A Coaching Mindset for Better Assistive Technology Implemen…

Feb/March Closing The Gap Resource Directory 2025 Volume 43 - #6

Instruction, Literacy, and Inclusion

Summary: This article emphasizes the critical role of assistive technology (AT) in supporting students with disabilities by promoting access, independence, and engagement. It highlights persistent barriers, such as limited training and misconceptions about AT, and proposes adopting a coaching mindset for educators. Coaching fosters collaboration, trust, and capacity-building, enabling educators to integrate AT effectively. By combining coaching with expert guidance, AT professionals can address challenges, enhance teacher confidence, and ensure sustainable AT implementation. A Coaching Mindset for Better Assistive Technology Implementation

sign for Learning projects. Our experience is that a coaching mindset is a valuable approach to build capacity and improve AT implementation and outcomes. AT encompasses a broad range of tools and devices de- signed to empower individuals with disabilities to perform functions that might otherwise be challenging or impossible. In educational settings, AT spans from simple tools like pencil grips and magnifiers to sophisticated software that supports communication, reading, writing, and learning Despite its proven benefits, significant barriers to the suc- cessful implementation of AT persist. These include inadequate training for educators, limited access to appropriate devices,

Assistive Technology (AT) has long been recognized as one of the most effective supports and interventions for students with disabilities. Its origins trace back to the mid-20th century, and research consistently reaffirms the effectiveness of AT de- vices and services in promoting access, independence, and en- gagement for individuals with disabilities. The High Quality Instruction within Inclusive Learning En- vironments (HQIILE) project is a long-standing partnership with the Kansas Department of Education and Infinitec. We are a provider through the Kansas Technical Assistance System Network (TASN), in this capacity, we work to promote inclusion through Co-Teaching, Assistive Technology, and Universal De-

February / March, 2025 | https://www.closingthegap.com/benefits-of-membership/ 29 Closing The Gap © 2025 Closing The Gap, Inc. All rights reserved. LISA LAJOIE-SMITH, UDL Coach for High Quality Instruction within Inclusive Learning Environments Lisa Lajoie-Smith is a special education teacher and instructional coach with 34+ years of experience in education. She holds a Master’s degree in Education with a focus on Curriculum and Instruction and is trained in Cognitive Coaching, including participation in Jim Knight’s coaching programs. Passionate and excited about fostering growth, Lisa thrives on facilitating the coaching cycle, helping educators enhance their practice, and ultimately improving student outcomes. Outside of her professional life, Lisa enjoys exploring a variety of interests and hobbies that keep her inspired and energized. JANET PETERS, Project Director of High Quality Instruction within Inclusive Learning Environments Janet Peters is the Kansas Infinitec Project Director. In that role, she leads the High Quality Instruction within Inclusive Learning Environments project, which is a statewide inclusion initiative funded by the Kansas Department of Education with AT, UDL, and Co-Teaching strands. Janet holds a Master’s degree in Curriculum and Instruction with a specialty in Learning Technologies. She has decades of experience and is passionate about using technology and systems change to improve inclusion and learning outcomes for students with disabilities. In her free time, she loves to travel, be outside, and spend time with friends and family.

