst ems change and/or capacit y building has increased. Format ive and summat ive evaluat ions of syst ems change and/or capacit y building are in exist ence.

v v

Resources

• OR - Administ rat or's assessment guide for program development in "A School Administ rat or's Deskt op Guide t o Assist ive

Technology" p. 41

• 46 (for school-age but has applicat ions for EI)

Family organizat ions The capacit y of a new and/or exist ing family

• rganizat ion t o

meet t he ident ified needs

• f families has

increased. Provide references here of family

• rganizat ions who

focus on AT. Resources Environment design AT implement at ion includes

v

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OUTCOME DESCRIPTION Child and/or Family OUTCOMES Service Provider OUTCOMES Syst ems-Level OUTCOMES "AT" SPECIFIC QIAT INDICATORS DEC REC'D PRACTICES mainagement and maint enance of equipment and mat erials. Resources

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Resources Arizona Assist ive Technology and Early Childhood Educat ion

• M. J. Wilcox (principal invest igat or), T. Norman-Murch, J.S.

Oberst ein, M.A. Volkmann, D.K. W agner, C.R. Musselwhit e, & E. Malena Early Assist ive Technology Training Project Infant Child Communicat ion Research Programs Arizona St at e Universit y POB 8 71 90 8 Tempe, AZ 8 528 7-1 90 8 California Tech for Tot s: Assist ive Technology for Infant s and Young Children, Level 1 (20 0 0 )

• T. Solano & S.K. Aller

Children’s Hospit al Los Angeles Corporat e Relat ions and Technology Transfer POB 5470 0 Los Angeles, CA 90 0 54-0700 (323) 6 6 9 -41 1 Colorado Assist ive Technology for Infant s, Toddlers, Children, and Yout h wit h Disabilit ies: Colorado Guidelines for Healt h Professionals, Educat ors, and Administ rat ors (20 0 1 ) Colorado Consort ium on Assist ive Technology Copies of t hese guidelines may be accessed on t he Colorado Depart ment of Educat ion websit e at www.cde.st at e.co.us or by cont act ing a Consort ium represent at ive: Colorado Depart ment of Educat ion (30 3) 8 6 6 -6 6 94 Colorado Depart ment of Public Healt h and Environment (30 3) 6 92- 241 3 Assist ive Technology Part ners (30 3) 31 5 -1 28 0 Colorado School for t he Deaf and Blind (71 9) 578 -220 1 Connect icut Guidelines for Assist ive Technology (1 999) Connect icut St at e Depart ment of Educat ion and Connect icut Birt h t o Three Syst em 46 0 Capit ol Avenue Hart ford, CT 0 6 1 0 6 (8 6 0 ) 41 8 -6 1 47 www.birt h23.org Florida To inquire about t he adapt ive play powerpoint present at ion handout , cont act : Florida Alliance for Assist ive Service and Technology (FAAST) 325 John Knox Road, Building B Tallahassee, FL 3230 8 (8 50 ) 48 7-3278 faast @faast .org www.faast .org

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Georgia To inquire about Babies Can’t W ait Assist ive Technology Prot ocol, cont act : Babies Can’t W ait Division of Public Healt h 2 Peacht ree St reet , NW At lant a, GA 30 30 3 -31 8 6 (40 4)6 52-270 0 gdphinfo@dhr.st at e.ga.us ht t p://healt h.st at e.ga.us Idaho Assist ive Technology for Infant s and Toddlers: A Handbook for Parent s and Caregivers (1 999)

• L. Rhoads, M.e Dot y, and R. Seiler

Idaho Assist ive T echnology Project Cent er on Disabilit ies and Human Development Universit y of Idaho 1 29 W est Third St reet Moscow, Idaho 8 38 43 (20 8 ) 8 8 5 -3771

• r (8 0 0 )432-8 324

Illinois To inquire about t he EI services program Powerpoint handout or t he Early Int ervent ion AT Guidelines, cont act : Illinois Depart ment of Human Services Bureau of Early Int ervent ion 222 Sout h College, 2nd floor Springfield, IL 6 270 4 (21 2) 78 2-1 98 1 www.dhs.st at e.il.us/ei Maine Parent Guidebook t o Assist ive Technology is available at www.mainecit e.org/pt guide Minnesot a To inquire about Child, Environment , and Tasks W

• rksheet : Assist ive

Technology Planning Process, cont act : Minnesot a Depart ment of Educat ion 1 50 0 Highway 36 W est Roseville, MN 551 1 3 -426 6 (6 51 ) 58 2-8 20 0 mde.cont act us@st at e.mn.us ht t p://educat ion.st at e.mn.us Mont ana Family Guide t o Assist ive Technology is available at www.pluk.org/AT1 .ht ml Or in alt ernat ive format s by cont act ing Parent s, Let ’s Unit e for Kids (PLUK) (40 6 ) 255 -0 540 or plukinfo@pluk.org

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Nort h Carolina Assist ive Technology and Play for Infant s and Toddlers (1 993)

• L. F. Lewis, D. Fit zgibbons, & L.U. Kearney

Augment at ive Communicat ion Therapy (ACT) 230 1 Rexwoods Drive, Suit e 1 0 8 Raleigh, NC 276 0 7 (91 9) 78 1

