July 23, 2024 • 22 mins
In this episode, EALA is joined by Christine Fox from CITES, Glenna Wright-Gallo from OSERS, Zachary Chase from OET. Listen in as they discuss the importance of the AT guidance that was released alongside the National Educational Technology Plan (NETP). To learn more, visit:
- AT Guidance Resources page on CITES: https://cites.cast.org/get-started/policy
- Myths and Facts graphics: https://cites.cast.org/get-started/myths-facts
- FAQ page: https://cites.cast.org/more/faq-from-the-assistive-technology-at-guidance-webinar
Access the full podcast transcript at: https://bit.ly/DeepDiveWithOSERS_CITES_OET
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(02:02):
Today. We're going to go ahead and dive into a discussion surrounding the AT
guidance that was released alongside the NETP.
So super excited to have you all today.
Great to be here. Thanks for having me. Very excited. To set the scene back
in March, we co-hosted a webinar with Jisoo from the OET and a few others who
contributed to the development of the NETP.
(02:25):
And he really gave us some great background on the NETP and the three digital
divides, use, access, and design.
Zach, I was hoping if you can give some background on how the AT guidance relates to the NETP.
Sure. I'd love to. The NETP is, and always has been since its first release
(02:45):
in 1996, a vision document for the country.
The federal government has a unique perspective on being able to kind of survey
the entirety of the country.
And so its release in January was saying there's a bit of a reset for the vision of ed tech.
We also know that with that new vision come a lot of questions.
And so this AT guidance, we feel, is a really good fit for folks who read and
(03:09):
see the call for accessibility for UDL and for a more thoughtful procurement
process around assistive technology.
This guidance is a natural fit to help folks say, we see that vision in the
NETP, and this can help them move into some practical applications of that vision.
Awesome. Yeah, thank you so much for that. You can definitely see how alongside
(03:33):
the two kind of concoct the perfect set of guidance for educators.
That's the hope, at least. Yeah, yeah, definitely. So, you know,
on that, I'd love to know a little bit more about how this guidance is being
communicated to teachers, service providers, and caregivers. givers?
Definitely. So we here at the U.S. Department of Education have worked with
(03:57):
various stakeholders and partners to disseminate this guidance broadly.
We've been specifically targeting state, district, and school leaders,
as well as educators, specialists,
people working in educator prep programs, and families, as well as students
as the people that we want to make sure are aware of this guidance and the valuable
(04:19):
information that it includes.
We are very fortunate in that many organizations who represent these stakeholders
have worked with us to not only share this information broadly,
but also to adjust their existing resources and planned resources,
so any materials that they've developed, or to develop new materials and provide
(04:41):
training that support the information further.
And I could just add to that, Jackie, that at CITES, this is Christine,
at CITES, we have been excited to be able to support over time.
This is our second round of funding from OSEP, the Office of Special Education
Programs, inclusive technology systems.
So this AT guidance really complements that work where our primary audience
(05:06):
are district leaders, but across the spectrum.
So from ed tech and IT to assistive technology and special education,
coming from the ed tech and IT background and for the bulk of my career,
this guidance is so critical for the audience that's not in the special education realm,
especially because there are terms that we're sharing in very concrete ways
(05:28):
and truly dismissing those myths that seem to be barriers and opening up the audience.
And so CITES has created a variety of resources for different audiences that
we're pushing out across the country.
That is very helpful information. Thank you so much. You're teeing up my next question here.
Is there anyone, you know, who might not be aware of this guidance that should be?
(05:53):
So somebody not in that, you know, group that I named teachers,
caregivers, kind of outside that realm of direct interaction with students?
Well, I would like to add to what Christine talked about, right?
So kind of the primary group that we wanted to make sure was aware of it were
educators and specifically general educators, because they're not always part
of the decision-making process when it comes to assistive technology for children with disabilities.
(06:18):
Disabilities but with that
we also want to make sure that family members and the
children themselves the students themselves are aware
not only the requirement around assistive technology within the individuals
with disabilities education act or IDEA but the opportunity to have these conversations
on at least an annual basis as part of an IEP or an IFSP for our children who
(06:44):
are birth through three.
What I think is really important, though,
is this partnership that we've developed that is between OSERS and the Office
of EdTech to really look at how is it that we can work together to layer the
resources and the guidance that benefit all children.
