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survey tools to determine need/interest- QIAT matrices for need
https://qiat.org

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QIAT - Quality Indicators for Assistive Technology - Guiding the Provision of Quality AT Services

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Quality Indicators for Assistive Technology

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https://www.ctdinstitute.org/

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Welcome to the National Center on Accessible Educational Materials. We provide resources and technical assistance for educators, parents, students, publishers, conversion houses, accessible media producers, and others interested in learning more about AEM and implementing AEM and the National Instructional Materials Accessibility Standard (NIMAS).

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Note: The AEM Center is only providing the content for these modules. The listed activities are suggested to encourage reflection as you interact with the content. If you are taking this module for credit, you may be required to submit assignments to your credit provider.

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Teacher preparation  modules- CTD  Introduction to AT

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Teacher preparation  modules- CTD  Introduction to AT

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https://www.ctdinstitute.org/audience/at-101

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http://dart.ed.ac.uk/app-wheel-update/

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Back in 2014 DART developed a summary of some recommended apps for autistic users. This was updated in April 2015 - and yes, I know it really needs doing again!

The wheel is divided into relevant topic areas. Icons in the inner circle are suitable for younger players and perhaps those with a learning disability. The outer wheel is for older players. Icons with a pink outline are free, or have a free version. We have made an attempt to recommend apps available for both Apple and Android devices, but some are only available on Apple. The icons in this pdf version are clickable links so you can go direct to the download or information page for each app.

I hope it is helpful! If you're reading this and you want to volunteer to update the wheel please get in touch!

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Back in 2014 DART developed a summary of some recommended apps for autistic users. This was updated in April 2015 - and yes, I know it really needs doing again! The wheel is divided into relevant topic areas. Icons in the inner circle are suitable for younger players and perhaps those with a learning disability.

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based on Malcolm Knowles's philosophies

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The teacher of adults has a different job from the one who teaches children. If you're teaching adult students, for the best results it's important to understand and practice five principles espoused by Malcolm Knowles, a pioneer in the study of adult learning. He observed that adults learn best when:

1. They understand why something is important to know or do.

2. They have the freedom to learn in their own way.

3. Learning is experiential.

4. The time is right for them to learn.

5. The process is positive and encouraging.

Most adult students are in your classroom because they want to be. Some of them are there because they have continuing education requirements to keep a certificate current, but most are there because they've chosen to learn something new.

This principle is not about why your students are in your classroom, but about why each thing you teach them is an important part of the learning. For example, imagine you are teaching a group how to make pickles. It would be important for students to understand why each step in the pickle-making process is important:

It's important to soak the cucumbers in ice water overnight. This helps make the pickles crisp.

If you put a towel under the jars in the canner, they won't bounce against each other and break.

When sterilizing the jars, it's important to fill each at least halfway with water, AND fill the canner they're sitting in with water. Too little water and the towel mentioned in the previous bullet will catch on fire. You know this kind of information comes from experience.

There are three general learning styles: visual, auditory, and kinesthetic.

Visual learners rely on pictures. They love graphs, diagrams, and illustrations. "Show me," is their motto. They often sit in the front of the classroom to avoid visual obstructions and to watch you, the teacher. They want to know what the subject looks like. You can best communicate with them by providing handouts, writing on the whiteboard, and using phrases like, "Do you see how this works?"

Auditory learners listen carefully to all sounds associated with the learning. "Tell me," is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, "How does that sound to you?"

Tactile or kinesthetic learners need to physically do something to understand it. Their motto is "Let me do it." They trust their feelings and emotions about what they're learning and how you're teaching it. They want to actually touch what they're learning. They are the ones who will get up and help you with role-playing. You can best communicate with them by involving volunteers, allowing them to practice what they're learning, and using phrases like, "How do you feel about that?"

Most people use all three styles while they're learning, and of course, this is logical since we all have five senses, barring any disabilities, but one style almost always is preferred.

The big question is, "How do you, as the teacher, know which student has which learning style?" Without training in neuro-linguistics, it might be difficult, but conducting a short learning style assessment at the beginning of your class would benefit you and the students. This information is as valuable to the student as it is to you.

There are several learning style assessments available online, some better than others. A good choice is the one at Ageless Learner.

