experience that her child could take advantage of his AT. A squeaky wheel in action. But what if you were to discover that 3 other students in that classroom required the exact same accommodation, but weren’t reminded. Would this situation still be considered a success? What happens when a student doesn’t have a squeaky wheel? When districts operate from a place where only students who have a “squeaky wheel” on their team obtain the supports and services they require, they are operating from a place of inequity. The Center on Inclusive Technology and Education Systems (CITES) at CAST is looking to turn this phrase on its head and shift the narrative around squeaky wheels. CITES is working to support districts in creating an army of squeaky wheels — in which district professionals, families, and community members understand the benefits of inclusive opportunities and experiences supported by technology and are motivated to mobilize in refined ways to operationalize these experiences to support all students, particularly those children and youth with disabilities who require AT. A ROADMAP TO EMPOWER AN ARMY The CITES Framework is a helpful guide that encourages positive change within a district. It’s used alongside technology and instructional efforts already in place, bringing together experts and coaches at various levels to assist local teams in making and maintaining inclusive technology systems. It offers districts a step-by-step, systemic process for creating an army of squeaky wheels. The CITES Framework uses the five areas outlined in the National Education Technology Plan (NETP) as a foundation for systems change: leadership, infrastructure, teaching, learning, and assessment. The guidance in the NETP includes insights on universal design for learning (UDL), AT, and accessibility. In this work, the team at CITES clarifies and expands those concepts and provides guidance for creating a balanced, inclusive technology ecosystem.
The process of creating an inclusive technology system employs a coordinated effort by district teams to move forward seamlessly with the framework and its practices. Implementing inclusive technology systems requires knowledgeable professionals with a variety of experiences all bringing their ideas to the discussion. This reliance on the collective intelligence of our colleagues is what serves as the foundation for an army of squeaky wheels. It means using the synergy created when bringing together informed family members, teachers, para-professionals, SLPs, OTs, physical therapists, information technology folks, and even administrators who are informed about accessibility, AT, and children and youth with disabilities. What might we see when these professionals work to support inclusive technology systems? It will be educators taking a proactive approach to broadening personal technology skills to help identify and remove barriers to learning and design, empowering learning experiences. Classroom educators would help to: • Develop technology competencies by discovering ways to create and integrate accessible digital learning materials and AT into teaching practices. • Design learner-centered experiences by using technology, including AT, in instructional design and planning, and as a way to efficiently and effectively collaborate with partner educators. • Enhance technology skills by committing to be a lifelong learner and by participating in coaching relationships as a coach or coachee. • Engage families in the learning community by regularly communicating with families regarding the coordination and collaboration of the learner’s specially designed instruction, including AT use in the classroom, as well as seeking the families’ input on how to better support the learner. • Support families’ shifting role by ensuring all families have opportunity to participate in the educational career of their children in ways that are developmentally appropriate and future-focused. We would observe EdTech professionals using a proactive approach to broaden personal technology skills to more effectively offer support to help educators and students identify and remove barriers to learning with technology. EdTech professionals help to: • Develop technology competencies by training educators, staff, and families to integrate accessible digital and information literacy throughout learning experiences. • Design learner-centered experiences by training educators to use teaching technology resources to support digital citizenship for all students. EdTech professionals also
CITES framework area icons of leadership, infrastructure, teach- ing, learning and assessment. Family engagement icon extends tentacles across each area.
16 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2024 Closing The Gap © 2024 Closing The Gap, Inc. All rights reserved.
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