• 4434

Developed in coordinat ion wit h NC Assist ive Technology Project , 1 1 1 Navaho Drive, Suit e 1 0 1 , Raleigh, NC 276 0 9, (91 9) 8 50-278 7 Baby Power: A Guide for Families Using Assist ive Technology wit h Their Infant s & Toddlers A collaborat ive project of The Cent er for Lit eracy and Disabilit y St udies (CLDS) Campus Box 8 1 35 730 Airport Road, Suit e 20 0 Universit y of Nort h Carolina at Chapel Hill Chapel Hill, NC 27599-81 35 (91 9) 96 6 -7486 and The Clinical Cent er for t he St udy of Development and Learning (CDL) Campus Box 7255, BSRC Building Universit y of Nort h Carolina at Chapel Hill Chapel Hill, NC 27599-7255 (91 9) 96 6 -51 71 Tech It Easy: Technology for Infant s and Toddlers Made Easy (1 995) The Clinical Cent er for t he St udy of Development and Learning (CDL) Universit y of Nort h Carolina at Chapel Hill Campus Box 7255, BSRC Building Chapel Hill, NC 27599-7255 (91 9) 96 6 -51 71 Ohio Assist ive Technology for Preschoolers wit h Disabilit ies: Collect ed Resources (1 995) The Preschool Technology Training Team Project

• G. Mahoney (direct or), P.P. Port o, M. Rosenshein, & J. Woolley

Family Child Learning Cent er Children’s Hospit al Medical Cent er of Akron Akron, OH Project Part icipat e: Modules for Compet ency-Based Personnel Preparat ion in Early Childhood Educat ion

• J. Ireland, B. May, M. Seibert (edit or), L. Weber, & M. Rosenshein

Mid-East Ohio SERRC 431 St ow St reet Cuyahoga Falls, OH 44221 (330 ) 926 -38 0 0

19

Oregon To inquire about Assist ive Technology Model Operat ing Guidelines for School Dist rict s and IEP Teams (20 0 3) OR Assist ive Technology Quest ion Worksheet and associat ed PowerPoint handout “Aft er t he Assessment : St rat egies t o Improve AT Implement at ion”

• G. Bowser

Oregon Technology Access Program (OTAP) 1 8 71 NE St ephens Roseburg, OR 97470 (541 ) 440 -4791 www.ot ap-oregon.org gayl.bowser@douglasesd.k1 2.or.us Assist ive Technology Plan for Early Childhood (20 0 2) Assist ive Technology Opt ions for Preschoolers (ATOP) Union-Baker Educat ional Service Dist rict 1 0 1 0 0 Nort h McAlist er Road Island Cit y, OR 978 50 www.ei.ubesd.k1 2.or.us Assist ive Technology Point ers for Parent s (20 0 0 ; also available in Spanish) Collaborat ion bet ween Wisconsin Assist ive Technology Init iat ive (W ATI) and Oregon Technology Access Program (OTAP)

• P. Reed & G. Bowser

Can order t hrough Coalit ion for Assist ive Technology in Oregon (CATO) POB 431 Winchest er, OR 97495 (541 ) 440 -4791 A School Administ rat or’s Deskt op Guide t o Assist ive Technology (20 0 4) Technology and Media Division (TAM) of t he Council for Except ional Children 1 1 1 0 N. Glebe Road, Suit e 30 0 Arlingt on, VA 2220 1

• 570 4

www.t amcec.org Pennsylvania To inquire about Assist ive Technology Resource Pack for Early Int ervent ion Families and Professionals: Frequent ly Asked Quest ions (20 0 3) Or Assist ive Technology: Creat ing Opport unit ies and Expanding Expect at ions! (powerpoint handout ), cont act : Pennsylvania Training and Technical Assist ance Net work (PaTTAN) 6 340 Flank Drive, Suit e 6 0 0 Harrisburg, PA 1 71 22-276 4 (71 7) 541

• 496 0 or (8 0 0 ) 36 0-728 2

(71 7) 541

• 496 8 fax

www.pat t an.k1 2.pa.us To inquire about Helping Tools for Young Pennsylvanians and Their Families (20 0 0 ) cont act : Pennsylvania Init iat ive on Assist ive Technology (PIAT) Inst it ut e on Disabilit ies/UAP Temple Universit y Rit t er Annex 423 1 30 1 Cecil B. Moore St reet Philadelphia, PA 1 91 22

20

Sout h Carolina Assist ive Technology J.D. Tillman & G. Clement -At kinson The Cent er for Disabilit y Resources A Universit y Cent er for Excellence in Development al Disabilit ies Educat ion, Research and Service (UCEDD) Universit y of Sout h Carolina School of Medicine, Depart ment of Pediat rics Columbia, SC 29208 Wisconsin Designing Environment s for Successful Kids (20 0 3) Penny Reed, Edit or Wisconsin Assist ive Technology Init iat ive (WATI) 8 0 0 Algoma Blvd. Oshkosh, W I 5490 1 (8 0 0 ) 991

• 5576

(920 )-424-1 396 (fax) www.wat i.org Lit eracy Kit s available at www.wat i.org/Lit eracy Wisconsin Assist ive Technology Init iat ive (WATI) (8 0 0 ) 991

• 5576

W yoming Assist ive Technology Tools for Early Childhood W yoming New Opt ions in Technology (W YNOT) 1 46 5 N. 4t h St reet , Suit e 1 1 1 Laramie, W Y 8 20 70 (8 0 0 ) 8 6 1

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2 or (30 7) 76 6 -208 4 (30 7) 721

• 20 8 4 fax

Nat ional (not st at e specific): Technology in t he Classroom: Posit ioning, Access, and Mobilit y Module (1 992) Elaine Trefler, Med American Speech-Language-Hearing Associat ion 1 0 8 0 1 Rockville Pike Rockville, MD 20 8 52