Experience can take many forms. Any activity that gets your students involved makes the learning experiential. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific - activity of any kind. Activities also keep people energize d, especially activities that involve getting up and moving about.

The other aspect of this principle is honoring the life experiences your students bring to the classroom. Be sure to tap into that wealth of wisdom whenever it's appropriate. You'll have to be a good timekeeper because people can talk for hours when asked for personal experiences, but the extra facilitation needed will be well worth the gems your students have to share.

"When the student is ready, the teacher appears" is a Buddhist proverb packed with wisdom. No matter how hard a teacher tries, if the student isn't ready to learn, chances are good he or she won't. What does this mean for you as a teacher of adults? Luckily, your students are in your classroom because they want to be. They've already determined that the time is right.

It's your job to listen carefully for teaching moments and take advantage of them. When a student says or does something that triggers a topic on your agenda, be flexible and teach it right then. If that would wreak havoc on your schedule, which is often the case, teach a bit about it rather than saying flat out that they'll have to wait until later in the program. By then, you may have lost their interest.

For most adults, being out of the classroom for even a few years can make going back to school intimidating. If they haven't taken a class in decades, it's understandable that they would have some degree of apprehension about what it will be like and how well they'll do. It can be tough to be a rookie when you've been an expert in your field for many, many years. Nobody enjoys feeling foolish.

Your job as a teacher of adult students includes being positive and encouraging. Patience helps too. Give your older students time to respond when you ask a question. They may need a few moments to consider their answer. Recognize the contributions they make, even when small. Give them words of encouragement whenever the opportunity arises. Most adults will rise to your expectations if you're clear about them.

A word of caution here. Being positive and encouraging is not the same as being condescending. Always remember that your students are adults. Speaking to them in the tone of voice you might use with a child is offensive, and the damage can be very difficult to overcome. Genuine encouragement from one person to another, regardless of age, is a wonderful point of human interaction.

This is your challenge as a teacher of adults. Beyond teaching your subject, you have the opportunity to inspire confidence and passion in another human being. That kind of teaching changes lives.

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Do You Practice the 5 Principles of Adult Learning When You Teach?

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The teacher of adults has a different job from the one who teaches children. If you're teaching adult students, for the best results it's important to understand and practice five principles espoused by Malcolm Knowles, a pioneer in the study of adult learning.

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https://elearningindustry.com/6-top-facts-about-adult-learning-theory-every-educator-should-know

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Adult Learning Theory: Everything eLearning Professionals Should Know

In 1968, Malcolm Shephard Knowles put forward a theory that distinguished adult learning (andragogy) from childhood learning (pedagogy). He expounded his ideas using five main assumptions. Out of these five points, he extrapolated four principles to make adult learning education more effective. Ηis theory still holds water. It's closely referenced in the development of eLearning material. Here are 7 notable facts and tips about adult learning theory that you may want to consider before creating your next eLearning course.

1. Adult Learners Have A Well-Established Sense Of Self

In childhood, we model ourselves off our parents and siblings. As teenagers, we pull away from family to mimic our friends and peer groups. It isn't until adulthood that we pick-and-choose from these two stages. We form a complete entity we call our 'self' and can be very attached to it. Even if we're not emphatic about identity politics, we do have a clear sense of self. We know we're distinct and separate from those around us. This affects our decisions and actions. In a training context, this means we want a say in our eLearning courses. We require a healthy sense of autonomy in learning. Otherwise, we soon lose interest.

2. Past Experiences Play A Pivotal Role In Adult Learning

Kids go to school with a good deal of knowledge, but it's not necessarily academic. By pre-school, they vaguely know how to share and speak. But there's lots of space for fresh data. Adults, on the other hand, have a world of experience behind them both academic and social. To teach them effectively, you have to feed into what they already know. Piggy-back off that and launch new concepts. This is crucial, because if your new data clashes with their existing knowledge base, they're not likely to accept it. You have to skillfully integrate into their lived experience, becoming an active part of their thought process.

3. Adult Learning Is Purpose Driven

Kids go to school because they're supposed to. Adults learn because they see the relevance. If they don't train, it could cost them a non-compliance fine or a promotion. They consciously decide to pick up a new skill or polish a valued hobby. It's a choice, not a duty. So their learning needs to be goal oriented. They have to see measurable learning objectives and have a clear system of gauging their progress. Otherwise, they'll just walk out of class. An eLearning course for adult learners must be tied to real-world applications. For example, incorporate simulations or real-world examples that allow them to see how the skill relates to their job duties or will help them overcome a challenge that is hindering their work performance.

4. Adult Learning Relies On A Readiness To Learn

Closely tied into their practicality is their willingness to attend the eLearning course. They paid for this eLearning course themselves or were sponsored by their employer. But they're still aware they're in the session by choice, so they're open to learning. They see the value in it and can comprehend the big picture. This makes them more receptive to study the online training material. It also makes them more discerning. They can recognize quality and are more vocal in demanding it. They relate to online instructors and eLearning course designers as peers, since they're fellow adults. They rarely hold them in awe or derision like kids do with their teachers. Keep online training material relevant and task based to tap into their openness and interest.

5. Adult Learners Are Driven By Internal Motivation

Kids can be trained with 'carrots and sticks'. They want their teacher to like them, and they're eager for those gold stars. They're scared of disapproval. These polar emotions can keep them working hard, at least for a while. Adults develop their own methods of motivation. Focus their online training on problem-solving. Rote learning doesn't do them much good. There's no stage in their workday when they'll need to recite their lessons. Instead, offer simulations and contextual role play, showing how to translate their online training into real life. This will keep them coming back to class.

6. Mistakes Are Often The Most Valuable Teacher

The adult learning theory hinges on experiential learning. Which means that adults are encouraged to explore the subject matter firsthand and learn from their mistakes. For example, participate in branching scenarios that show them how their actions or behaviors lead to real consequences. As a result, they are less likely to make those mistakes in the workplace and continually develop their experiential knowledge.

7. Adult Learners Must Play An Active Role In The eLearning Course Design Process

A core principle of the adult learning theory is that online learners must be actively involved in the process so that they're empowered and motivated. They should play a part in developing eLearning content, evaluating performance, and creating training criteria. Conduct surveys to get their feedback, then invite them to sit through a test course to identify gaps. They should also be able to personalize their learning paths and choose eLearning activities that are relevant to them and their job duties. Namely, resources that allow them to immediately apply what they've learned and address individual pain points.

Some of Knowles' concepts of andragogy are generally accepted. Others are disputed because they overlap with pedagogy. Further research has shown that childhood to adult learning is a spectrum. Some kids are precocious and some adults are immature where online training is concerned. That said, Knowles' adult learning theory states adults have a developed sense of self, prior experience, practical reasons for learning. They're ready to learn and internally motivated. As a result, their online training programs should be self-directed, relevant, contextual, and task-based. They should be less theoretical and more hands-on.

Do adults learn in the same way as their younger counterparts? Or do they need their own special approach to absorb the information? Do you know what your adult learners need to achieve their goals and tackle everyday challenges? Are you looking for ways to keep your adult learners engaged during your eLearning course? Download our free eBook Designing eLearning Courses For Adult Learners: The Complete Guide to find out about the adult learner characteristics, the obstacles they need to overcome, ways to engage and motivate busy adult learners, and some amazing adult learning facts and stats you need to know as an eLearning pro.

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7 Top Facts About The Adult Learning Theory (2018 Update) - eLearning Industry

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In 1968, Malcolm Shephard Knowles put forward a theory that distinguished adult learning (andragogy) from childhood learning (pedagogy). He expounded his ideas using five main assumptions. Out of these five points, he extrapolated four principles to make adult learning education more effective. Ηis theory still holds water.

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Ideas for students using single message devices- use for ideas during a PD activity. Ask your participants to add to it

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Ideas for students using single message devices- use for ideas during a PD activity. Ask your participants to add to it

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https://www.callscotland.org.uk/Common-Assets/ckfinder/userfiles/files/Keep-Talking-sheet.pdf

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Assistive Technology Blog. 3.6K likes. Read the latest assistive technology and special need news, and look at amazing innovations from around the world.

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Great tool for sharing resource links for PD

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Wakelet | The All In One Content Platform

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Wakelet allows you to bookmark, organize, collaborate and present on content all in one platform. Harness your content to build remarkable things.

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Wakelet | The All In One Content Platform

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Wakelet allows you to bookmark, organize, collaborate and present on content all in one platform. Harness your content to build remarkable things.

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Kahoot.com

Great for fun, game-like engagement checks

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Kahoot.com

Great for fun, game-like engagement opportunities
Also good for formative assessment - what are they learning?

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Great information! Not only for interveners but the entire team of students who are DeafBlind.

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open access: deaf-blind intervener learning modules

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Open Hands, Open Access: Deaf-Blind Intervener Learning Modules

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The Open Hands, Open Access: Deaf-Blind Intervener Learning Modules were created by a team of over 72 people. Click below to meet the team of creators.

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Great for group meetings, chatting and one-to-one meetings.

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You Tube video- new technologies for 2019 (European)

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Top Assistive Technology for 2019 - from Segway to Lamborghini!

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Welcome to Tools for Life

Tools for Life, Georgia's Assistive Technology Act Program, is dedicated to increasing access to and acquisition of assistive technology (AT) devices and services for Georgians of all ages and disabilities so they can live, learn, work and play independently and with greater freedom in communities of their choice.

Tools for Life and the TFL Network work collaboratively together to accomplish our mission through:

Please take our survey to help us gather information that will help better serve the community.

Georgia Tools for Life leads the US in Assistive Technology Services!

AT Services

For more information on AT Services, click and visit our TFLWiki.
AT Device Demonstrations:
During an assistive technology demonstration, you will learn more about general and specific features of AT solutions to see if they support your needs and assist you in performing specific tasks or goals.
AT Device Loans:
The Tools for Life Network has thousands of AT solutions for individuals to "Try before you buy" for a short-term loan to ensure the AT solution meets your needs.
Individual Trainings:
Tools for Life provides training to individuals wanting to know more about specific assistive technology solutions, AT funding options and other related topics.
Group Trainings:
Tools for Life provides training to groups and organizations wanting to know more about disabilities, assistive technology and other related topics.
AT Assessments:
An assistive technology assessment is an in depth evaluation that is focused on matching your abilities with technology that will allow you to perform specific task or goal.
Website Assessments:
Tools for Life offers web accessibility evaluations for websites and software applications. We provide suggestions on how to make accessible content for the widest range of users with various disabilities.
Workstation Assessments:
Tools for Life's Workstation Assessment is designed to assist those who may be experiencing physical discomfort due to the current set-up of their personal workstation.

Electronic text (e-text) is an accommodation provided to individuals who have difficulty with printed text. CIDI coordinates and converts printed material needed (such as textbooks, articles, or notes) into an electronic format so that the material can be accessed on the computer.

Try AT

For more information on AT Services, click and visit our TFLWiki.
Visit an Assistive Technology Resource Center (ATRC) to learn more about assistive technology devices and to try before you buy! AT Device Demonstrations:
During an assistive technology demonstration, you will learn more about general and specific features of AT solutions to see if they support your needs and assist you in performing specific tasks or goals.
Individual and Group AT Trainings:
The Tools for Life Assistive Technology Resource Centers (ATRC) provide training to individuals, groups and organizations wanting to know more about disabilities, assistive technology and other related topics.
AT Device Loans:
The Tools for Life AT Lending Library has thousands of AT solutions for individuals to "Try before you buy" as a short-term loan to ensure the AT solution meets your needs.
Contact our TFL Network Assistive Technology Resource Centers for Device Demonstrations, AT Trainings and to borrow equipment from our TFL AT Lending Library.
Disability Connections
Middle Georgia Center for Independent Living, Inc. 170 College Street
Macon, GA 31201
Telephone: 478-741-1425 (V/TTY) 1-800-743-2117 (V/TTY)
Fax: 478-755-1571
Director: Michael Leverett
Web: www.disabilityconnections.com
Map/Directions:

FODAC
4900 Lewis Road,
Stone Mountain, GA 30083
Phone: 770-491-9014
Executive Director: Chris Brand
Web:www.fodac.org
Map/Directions:

Walton Options for Independent Living
948 Walton Way
P. O. Box 519
Augusta, GA 30901
Telephone: (706) 724-6262 (V/TTY)
Fax: (706) 724-6729 (Fax)
Director: Tiffany Johnston
Website: www.waltonoptions.org
Map/Directions:

Get a Financial Loan to purchase AT

The CFII - The Center for Financial Independence & Innovation, Inc. (The CFII) is a nonprofit organization dedicated to helping individuals with disabilities and their family members advance their financial independence and security.