(07:05):
So how do we really address those divides and look at equitable access and the use of technology,
technology including assistive technology for children with disabilities to
show them how to learn how to engage and learn and how to demonstrate their
learning in the most effective and efficient way possible.
(07:26):
Thank you. Can you speak a little bit more to the impetus for issuing this guidance?
You know, what were you seeing in the field that made this resource necessary?
What was the real need and thought process behind?
Why now? Well, I mean, why now is because the NETP was being revised,
(07:46):
and we really saw that as a great opportunity to proactively look and address
the needs of diverse students on the front end,
right, as we were developing the tools and the resources.
But I also think that the AT myths and facts speak specifically to what we're
seeing and the questions that we're hearing from educators and families.
(08:09):
So while the AT requirements have been within the IDEA for decades,
and I mean literally decades.
The rapid pace and availability of technology has shifted how we view it as
well as the availability and the accessibility.
Disability, and those tools have made it more adaptable to meet a variety of needs.
(08:31):
So that revision and the update of the National Ed Tech Plan,
which included the needs of children and students with disabilities on the front
end, provided us that great opportunity to work together across the department
on behalf of all students.
So while the AT guidance, the myths and and facts document is specific to the
(08:52):
requirements of IDEA, that doesn't mean that people are prohibited from using
that guidance to benefit more students than students with disabilities,
or using the built-in accessibility features and tools of technology to support
the learning of all students.
We really see these as going hand-in-hand to benefit everyone.
(09:15):
I couldn't agree more. I think, you know, accessibility for one really is accessibility
for all. So thank you for that.
What would you say, and anyone can feel free to jump in here,
what would you say is the biggest roadblock for ensuring students with disabilities
have access to technology and two-parter, and how can we leverage our organizations
(09:38):
to support students through these challenges.
We have a lot of nonprofit organizations that listen in to our podcasts,
and I'm sure we'll be pulling some information away from this.
I'm going to say a couple of pieces, and we've kind of danced around it a little bit here.
But one of the things that is a barrier is the thinking that this is a document
(09:58):
that should be read by an individual.
This document is prep work for folks who are about to go into a faculty meeting.
This isn't a document that is for your gen ed teacher or your special education
teacher or your assistive technology coordinator.
This is one to say, hey, we all need to know about this. I might be the only
one in this conversation whose background is just in a general education program, right?
(10:23):
And so I had my one class on special education as part of my program, and that was it.
So as we were drafting these documents and as I was going through,
there was a lot of learning that was going on.
We were modeling the removal of those silo barriers between our two offices.
And I think that's, that's the piece, right? Is the, it isn't just one person reading this thing.
It is everyone reading this document and then having the conversation for what
(10:47):
that, what that means for themselves and what that can look like practically.
And what those organizations can do is start to build some guidance around what
it means to, to make sure a system is only buying things that meet a minimum
expectation of accessibility ability and assistive tech, right?
So how are we making sure that it isn't just the classroom teacher that is having
(11:08):
this conversation, the special education teacher or the gen ed teacher,
not the classroom teacher, or that this isn't just a piece for the procurement
office, but that all of these folks are working together,
right? And so that kind of guidance is new.
It really is saying we all have a hand in making sure this is happening.
I know Christine could probably give a bunch of examples of folks in the districts
(11:29):
that CITES is working with where they have moved that assistive technology piece
into procurement and they have set baseline standards for what can be brought in.
And so I think that's the big piece. So making sure that this is everybody's,
everybody's reading it and then having a conversation about what the implication
is and then solving that barrier to say,
(11:50):
we can't keep losing time for kids and teachers because we didn't think about
this as we were buying things.
Yes, I will piggyback to that, Zach. And it reminds me of a tagline for CAST
podcast, which is accessibility is everyone's responsibility.
So that kind of ties in sites as a framework for bringing inclusive practices,
(12:10):
as I mentioned at the beginning.
And as part of the dissemination support, we have been creating resources that
I think one group we haven't talked about is the suppliers, right,
the K-12 companies that are supporting districts.
I think they, you know, there's an important factor to educate all of them and
share the myths and facts so they understand not only the law,
(12:33):
but the why and how everyone should be included.
So some of the resources that we developed include graphics,
really simple graphics, one myth and fact, they're organized by topic.
And we're going to publish in the coming weeks, principal version.