BACK TO CONTENTS

and systemic issues like funding and policy gaps. Moreover, AT abandonment—when individuals stop using assistive devices despite their potential to help—remains a persistent issue, of- ten stemming from factors such as poor device fit, lack of train- ing, or insufficient integration into daily routines (Bouck, 2016, Bouck & Long, 2021). Addressing these barriers is critical to ensuring that stu- dents with disabilities fully benefit from the transformative potential of assistive technology. This article explores how to adopt a coaching mindset to improve AT implementation and collaboration with educators. Using coaching strategies not only empowers educators but also improves efficiency for AT professionals. By equipping teachers with the skills and confi- dence regarding AT, AT professionals can reduce the need for repetitive consultations and focus their expertise on address- ing more complex challenges. Over time, this approach fosters sustainability as educators become more adept at integrating AT into their practices, creating a culture of shared responsibil- ity and continuous improvement. BARRIERS TO IMPLEMENTATION Educators may resist adopting AT due to misconceptions about its effectiveness or a reluctance to change established teaching methods. For example, many erroneously believe that AT use lowers a child’s motivation because it does the work for them. However, the research is overwhelmingly convincing that AT use can increase a student’s motivation to complete assignments and stay engaged in the learning tasks (Floyd, Galyon, & Floyd-Norris, 2020). Another prevalent misconcep- tion, particularly among general education teachers, is that AT implementation is solely the responsibility of AT specialists. In reality, the Individuals with Disabilities Education Act (IDEA) establishes that AT implementation is a shared responsibility among all educators and related service providers involved in the child’s education. Regular classroom teachers, special edu- cation teachers, and related services professionals often play critical roles in delivering AT devices and services as part of the student’s learning plan. To address misconceptions and promote a deeper under- standing of AT, the U.S. Department of Education’s publi- cation, Myths and Facts Surrounding Assistive Technology Devices and Services, is an excellent resource to share with educators and administrators. This guide helps dispel com- mon myths about AT and clarifies the legal requirements outlined in IDEA.

2021). Many educators feel unprepared to integrate AT tools into their teaching practices, particularly in general education settings. This gap in readiness often arises from limited access to professional development, insufficient preservice training programs, and inadequate ongoing support. Without the nec- essary knowledge and skills, teachers may struggle to imple- ment AT effectively, resulting in underutilization or, in some cases, complete abandonment of these valuable tools. DEVELOPING “A COACHING MINDSET” Addressing barriers to AT implementation requires high quality professional development that not only equips educa- tors with the necessary skills but also addresses misconceptions and attitudinal barriers they may hold. A deliberate focus on fostering a coaching mindset is a critical yet often overlooked component of effective AT service delivery. Integrating coach- ing into professional development ensures educators receive ongoing, collaborative support to confidently implement AT and maximize its impact on student learning.

Coaching Requires Skills and a Mindset

A coach is a thought partner who supports staff in reach- ing their own goals while building relationships based on trust. Coaches support staff with reflective and inquiry-oriented feedback within a coaching cycle of support. Coaching is non- evaluative and non-judgmental. Coaches are not there to “fix or solve”a problem but rather to meet the teachers where they are in their learning and thought processes and assist them with goal setting (Aguilar, 2013). In turn, they are more able to meet the needs of their students. Coaches work alongside staff to discuss and analyze data, discuss individual student strengths and needs, observe, collect data, and provide resources. Coaching can be invaluable for integrating AT into class- room settings, and it also assists with training and modeling strategies that are best practices in order to support staff and students with access to AT from low-tech to high-tech. Howev- er, AT professionals have long been considered experts rather

Even with strong teacher willingness, the lack of sufficient training and confidence can significantly hinder the success- ful implementation of AT (Park, Bagwell, Bryant, & Bryant, B. R.,

BACK TO CONTENTS

than coaches due to traditional perceptions of their role, the structure of service delivery, and their specialized knowledge. Historically, the AT service model has been more consulta- tion-focused, with AT professionals being brought in to assess a situation and then recommend solutions. This transactional approach can unintentionally limit collaboration and create a hierarchy where the AT professional is seen as the sole prob- lem-solver and solely responsible for all aspects of AT imple- mentation, from device selection to classroom integration. This perception can lead to a lack of shared responsibility and mini- mal teacher involvement in AT implementation. AT specialists can shift toward developing a coaching mind- set by trying to jointly solve problems, recognizing a teacher’s valuable knowledge about the curriculum and educational tasks, and emphasizing that AT is a shared responsibility. Using intentional language shifts can help position AT pro- fessionals as collaborative partners, encouraging educators to take a more active role in the implementation process. For ex- ample, using open-ended sentence starters allows for ease in the conversation. These strategies can address attitudinal and knowledge barriers to AT implementation by building relation- ships, addressing skills, or correcting misconceptions. If you want to build trust, listen to concerns and validate educator experiences, start by saying: • Tell me more, And what else? • What might this look like in an ideal setting? • What are your biggest concerns about incorporating this technology in your classroom? • What is your hope for________? • Given the time we have allotted today, what is the most important thing you and I should be talking about? If a teacher is skeptical or hostile about AT in their classroom, you could say: • Can I share an example of how another teacher used this tool to support a similar student? • What is going well and why? • What can you identify as the strengths and the barriers of the student? • What if nothing changes? So what? What are the impli- cations for you and your student? • What are some other ways we can look at the use of this technology support? If a teacher is not confident about their skills to support AT, you could say: • You know a lot about this student. What do you see that shows whether the strategy is successful or not? • Let’s brainstorm how this tool works in an actual lesson plan. • Would you like to try using this tool yourself before intro-