Obtain Reused/Gently Used AT Devices

gTRADE, Georgia's Online Equipment Exchange, encourages members to offer AT and DME for sale or donation to others who may benefit from using technology unneeded by others.

FODAC - Friends of Disabled Adults and Children (FODAC) is Georgia's statewide provider of home health and durable medical equipment. FODAC has distributed 20,000 wheelchairs and thousands of other pieces of DME since 1986. Internationally, 65 countries have received some equipment over those years.

AT Funding Options

AT Depot is a state-wide buying Cooperative for Assistive Technology for customers in the state of Georgia.

The Dollars and Sense Funding Guide is an online database with both possible funding sources and strategies to obtain funding for assistive technology.

The Dollars and Sense Funding Guide for Vocational Rehabilitation is an online database with both possible funding sources and strategies to obtain funding for assistive technology for VR Clients.

AT Guides

The LD Guide offers individuals and DSPs a look at how AT can accommodate the needs of specific disabilities such as reading, writing, memory organization and math.

The Dollars and Sense Funding Guide is an online database with both possible funding sources and strategies to obtain funding for assistive technology.

ADA Accessibility Guidelines for Buildings and Facilities (ADAAG):
This guide contains scoping and technical requirements for accessibility to buildings and facilities by individuals with disabilities under the Americans with Disabilities Act (ADA) of 1990. These scoping and technical requirements are to be applied during the design, construction, and alteration of buildings and facilities covered by titles II and III of the ADA to the extent required by regulations issued by Federal agencies, including the Department of Justice and the Department of Transportation, under the ADA.

ADA Recreation Facility Guidelines: An Overview
Under the Americans with Disabilities Act (ADA), the Access Board has developed guidelines for recreation facilities that were previously made available for public comment. Presented here are highlights of the final version, which includes changes made as a result of the Board's review of public comments. The Board also made these guidelines applicable under the Architectural Barriers Act (ABA), which requires access to certain federally funded facilities.

Assistive Technology Consideration Resource Guide:
Designed to assist educational teams in considering assistive technology in the development, review, and/or revision of a student's Individual Educational Plan. This document provides a framework for identifying relevant tasks within instructional areas as well as appropriate accommodations, modifications, and technology solutions. Additional tasks and solutions will need to be added to address individual student needs.

Family Center on Technology and Disability's Family Information Guide to Assistive Technology and Transition Planning:
Designed to assist families in considering assistive technology in the process of transition planning.

Job Accommodation Network (JAN) Guide:
Funded by the Office of Disability Employment Policy of the U.S. Department of Labor, JAN is a free consulting service that provides information about job accommodations and the employability of people with disabilities. JAN also provides information regarding the Americans with Disabilities Act (ADA). More Information on Job Accommodation Network (JAN)

WATI Assistive Technology Consideration Guide:
http://www.vcu.edu/ttac/assistive_technology/pdf/wati_guide.pdf Designed to assist educational teams in considering assistive technology in the development, review, and/or revision of a student's Individual Educational Plan.

AT Research

Georgia Tools for Life is providing leadership in the area of AT Research. We are involved with the research community, with manufacturers and publishers of AT products, and with practitioners and professionals. We are encouraging and supporting the application of research and research principles to the design and development of new products, to evidence based practice in therapy and classroom instruction, and to the collection of evidence which can guide purchase and policy decisions. Visit the TFL wiki to see the latest Research Highlights.

Discover the latest in AT Research:
Tools for Life conducts and participates in research projects to improve the lives of people with disabilities through assistive technology. TFL, along with our regional, national and international partners, strives to explore the outcomes of AT use by people with disabilities, as well as to determine the effectiveness and usefulness of AT devices and services.

Participate in AT Research:
Join the TFL Consumer Research Network of people with disabilities and older adults that test products, prototypes and services to assist in improving the product through trials, surveys, demonstrations and focus groups.

Upcoming events in AT Research:
TFL is extremely active in the AT Research Community. Visit our TFLwiki to learn more about upcoming events.

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Assistive Technology Solutions for Living, Learning, Working & Playing

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Tools for Life, Georgia's Assistive Technology Act Program, is dedicated to increasing access to and acquisition of assistive technology (AT) devices and services for Georgians of all ages and disabilities so they can live, learn, work and play independently and with greater freedom in communities of their choice.