So to Zach's point about a faculty meeting, let's have cards around the table.
(12:54):
Let's really talk about this.
And then a digital version of, you know, for a game as well,
because it is a lot of information and different parts are more pertinent to
certain individuals, but the whole system really needs to understand.
So we're doing everything we can to get the word out across different audiences.
And another thing I wanted to add when you talk about the organizations coming
(13:16):
from a background of working in other nonprofit membership organizations is
the organizations should be modeling accessibility.
And I think that's a journey that they're taking now that they're just not always aware of.
So organizations themselves publishing accessible documents,
making sure their webinars and podcasts are accessible is another way that they
(13:38):
can walk the walk as they're sharing with their members or constituents.
And building on that, Christine, and a piece that maybe isn't exactly what we're
talking about here, but I think is an important offshoot is when they do that,
the teaching force becomes more accessible, right?
Then we are inviting more people into teaching who maybe thought that Because
(13:59):
of these inaccessible barriers and boundaries that have been built into our
tech expectations, the threshold for becoming a teacher was too difficult.
But when we think about accessibility and assistive technology as everyone's
job and important to helping everyone,
we set up the career and the profession to be a stronger place and how important
(14:23):
that is for our students with identified disabilities. I think we all know.
Yeah, I think those are such great points. And I totally agree with the dissemination
of the resources amongst all faculty, because so often districts do silo themselves
as a means of efficiency.
And, you know, before they know it, everyone is kind of operating in separate
(14:46):
worlds where really everyone should be operating together.
And I think that that's a really valuable point.
And also your point too, about making entering the teacher workforce more accessible.
Zach, that's a really valuable point that you just made.
And then also going off of what Christine was saying, you know,
ELA really tries our best to make our content accessible for folks.
(15:11):
And one of our pieces of bread and butter, if you will, is our accessible tech
tool library, library where we house over 145 accessible ed tech tools.
You know, it's our hope that one day all districts will move to 100% accessible
tools, which is kind of the conversation that we've all been having right here, right?
Being proactive in your procurement process.
(15:33):
And I know a lot of folks right now with ESSER is kind of running out.
Folks are rethinking a lot of the tools that they have.
So I would like to pose the question of where would you folks like to see digital
equity and accessibility in schools, you know, five or even 10 years from now.
I think the piece that is, we did just touch on, right, is this standard of born accessible.
(15:57):
So setting some baseline expectations for accessibility and availability of
assistive tech as a part of planning your curriculum, as a part of saying,
what does a biology class mean?
But I would also say that to head back to the NETP, right?
And again, this is how this assistive technology document fits so nicely.
(16:20):
And one of the main recommendations is setting and designing a profile of a learning environment.
Right. And so knowing where we need to go, what are the expectations of the
digital and physical spaces in which we expect students and adults to be learning and teaching?
And so then saying, all right, if this is the profile, then what does that require
the things that we are designing and putting in front of our learners?
(16:43):
So I'd say that in the five to 10 year space, every district,
every state having an expectation of accessibility and assistive technology
built in to procurement and curriculum adoption standards to say,
you know, what can you do?
And then I think it's also important to say on the other side,
we've seen a rise of third party validation of some of these accessibility of
(17:05):
neurodiversity, of user experience, of interoperability, of privacy,
all of those kinds of things.
So hopefully seeing that vendors are bringing those to the forefront and developers
are bringing those to the forefront to say, listen, we've done our homework.
You don't have to worry about kicking the tires on these functionality components
because we know that this matters to all students.
(17:26):
So asking, but also providing on both sides of that. I would agree with that.
I think the concept of being able to be seamless.
So we're not even really talking about this, right? We're not wondering if anything is accessible.
It's just a standard practice. And also then no student is signaled out, right?
(17:46):
Because, oh, you're using a screen reader and none of us can or will because
they feel that comfortable because everyone has access to those tools,
those that, you know, through their IEP and whatever needs they have, have it in our hands.
Using those and other students are using them just as many of us do on a regular
basis without even thinking about it. Just within the classroom,
(18:07):
it's not always as seamless.
So I think that is very critical when it's just part of the process from the
build, the procurement, to the implementation.
In addition to what my colleagues have all so shared,
I think that I would like to see Universal Design for Learning or UDL fully
implemented that framework of looking at add accessibility and different ways
(18:30):
for students to demonstrate their learning and to engage in that learning process.