ducing it to your student? • What are some uncertainties or unknowns that you can identify? • How can we approach this as a learning experience rath- er than a solution we need to perfect right away? As mentioned, our collaborative work with districts through the HQIILE project has provided us with valuable insights, dem- onstrating that a coaching mindset is an effective approach for building capacity and enhancing AT implementation and out- comes. The following case studies highlight the practical ap- plication of coaching strategies and their impact in real-world educational settings. CASE STUDY: ENHANCING ACCESS TO GENERAL EDUCATION CURRICULUM THROUGH COLLABORATIVE PROBLEM-SOLVING AND COACHING BACKGROUND A special education teacher in one of our participating dis- tricts sought assistance from the AT facilitator to support a col- laborative conference with a general education teacher. The primary objective was to address how to ensure a student in an inclusive reading class could effectively access the general education curriculum. The student had specific learning needs, and the team aimed to enhance her engagement and inclusion alongside her peers. INITIAL MEETING AND PLANNING The AT facilitator approached the collaborative conference with a structured coaching strategy. She began by proposing a short agenda to guide the conversation: 1. Review the classroom expectations and the student’s current strengths. 2. Identify the tools and technologies the student was us- ing to access the curriculum, alongside any potential barriers. 3. Together, brainstorm resources and supports to improve access and engagement for the student. Using coaching techniques, the AC facilitator encouraged open dialogue between the special education and general education teachers to foster a shared understanding of the student’s needs and classroom goals. Rather than providing specific suggestions, the AT facilitator asked questions probe the educators to think more deeply about the student. The teachers decided to create a chart with the discussed topics. They filled the chart with potential solutions to ensure com- prehensive support for the student’s inclusion in the reading class alongside their general education peers. The AT facilita-

BACK TO CONTENTS

CASE STUDY: LISTENING TO WHAT ISN’T SAID – COACHING THROUGH THE GAPS

tor provided additional resource throughout the collaborative process.

IMPLEMENTATION AND DATA COLLECTION Based on the collaborative discussion, the team decided to trial two new supports for the student over the next three weeks. These included strategies for increasing engagement during small group reading sessions using her assistive device. The AT facilitator was critical in coaching the teachers throughout the process. She provided targeted training to help the teachers integrate the device confidently and coached them on observing and adapting to the student’s responses during class. She also remained available to troubleshoot and answer questions during the trial period. The teachers collect- ed data on the student’s engagement levels during this time and scheduled a follow-up meeting after three weeks to review progress. RESULTS AND REFLECTION The team reviewed the data at the follow-up meeting and observed significant progress. The student’s engagement dur- ing small group reading sessions had increased by 23%, rising from a baseline of 25% to 48%. The team attributed this im- provement not only to the use of the device but also to the coaching support provided by the AT facilitator. The coaching process helped the teachers refine their use of the device and adopt effective strategies to better engage the student. The success reinforced the value of the coaching model in building teacher capacity and enhancing student outcomes. The team also made time for reflection, a key aspect of coach- ing. This case highlights how coaching not only improved student outcomes but also contributed to long-term sustain- ability. By building the teachers’ confidence and capacity, the AT facilitator reduced the need for ongoing external support and empowered the team to implement and refine strategies independently. This approach enhances efficiency for AT pro- fessionals, allowing them to allocate their time and expertise more strategically. SUSTAINING SUCCESS The AT facilitator continued to coach the team on structuring their meetings, analyzing data, and brainstorming strategies for other students. As the team grew more confident and skilled, the facilitator gradually transitioned from an active coaching role to an on-call support role, empowering the team to sustain their progress independently. The team’s success in using this coaching-driven, collaborative model highlighted the power of problem-solving and capacity- building to foster a culture of inclusion. By working together and leveraging coaching strategies, they created a meaningful and lasting impact on the educational experience of their students.

BACKGROUND For the past several years, our HQIILE project has empha- sized and trained on coaching skills to our Kansas Infinitec Cadre members. The Cadre are professionals and leaders across the state who promote high-quality instruction in inclusive learning environments and build local capacity. An AT facilita- tor who is part of our Cadre, recently reached out for support after a coaching conversation with a special education teacher. The teacher had been discussing her work with students who regularly used AT, expressing confidence in the progress being made. She mentioned that everything was going well and that she didn’t feel she needed any further support related to AT. However, the AT facilitator had observed something dif- ferent in the teacher’s practice that didn’t align with the teach- er’s self-assessment. The facilitator asked for advice on moving forward, sensing that the conversation wasn’t addressing some underlying challenges. COACHING APPROACH: LISTENING TO WHAT’S NOT SAID When the AT facilitator shared the situation with us, our first question was, “When you were having the conversation, were you able to listen to what she didn’t say?” In coaching, it’s easy to focus on the explicit words being spoken, but a skilled coach must be attuned to the spaces between the words—the subtle cues and emotions that are often revealed through what is left unspoken. The teacher’s words suggested confidence, but the facilitator’s observations hinted that there might be areas of concern that weren’t being addressed. This gap between what the teacher said and what the facilitator observed indicated a potential need for further support, but it was not being openly discussed. RESULTS AND REFLECTION In this case, we encouraged the AT facilitator to engage in reflective listening. Rather than simply accepting the teacher’s statements at face value, the AT facilitator needed to dig deep- er, using the conversation to uncover what was really happen- ing in the classroom. In coaching, it is just as important to hear what is unsaid as it is to focus on overt statements. An AT facili- tator can pay attention to nonverbal cues, such as tone, body language, and pauses, revealing a deeper layer of meaning that the words alone may not convey. Additionally, we advised our Cadre member to use data to support her educators with deeper reflection opportunities, ultimately leading to a clearer understanding of areas where additional support could be beneficial. While the teacher felt confident in her use of AT, by listening to what was not said and using a coaching approach, the teacher may recognize

BACK TO CONTENTS

the student wasn’t fully benefiting from the tools in place. While it may seem like a slow process, taking a coaching ap- proach will ultimately enable the teacher to identify effective strategies to support students struggling with AT integration. AT EXPERTISE AT professionals must carefully balance their roles as coaches, collaborators, and experts by assessing the needs of the edu- cators and the context. This nuanced discernment is supported by research in educational and professional development mod- els. According to Aguilar (2013), effective coaching requires col- laboration and empowerment to develop the skills and confi- dence necessary for independent implementation. In contrast, when educators face complex technical issues or are new to AT, it might be most important to provide AT expertise by offering specific guidance, technical knowledge, or immediate solutions (Park et al., 2021). At any given time, an AT professional may serve as a coach, collaborator, or expert, adapting their approach to the situation’s specific needs. This dynamic role requires flexibil- ity to solve immediate challenges while also building long-term capacity where educators can integrate and support AT. AT Professional Role Chart Role Characteristics Consultant Collaborator Coach Assumption You are not doing as well as you could be and I’m here to help There are concerns and together we can address them

An AT professional must consider several key indicators when determining the best approach. What is the educator’s foundational AT knowledge? If the goal is capacity building, a teacher who is unsure how to use a new AT device but is mo- tivated to experiment and committed to support the student might be ready for a coaching conversation. Coaching is ideal for complex and open-ended situations because exploration and experimentation are needed. However, when an educator lacks foundational knowledge about AT, the situation may initially require the AT professional to provide expert guidance. This expertise can help establish a clear path forward, including recommendations for training or resources to build the educator’s long-term skills. Similarly, when an immediate or critical need arises—such as including a visually impaired student in a classroom who requires a func- tioning screen reader—the situation demands expert action. In these time-sensitive scenarios, the AT professional’s specialized knowledge is essential to ensure rapid and effective solutions that minimize disruptions to the student’s learning experience. AT professionals balance the dual roles of expert and capacity- builder by addressing urgent needs while fostering skill devel- opment. Should I coach or consult? Reflection Questions for AT Pro- fessionals. 1. What does this educator already know about AT? 2. Does the situation require immediate action or special- ized expertise? 3. Will coaching in this context help the educator grow their skills and confidence? 4. How can I ensure the educator feels supported while also fostering independence? LEADERSHIP DRIVING AT COACHING SUCCESS AT professionals developing a coaching mindset is signifi- cantly influenced by the support of AT school leaders. Admin- istrators are critical in creating a culture where AT coaching and AT capacity building are expected, ensuring system-wide alignment and sustainability. School leaders impact the coach- ing process by setting clear expectations, providing resources, and promoting collaboration. For example, one of the districts partnering with the HQIILE project demonstrates the transformative power of adopting a coaching mindset across all staff levels. This district’s strate- gies have included opportunities for micro-professional devel- opment tailored to the unique feedback and identified needs of educators. Staff engage in weekly connections to celebrate successes, share effective practices, and collaboratively address challenges in meeting both student and staff needs. The team analyzes data monthly to identify trends and refine their strate-

You are highly skilled and valuable and could be even better Decision making processes, perceptions, values, mental models Listening, pausing, probing, questioning, paraphrasing, and withholding advice, judgements or interpretations. “What might be some ways you can incorporate his AT use during reading?” To transform the teacher’s thoughts and perceptions about AT, to develop decision making, self- monitoring, and reflection skills.

Conversation focus on:

Policies, procedures, behaviors, strategies.

Generating information, problem solving and action planning. Mutual brainstorming, clarifying, advocating, deciding, identifying steps to be taken.

Conversations are characterized by:

Recommendations, Rationale, advice, suggestions, and demonstrations.

You might hear:

“Here are serveral ways to approach the integration of the use of his AT during reading.” To inform regarding the law, student needs, policies and procedures, or specifics strategies. To provide technical assistance.

“How van we develop a plan for his AT use during reading?”

The goal is:

To work together to solve instructioal problems, to apply and test shared ideas, approaches and solutions.

The source of accountability is: The support role in relation to the teacher.

The specialist.

The teacher and specailist together

The teacher.

Expert.

Colleague.

Mediator of thinking.

Bowser, G. and Reed, P. (2012 Adapted from Costa and Garmston (2002, Cognitive Coaching Copyright: Gayl Bowser (gaylbowser@aol.com) and Penny Reed (1happypenny@gmail.com Permissio to use is granted if credit is retained.

BACK TO CONTENTS

gies to ensure continuous improvement. Furthermore, the dis- trict actively collaborates with other teams statewide, fostering a network of like-minded educators to exchange successes, address barriers, and build a supportive, inclusive educational environment for staff and students alike. Leadership is key in fostering sustainability by creating sys- tems and processes that integrate AT coaching into the school culture. When administrators provide resources and dedicated time for collaboration, they streamline the implementation process and ensure the continued success of AT initiatives long after initial training. This systemic alignment reduces depen- dency on individual AT professionals, enhancing both efficien- cy and long-term impact. YOUR NEXT STEPS As you begin your coaching journey, consider how this ap- proach can make your work more efficient and sustainable. Building educator capacity will reduce the need for repeated interventions and create a lasting foundation for AT integra- tion across classrooms. Start small, focus on shared goals, and watch as the coaching culture transforms not just student out- comes but your role as an AT professional. IDEAS TO GET STARTED • Develop a school AT plan that outlines how coaching will be integrated into professional development and includes measurable goals for building teacher capacity. Share this vision during staff meetings or professional learning sessions. • Allocate dedicated time for coaching conversations, with administrative support, to ensure teachers and AT professionals can collaborate effectively. Providing nec- essary resources and structured time for these discus- sions reinforces the importance of coaching. • Use PLCs! Professional Learning Communities (PLC) are great opportunities to coach on AT implementation. • Make AT a shared responsibility. When addressing AT-re- lated challenges, invite teacher input, framing the con- versation as a collaborative effort rather than a directive. • Many teachers are passionate about student success and want to implement AT as effectively as possible in their classrooms. Highlight and celebrate their successes. En- courage teachers proficient in AT to serve as peer coach- es for their colleagues. • Make AT trainings part of the overall professional devel- opment and technology training system to build general AT awareness and skills. • Invest in tailored professional development for AT pro- fessionals that incorporates coaching practices and strategies. • Gather data about the AT service delivery process to

determine the impact of more coaching. Metrics ideas include observations of students using AT, teachers’ con- fidence about AT with pre/post surveys, or stakeholder interviews to measure satisfaction. AT can transform the educational experience for students with disabilities, providing access, independence, and engage- ment that might otherwise be out of reach. However, its suc- cess hinges not only on the availability of tools but also on the capacity of educators to integrate AT effectively into their class- rooms. By addressing persistent barriers—such as inadequate training, misconceptions, and lack of confidence—and adopt- ing a coaching mindset, AT professionals can help educators build the skills, knowledge, and confidence necessary for sus- tainable AT implementation. A coaching mindset fosters collaboration, trust, and shared responsibility. At the same time, AT professionals must re- main flexible, toggling between roles as coach, collaborator, and expert, depending on the situation. When administra- tors champion coaching by providing resources, professional development, and time for reflective practice, they create the foundation for a system-wide transformation in AT service de- livery. The journey toward a coaching mindset is not a one-time shift but a continuous process that requires intentionality, re- flection, and support. By investing in these efforts, schools can ensure that AT is not just a tool but a catalyst for student success. For those ready to begin this journey, the strategies and examples in this article provide a practical starting point for fostering coaching and maximizing the potential of AT for every student. REFERENCES Aguilar, E. (2013). The Art of Coaching: Effective Strategies for School Transformation. San Francisco, CA: Jossey-Bass. Bouck E. C. (2016). A national snapshot of assistive technology at the secondary level. Journal of Special Education Technology , 31(1), 4–13. Bouck, E. C., & Long, H. (2021). Assistive technology for students with disabilities: An updated snapshot. Journal of special educa- tion technology, 36 (4), 249-257. Bowser, G. & Reed, P. (2012) Adapted graphic from Costa, A., & Garmston, R. (2002): Cognitive Coaching: A Foundation for Re- naissance Schools Floyd, K., Galyon, C. L., & Floyd-Norris, K. (2020). Overcoming Barriers: Use of Assistive Technology to Access Curriculum. TEACHING Exceptional Children, 52(6), 436–439.

BACK TO CONTENTS

Park, J., Bagwell, A. F., Bryant, D. P., & Bryant, B. R. (2022). Inte- grating assistive technology into a teacher preparation pro- gram. Teacher Education and Special Education, 45 (2), 141-159. U.S. Department of Education. (2024). Myths and facts sur- rounding assistive technology devices and services. Retrieved from https://sites.ed.gov/idea/files/Myths-and-Facts-Sur- rounding-Assistive-Technology-Devices-01-22-2024.pdf Wilson, C. (2024). Coaching Mindset v Coaching Skills: Unravel- ling the Intricacies . https://www.coachingcultureatwork.com/ article-coaching-mindset-v-coaching-skills-unravelling-the-in- tricacies/

Closing The Gap 20 25 SAVE THE DATE AND & PLAN NOW TO ATTEND Oct. 21-24, 2025 Pre Conference Workshops: Monday- Tuesday, October 20-21 MINNEAPOLIS, MN

REGISTRATION RATES ANNOUNCED FEBRUARY 15

Registration opens April 1

STAY UP-TO-DATE

JOIN EMAIL LIST

BACK TO CONTENTS

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

www.closingthegap.com

Made with FlippingBook Ebook Creator