ERIC Number: ED449604
Record Type: RIE
Publication Date: 2000
Assistive Technology Training for Early Childhood Personnel. Final Report.
Arizona State Univ., Tempe.
This document reports on the activities and achievements of a federally supported project in Arizona to provide inservice early childhood personnel with the necessary competencies and strategies to facilitate the inclusion of assistive technology for young children with disabilities. The 5-year project focused on three major assistive technology components: adaptive play, computers, and augmentative communication devices. The project relied upon an inter-agency, inter-network design to develop and field test a personnel training model that focused on the formulation and implementation of interdisciplinary partnerships. Major project activities included: (1) inservice training of interdisciplinary personnel teams; (2) independent replication of assistive technology methods and procedures by trained personnel teams; and (3) development, field-testing, and dissemination of training materials. Over 150 early childhood personnel participated in some form of project activities. Project evaluation indicated that on-site technical assistance was more beneficial in helping participants implement the ideas presented in the training sessions than were follow-up workshops. Individual sections of the report describe project activities, project evaluation methods, and project findings. Eight appendices present project evaluation data and comprise the bulk of the document. (Contains 24 references.) (DB)
Descriptors: Assistive Devices (for Disabled), Augmentative and Alternative Communication, Change Strategies, Computer Uses in Education, Disabilities, Early Childhood Education, Inservice Teacher Education, Interdisciplinary Approach, On the Job Training, Participant Satisfaction, Play, Staff Development, Technical Assistance, Technology, Theory Practice Relationship
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Arizona State Univ., Tempe.
Note: Project period: 8/1/94 through 7/31/00.