I would like to see that fully developed and implemented throughout schools.
Yeah, I think what each of you have shared is definitely something that,
you know, districts should be keeping in mind as technology and the world is advancing.
(18:51):
I'd like to, you know, take a minute as we wrap things up for each of you to
spotlight some of the work you're doing and how folks can stay involved and
stay informed about that, the work.
Great. Well, all started off, but here at OSURS and specifically with the work
that's happening with the Office of Special Education Programs, or OSEP.
(19:14):
We have multiple OSEP-funded technical assistance centers, such as CITES,
an example that we've heard about today.
Those, I think, are a great way of really staying up to date with the work that's
happening, the latest research, the latest evidence-based, as well as free opportunities
for professional learning and to learn more about these tools.
(19:38):
There are a variety of professional organizations that also partner with Ed
and partner with the TA centers.
And so connecting with some of those professional organizations that work on
behalf of families, who work on behalf of advocates or educators or school leaders
are another opportunity to really stay involved and connected.
(20:00):
We do put out a monthly newsletter from OSEP, And you can sign up on the Department
of Ed webpage under OSEP.
And then I think that one of the things that we do not talk about and we do
not give enough credit is that as part of the AT Act,
which is administered through Health and Human Services, so not Department of
(20:23):
Ed, there is an AT3 center in every state that also helps support assistive
technology evaluations.
A lot of times they have lending libraries and professional development opportunities there.
Thank you so much, Gwena. I did not know about that. And I would really love
to grab that resource link after this call and include that in our resource
(20:46):
library. So thank you for sharing that. Yeah.
As one of those centers, I can just piggyback on to what Glenna said.
The site does host a community of practice.
Any educator is welcome to participate, whether it's a district leader or a classroom teacher.
We meet bimonthly and it's truly an opportunity for dialogue.
We spend a lot of time the last several, we have meetings bimonthly,
(21:08):
folks talking about the myths and facts and how they're leveraging them,
who they're working with.
In addition, CAST hosts the National AIM Center, and that podcast,
the Accessible Learning Experience, has a lot of great, easy-listening podcasts
with educators and administrators and authors and researchers from across the
(21:28):
country sharing monthly details on accessibility and folks'
journeys to accessibility throughout their careers. Thank you, Christine.
And Zach, how can we stay up to date with what you're doing over at the Office
of Education Technology?
Sure. You can come over to our site, tech.ed.gov, and take a look at all the great.
(22:08):
Music.
Today. We're going to go ahead and dive into a discussion surrounding the AT
guidance that was released alongside the NETP.
So super excited to have you all today.
Great to be here. Thanks for having me. Very excited. To set the scene back
in March, we co-hosted a webinar with Jisoo from the OET and a few others who
contributed to the development of the NETP.
(02:25):
And he really gave us some great background on the NETP and the three digital
divides, use, access, and design.
Zach, I was hoping if you can give some background on how the AT guidance relates to the NETP.
Sure. I'd love to. The NETP is, and always has been since its first release
(02:45):
in 1996, a vision document for the country.
The federal government has a unique perspective on being able to kind of survey
the entirety of the country.
And so its release in January was saying there's a bit of a reset for the vision of ed tech.
We also know that with that new vision come a lot of questions.
And so this AT guidance, we feel, is a really good fit for folks who read and
(03:09):
see the call for accessibility for UDL and for a more thoughtful procurement
process around assistive technology.
This guidance is a natural fit to help folks say, we see that vision in the
NETP, and this can help them move into some practical applications of that vision.
Awesome. Yeah, thank you so much for that. You can definitely see how alongside
(03:33):
the two kind of concoct the perfect set of guidance for educators.
That's the hope, at least. Yeah, yeah, definitely. So, you know,
on that, I'd love to know a little bit more about how this guidance is being
communicated to teachers, service providers, and caregivers. givers?
Definitely. So we here at the U.S. Department of Education have worked with
(03:57):
various stakeholders and partners to disseminate this guidance broadly.
We've been specifically targeting state, district, and school leaders,
as well as educators, specialists,
people working in educator prep programs, and families, as well as students
as the people that we want to make sure are aware of this guidance and the valuable
(04:19):
information that it includes.
We are very fortunate in that many organizations who represent these stakeholders
have worked with us to not only share this information broadly,
but also to adjust their existing resources and planned resources,
so any materials that they've developed, or to develop new materials and provide
(04:41):
training that support the information further.
And I could just add to that, Jackie, that at CITES, this is Christine,
at CITES, we have been excited to be able to support over time.
This is our second round of funding from OSEP, the Office of Special Education
Programs, inclusive technology systems.
So this AT guidance really complements that work where our primary audience
(05:06):
are district leaders, but across the spectrum.
So from ed tech and IT to assistive technology and special education,
coming from the ed tech and IT background and for the bulk of my career,
this guidance is so critical for the audience that's not in the special education realm,
especially because there are terms that we're sharing in very concrete ways
(05:28):
and truly dismissing those myths that seem to be barriers and opening up the audience.
And so CITES has created a variety of resources for different audiences that
we're pushing out across the country.
That is very helpful information. Thank you so much. You're teeing up my next question here.
Is there anyone, you know, who might not be aware of this guidance that should be?
(05:53):
So somebody not in that, you know, group that I named teachers,
caregivers, kind of outside that realm of direct interaction with students?
Well, I would like to add to what Christine talked about, right?
So kind of the primary group that we wanted to make sure was aware of it were
educators and specifically general educators, because they're not always part
of the decision-making process when it comes to assistive technology for children with disabilities.
(06:18):
Disabilities but with that
we also want to make sure that family members and the
children themselves the students themselves are aware
not only the requirement around assistive technology within the individuals
with disabilities education act or IDEA but the opportunity to have these conversations
on at least an annual basis as part of an IEP or an IFSP for our children who
(06:44):
are birth through three.
What I think is really important, though,
is this partnership that we've developed that is between OSERS and the Office
of EdTech to really look at how is it that we can work together to layer the
resources and the guidance that benefit all children.
(07:05):
So how do we really address those divides and look at equitable access and the use of technology,
technology including assistive technology for children with disabilities to
show them how to learn how to engage and learn and how to demonstrate their
learning in the most effective and efficient way possible.
(07:26):
Thank you. Can you speak a little bit more to the impetus for issuing this guidance?
You know, what were you seeing in the field that made this resource necessary?
What was the real need and thought process behind?
Why now? Well, I mean, why now is because the NETP was being revised,
(07:46):
and we really saw that as a great opportunity to proactively look and address
the needs of diverse students on the front end,
right, as we were developing the tools and the resources.
But I also think that the AT myths and facts speak specifically to what we're
seeing and the questions that we're hearing from educators and families.
(08:09):
So while the AT requirements have been within the IDEA for decades,
and I mean literally decades.
The rapid pace and availability of technology has shifted how we view it as
well as the availability and the accessibility.
Disability, and those tools have made it more adaptable to meet a variety of needs.
(08:31):
So that revision and the update of the National Ed Tech Plan,
which included the needs of children and students with disabilities on the front
end, provided us that great opportunity to work together across the department
on behalf of all students.
So while the AT guidance, the myths and and facts document is specific to the
(08:52):
requirements of IDEA, that doesn't mean that people are prohibited from using
that guidance to benefit more students than students with disabilities,
or using the built-in accessibility features and tools of technology to support
the learning of all students.
We really see these as going hand-in-hand to benefit everyone.
(09:15):
I couldn't agree more. I think, you know, accessibility for one really is accessibility
for all. So thank you for that.
What would you say, and anyone can feel free to jump in here,
what would you say is the biggest roadblock for ensuring students with disabilities
have access to technology and two-parter, and how can we leverage our organizations
(09:38):
to support students through these challenges.
We have a lot of nonprofit organizations that listen in to our podcasts,
and I'm sure we'll be pulling some information away from this.
I'm going to say a couple of pieces, and we've kind of danced around it a little bit here.
But one of the things that is a barrier is the thinking that this is a document
(09:58):
that should be read by an individual.
This document is prep work for folks who are about to go into a faculty meeting.
This isn't a document that is for your gen ed teacher or your special education
teacher or your assistive technology coordinator.
This is one to say, hey, we all need to know about this. I might be the only
one in this conversation whose background is just in a general education program, right?
(10:23):
And so I had my one class on special education as part of my program, and that was it.
So as we were drafting these documents and as I was going through,
there was a lot of learning that was going on.
We were modeling the removal of those silo barriers between our two offices.
And I think that's, that's the piece, right? Is the, it isn't just one person reading this thing.
It is everyone reading this document and then having the conversation for what
(10:47):
that, what that means for themselves and what that can look like practically.
And what those organizations can do is start to build some guidance around what
it means to, to make sure a system is only buying things that meet a minimum
expectation of accessibility ability and assistive tech, right?
So how are we making sure that it isn't just the classroom teacher that is having
(11:08):
this conversation, the special education teacher or the gen ed teacher,
not the classroom teacher, or that this isn't just a piece for the procurement
office, but that all of these folks are working together,
right? And so that kind of guidance is new.
It really is saying we all have a hand in making sure this is happening.
I know Christine could probably give a bunch of examples of folks in the districts
(11:29):
that CITES is working with where they have moved that assistive technology piece
into procurement and they have set baseline standards for what can be brought in.
And so I think that's the big piece. So making sure that this is everybody's,
everybody's reading it and then having a conversation about what the implication
is and then solving that barrier to say,
(11:50):
we can't keep losing time for kids and teachers because we didn't think about
this as we were buying things.
Yes, I will piggyback to that, Zach. And it reminds me of a tagline for CAST
podcast, which is accessibility is everyone's responsibility.
So that kind of ties in sites as a framework for bringing inclusive practices,
(12:10):
as I mentioned at the beginning.
And as part of the dissemination support, we have been creating resources that
I think one group we haven't talked about is the suppliers, right,
the K-12 companies that are supporting districts.
I think they, you know, there's an important factor to educate all of them and
share the myths and facts so they understand not only the law,
(12:33):
but the why and how everyone should be included.
So some of the resources that we developed include graphics,
really simple graphics, one myth and fact, they're organized by topic.
And we're going to publish in the coming weeks, principal version.
So to Zach's point about a faculty meeting, let's have cards around the table.
(12:54):
Let's really talk about this.
And then a digital version of, you know, for a game as well,
because it is a lot of information and different parts are more pertinent to
certain individuals, but the whole system really needs to understand.
So we're doing everything we can to get the word out across different audiences.
And another thing I wanted to add when you talk about the organizations coming
(13:16):
from a background of working in other nonprofit membership organizations is
the organizations should be modeling accessibility.
And I think that's a journey that they're taking now that they're just not always aware of.
So organizations themselves publishing accessible documents,
making sure their webinars and podcasts are accessible is another way that they
(13:38):
can walk the walk as they're sharing with their members or constituents.
And building on that, Christine, and a piece that maybe isn't exactly what we're
talking about here, but I think is an important offshoot is when they do that,
the teaching force becomes more accessible, right?
Then we are inviting more people into teaching who maybe thought that Because
(13:59):
of these inaccessible barriers and boundaries that have been built into our
tech expectations, the threshold for becoming a teacher was too difficult.
But when we think about accessibility and assistive technology as everyone's
job and important to helping everyone,
we set up the career and the profession to be a stronger place and how important
(14:23):
that is for our students with identified disabilities. I think we all know.
Yeah, I think those are such great points. And I totally agree with the dissemination
of the resources amongst all faculty, because so often districts do silo themselves
as a means of efficiency.
And, you know, before they know it, everyone is kind of operating in separate
(14:46):
worlds where really everyone should be operating together.
And I think that that's a really valuable point.
And also your point too, about making entering the teacher workforce more accessible.
Zach, that's a really valuable point that you just made.
And then also going off of what Christine was saying, you know,
ELA really tries our best to make our content accessible for folks.
(15:11):
And one of our pieces of bread and butter, if you will, is our accessible tech
tool library, library where we house over 145 accessible ed tech tools.
You know, it's our hope that one day all districts will move to 100% accessible
tools, which is kind of the conversation that we've all been having right here, right?
Being proactive in your procurement process.
(15:33):
And I know a lot of folks right now with ESSER is kind of running out.
Folks are rethinking a lot of the tools that they have.
So I would like to pose the question of where would you folks like to see digital
equity and accessibility in schools, you know, five or even 10 years from now.
I think the piece that is, we did just touch on, right, is this standard of born accessible.
(15:57):
So setting some baseline expectations for accessibility and availability of
assistive tech as a part of planning your curriculum, as a part of saying,
what does a biology class mean?
But I would also say that to head back to the NETP, right?
And again, this is how this assistive technology document fits so nicely.
(16:20):
And one of the main recommendations is setting and designing a profile of a learning environment.
Right. And so knowing where we need to go, what are the expectations of the
digital and physical spaces in which we expect students and adults to be learning and teaching?
And so then saying, all right, if this is the profile, then what does that require
the things that we are designing and putting in front of our learners?
(16:43):
So I'd say that in the five to 10 year space, every district,
every state having an expectation of accessibility and assistive technology
built in to procurement and curriculum adoption standards to say,
you know, what can you do?
And then I think it's also important to say on the other side,
we've seen a rise of third party validation of some of these accessibility of
(17:05):
neurodiversity, of user experience, of interoperability, of privacy,
all of those kinds of things.
So hopefully seeing that vendors are bringing those to the forefront and developers
are bringing those to the forefront to say, listen, we've done our homework.
You don't have to worry about kicking the tires on these functionality components
because we know that this matters to all students.
(17:26):
So asking, but also providing on both sides of that. I would agree with that.
I think the concept of being able to be seamless.
So we're not even really talking about this, right? We're not wondering if anything is accessible.
It's just a standard practice. And also then no student is signaled out, right?
(17:46):
Because, oh, you're using a screen reader and none of us can or will because
they feel that comfortable because everyone has access to those tools,
those that, you know, through their IEP and whatever needs they have, have it in our hands.
Using those and other students are using them just as many of us do on a regular
basis without even thinking about it. Just within the classroom,
(18:07):
it's not always as seamless.
So I think that is very critical when it's just part of the process from the
build, the procurement, to the implementation.
In addition to what my colleagues have all so shared,
I think that I would like to see Universal Design for Learning or UDL fully
implemented that framework of looking at add accessibility and different ways
(18:30):
for students to demonstrate their learning and to engage in that learning process.
I would like to see that fully developed and implemented throughout schools.
Yeah, I think what each of you have shared is definitely something that,
you know, districts should be keeping in mind as technology and the world is advancing.
(18:51):
I'd like to, you know, take a minute as we wrap things up for each of you to
spotlight some of the work you're doing and how folks can stay involved and
stay informed about that, the work.
Great. Well, all started off, but here at OSURS and specifically with the work
that's happening with the Office of Special Education Programs, or OSEP.
(19:14):
We have multiple OSEP-funded technical assistance centers, such as CITES,
an example that we've heard about today.
Those, I think, are a great way of really staying up to date with the work that's
happening, the latest research, the latest evidence-based, as well as free opportunities
for professional learning and to learn more about these tools.
(19:38):
There are a variety of professional organizations that also partner with Ed
and partner with the TA centers.
And so connecting with some of those professional organizations that work on
behalf of families, who work on behalf of advocates or educators or school leaders
are another opportunity to really stay involved and connected.
(20:00):
We do put out a monthly newsletter from OSEP, And you can sign up on the Department
of Ed webpage under OSEP.
And then I think that one of the things that we do not talk about and we do
not give enough credit is that as part of the AT Act,
which is administered through Health and Human Services, so not Department of
(20:23):
Ed, there is an AT3 center in every state that also helps support assistive
technology evaluations.
A lot of times they have lending libraries and professional development opportunities there.
Thank you so much, Gwena. I did not know about that. And I would really love
to grab that resource link after this call and include that in our resource
(20:46):
library. So thank you for sharing that. Yeah.
As one of those centers, I can just piggyback on to what Glenna said.
The site does host a community of practice.
Any educator is welcome to participate, whether it's a district leader or a classroom teacher.
We meet bimonthly and it's truly an opportunity for dialogue.
We spend a lot of time the last several, we have meetings bimonthly,
(21:08):
folks talking about the myths and facts and how they're leveraging them,
who they're working with.
In addition, CAST hosts the National AIM Center, and that podcast,
the Accessible Learning Experience, has a lot of great, easy-listening podcasts
with educators and administrators and authors and researchers from across the
(21:28):
country sharing monthly details on accessibility and folks'
journeys to accessibility throughout their careers. Thank you, Christine.
And Zach, how can we stay up to date with what you're doing over at the Office
of Education Technology?
Sure. You can come over to our site, tech.ed.gov, and take a look at all the great.
(22:08):
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