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Enhancing AT Services by Collaborating with an
Academic UnitAssistive Technology Resource Center
Sherri Keller & Marla Roll
Accessing Higher Ground 2010
Introduction
Explore models for AT service delivery in higher education.
What are Assistive Technology (AT) services at Colorado State University?
CollaborationsHow collaborations enhance AT services
Pros:
Cons:
Explore various service models:Pros/ Cons for assistive technology services based out of the DSS office:
Pros:
Cons:
Pros/ Cons for assistive technology services based out of central computing/ IT:
Pros:
Cons:
Pros/ Cons of other service models:
Colorado State UniversityInstitutional ProfileFort Collins, CO pop: 141,000Land grant institutionCarnegie Research University8 CollegesEnrollment = 26,5000Tuition
Residents ( 81%) = $6,985.00Non-residents = $23,095.00
Small bit of history –ATRC began with:
Fed DEO personnel prep grant for OT grad students
IBM donations
University politics – centralize services:Moved to the Office of Equal Opportunity
Oops:Strong justification to move the center back to the
Department of Occupational Therapy
Lessons learned : Assistive Technology Resource Center (ATRC)
Services= DirectAssistive Technology:
EvaluationsAccommodationsTraining
Eligibility:Students with a disability as defined by ADA
and Section 504Students with cumulative trauma disorders/
acute injuriesEmployees with a disability as defined by the
ADA
Services = ConsultationErgonomic, accessibility, and universal design
considerations for computing and technology environments.
Assistance with ensuring accessible web content, on-line education, and course materials.
TeachingOversight of Assistive Technology content in
the Occupational Therapy graduate curriculum.
Development of an Assistive Technology elective.
Fieldwork students.
Occupational Therapy Graduate Program: provides a MS or MOT degree to 45 students
annuallyPhD is in process
Other human services fields to consider:PsychologySocial WorkEducationAllied Health
Collaborations
GrantsResearchDevelopmentMore comprehensive level of servicesPersonnel prepPublications
Benefits of collaboration with OT
ATRC has been positioned to partner with other faculty in Occupational Therapy in pursuit of grants.
1. Access –
U.S. Department of Education, Office of Postsecondary Education(Grants P333A050015 and P333A080026).
http://accessproject.colostate.edu/(1.7 million) – activities and research related to implementing
universal design in higher education classrooms
2. TPSID – Transition Project: Opportunities for Postsecondary Success
( 2 million) - activities related to transition programs for students with ID in higher education
Grants
Program of Research & Scholarly Excellence (PRSE) Award – mini-research grant to encourage interdisciplinary research projects
ATRC partnered with other OT faculty and Computer Science faculty to bring Brain Computer Interface technology to people with disabilities.
Research
Research (Con’t)
PRSE project position to submit a large scale submission to NIH (pending).
We receive assistance from both the University & College Development offices.
Daniel’s Fund – foundation award that allowed the ATRC to buy equipment and provide AT services to the community. Recently asked to submit another proposal.
Donor connections – connection with a college has provided us with a donor pool. ATRC has received a fellowship from a College/ OT alumni.
Development:
Professional Trade journals and practice papersE.g. OT practice – assistive technology service
Refereed Journals e.g. AHEADEffectiveness of universal design for learning in
higher education – in printTwo others – in development
PhD program -
Publications
GSA’s
Application of the HAAT modelDocumentation – Outcomes – Evidence
Comprehensive AT services
Staffing 1.0 FTE Director – 25% of job is faculty related 1.0 FTE AT/ IT Coordinator .50 FTE Service Coordinator Two 12 hours GSA’s - 1st year OT graduate students Two 12 hour GSA’s – 2nd year OT graduate students
Grad students - Who benefits?Win for ATRC Self sustaining system, 2nd yr students
train the 1st yr students
OT graduate students study human factors as it relates to a task. They are learning about the relationship between one’s abilities and technology
Motivated, hard working. Eager to do projects, and research that will better the center
Relate better to peers, college students more receptive to training
Grad students are involved with the campus, able to provide feedback based on personal experiences how to improve services
Bring fresh energy and innovative ideas to the ATRC
Win for Grad Students Opportunity to learn via real examples
Experience with direct and indirect service delivery
Access to cutting edge technology
Ability to practice new skills with clientele: evaluation, documentation. Opportunity for constructive feedback in safe learning environment.
Opportunity to participate in research, grants, publications
Preparing them to be skilled assistive technology practitioners
Enhances employability
HAAT Model- Human Activity Assistive Technology Model4 Components
Things to consider
Human What are the student’s abilities?How satisfied is the student with their performance?
Activity What is the overall goal of using Assistive technology?What tasks, skills and abilities does the activity require?
Assistive Technology
What features apply to the specific user?Is performance improved based on the presence of the technology?
Context Does the environment support or hinder performance?Is it acceptable the student use technology in specific environments?
Application of HAAT ModelApplication of HAAT model
How ATRC applies the model
Define key activities Intake: Student defines meaningful activities related to academia Discuss strengths, barriers related to the academic taskDiscuss what adaptations they have attempted in the past
Consider the Perspective of the User
Assessment: ATRC staff selects an array of technology for student to view based on the feedback from the interview. Student previews technology, interacts with the technology with personal applications, determines what may work for them
Consider the Environment Training: Student is trained in their preferred setting Personal computer- free programsLibrary study roomsComputer labs- anywhere on campus
Selecting the technology Follow up: Student communicates with ATRC staff member the outcome of using technology via survey.Based on user feedback, technology use is either altered or continued
IntakeProgress NotesAssessment SummarySurvey- Results of the survey
Documentation
ATRC perspective: Providing the technology is the easy part Working with client, finding useful applications of the
AT and long term adoption is the challenging part.
Consider: Teaming with an academic unit - human services fieldsMay encourage meaningful and purposeful use of the
technologyMay provide access to financial and academic
opportunities, and opportunity for growth
Summary
Assistive Technology Resource Center
Department of Occupational Therapy
Colorado State University
Fort Collins, CO 80523
970-491-6258
www.atrc.colostate.edu
Sherri Keller, MS, OTR Marla Roll, MS, OTR
Email: [email protected]@cahs.colostate.edu
Contacts:
