February / March 2025, Closing The Gap Resource Directory S…

Dec 22/Jan 23 Closing The Gap Solutions - Collaborating With Augmentative and Alternative Communication (AAC) Users Gains A New Perspective To Best Support Clients By Lydia Dawley

Closing The Gap Assistive Technology Resources for Children and Adults with Disabilities February / March, 2025 Volume 43 - Number 6 Solutions ANNUAL RESOURCE DIRECTORY

2025 Edi t ion

A guide to the latest assistive technology products for children and adults with disabilities. It is the culmination of an extensive search for the latest software, hardware and other assistive technology products that are on the market today, as well as their producers.

EDITOR’S NOTE: There is no charge for inclusion in the Resource Directory. Listings are based on editorial questionnaires, phone interviews and materials provided by producers. Listings are not advertisements nor is their inclusion in the Directory an endorsement or guarantee by Closing The Gap. Descriptions are edited materials submitted by producers. They are not product reviews. Information provided is as current as possible at publication time.

STAFF

contents volume 43 | number 6

february / march, 2025

Megan Turek ......................................... PRESIDENT Marc Hagen ........................................... VICE PRESIDENT MANAGING EDITOR Becky Hagen.......................................... MEMBERSHIP MANAGER REGISTRATION MANAGER Callie Kriechbaum................................ SALES MANAGER INDIVIDUAL SOLUTIONS MEMBERSHIP Membership Rates 1-yr. $449; 2-yr. $748; Parent $275 GROUP SOLUTIONS MEMBERSHIP Group options available. SUPPLEMENTAL COLLEGE CURRICULUM – ELECTRONIC TEXTBOOK Instructors receive a complimentary one-year membership.

29 A Coaching Mindset for

Preventing AAC Device Abandonment in Adults with Developmental Disabilities By Celeste R. Helling AttendoBoard: UNLOCK AUTONOMY, Achievement Board By Will Pearce

Better Assistive Technology Implementation By Janet Peters and Lisa Lajoie-Smith

37 Integrating AAC into a Center-Based Preschool

Classroom: Collaboration is Possible! By Leah Carpenter and Sara Carrigan

11 Mentoring: Supporting

Student Membership 1-yr. $125 Standard

Professional and Personal Growth and Development By Brenda Robertson Del Monte and Dan Herlihy

Visit https://www.closingthegap.com/ benefits-of-membership/ for complete details and pricing. PUBLICATION INFORMATION Closing The Gap (ISSN: 0886-1935) is published bi monthly in February, April, June, August, October and December. CONTACT INFORMATION Please address all correspondence to Closing The Gap, P.O. Box 68, Henderson, MN 56044. Telephone 507-248-3294; Fax 507-248-3810. Email <info@closingthegap.com>; Website <www.closingthegap.com>. COPYRIGHT Entire content is copyright 2025 by Closing The Gap, Inc., all rights reserved. Reproduction in whole or in part without written permission is strictly prohibited. EDITOR’S NOTE The information provided by Closing The Gap, Inc. in no way serves as an endorsement or guarantee by Closing The Gap, Inc.

16 Using the Knoster Model to Navigate AT/AAC Teams

Through Change By Irene Hughes

21 A Middle School Classroom’s Comprehensive Approach to Gaining Competence in Self- Advocacy Skills By Amanda Scheriff Hobson

46 Closing The Gap Resource Directory A guide to over 1,400 Assistive Technology Products! 61 Hardware Product Matrix 69 Hardware Product Listings 89 Software Product Matrix 98 Software Product Listings 130 Other AT Product Matrix 141 Other AT Product Listings

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augmentative and alternative communication (AAC)

Preventing AAC Device Abandonment in Adults with Developmental Disabilities Summary: Discover strategies to prevent AAC device abandonment in adults with developmental disabilities. This article will address common challenges like inadequate training and poor device fit, exploring their impact on communication and daily partici- pation. Readers will learn practical solutions, including personalized assessments, customized training, device personaliza- tion, and community integration. Backed by evidence-based insights and realworld examples, the article will empower assis-

Augmentative and Alternative Communication (AAC) devices play a crucial role in supporting adults with developmental disabilities by providing a reliable means of communication. These devices empower users to express their needs, engage in social interactions, and fully participate in their communities. Despite their potential, many AAC devices are discontinued due to various challenges. Factors such as mismatched devices, inadequate training, and systemic barriers often contribute to this ongoing issue. Addressing this issue requires a comprehensive, person- centered approach focusing on the user’s communication needs and their support network. Evidence-based practices in AAC emphasize the critical role of person-centered planning in supporting adults with developmental disabilities. Person- centered planning ensures that interventions align with indi- vidual needs, preferences, and goals rather than imposing generalized solutions. This approach integrates the user’s voice into every process stage, from device selection to training and community integration. By emphasizing personal agency and collaboration with caregivers, professionals, and the broader support network, person-centered planning enhances the usability of AAC devices and fosters meaningful participation in daily life. Research consistently demonstrates that tailoring AAC interventions to reflect individual priorities leads to better

communication outcomes, greater device retention, and improved quality of life. This article explores the common barriers to AAC device retention, outlines evidence-based strategies for preventing abandonment, and provides actionable insights for assistive technology professionals and paraprofessionals. UNDERSTANDING DEVICE ABANDONMENT Device abandonment occurs when users discontinue using their AAC assistive technology due to personal, systemic, or environmental factors. Understanding these barriers is the first step in addressing the problem. AAC device abandonment is often linked to issues like inad- equate system maintenance, negative attitudes, insufficient training, lack of support, poor device fit, and environmental or social barriers. Devices that are not regularly updated to align with the user’s changing needs can become irrelevant, resulting in disuse. Negative attitudes or misconceptions from caregivers, professionals, or the broader community—such as believing natural speech is the only valid form of commu- nication—further discourage AAC use. Moreover, insufficient training for users and support networks leads to improper use, frustration, and eventual abandonment. Environments that fail to support AAC use consistently across settings, combined

CELESTE R. HELLING, M.A., CCC-SLP, ATP is a speech-language pathologist specializing in augmentative communication and assistive technology service delivery for children and adults with developmental and acquired disabilities. Her background includes assistive technology service delivery for children and adults with developmental and acquired disabilities. Celeste is employed by the North Carolina Assistive Technology Program in Charlotte, NC.

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with mismatches in cognitive, sensory, or physical capabilities, increase the likelihood of device abandonment. Social stigma and the absence of caregiver support compound the problem. The consequences of AAC abandonment are severe. Users lose a critical tool for communication, leading to increased isolation and decreased participation in daily activities. Finan- cially, thousands of dollars invested in technology and training go to waste. STRATEGIES FOR PREVENTION Comprehensive and Dynamic Assessments Effective AAC use begins with a thorough assessment that considers the individual’s unique needs and circumstances. Comprehensive assessments evaluate the user’s communica- tion goals, such as whether the device will be used for social, functional, or a combination of purposes. Key stakeholders, including caregivers, educators, and healthcare providers, must be involved to provide holistic perspectives. Environmental factors are also assessed to ensure that the device is practical across various settings, from home to work and community spaces. Frameworks like the Participation Model are employed to identify barriers and provide actionable solutions to support meaningful communication. For example, Michael, a 45-year-old with cerebral palsy, was referred to identify an augmentative communication solution tailored to accommodate his limited fine motor skills. A compre- hensive assessment was conducted to determine an appro- priate AAC solution. Michael expressed a desire to communicate independently at home and during social events. His family, an occupational therapist, and a speech-language patholo- gist collaborated to identify his specific needs. The device was customized with vocabulary for personal care routines, social interactions, and navigating public spaces. Using the Partici- pation Model, the team addressed barriers such as fine motor challenges and trained caregivers to reinforce effective AAC use. This personalized approach empowered Michael to engage actively in familiar and new environments. Tailored Training Programs Training programs are critical for the success and retention of AAC devices, bridging the gap between acquiring the assis- tive technology and using it effectively in everyday life. These programs must be personalized, practical, and dynamic to address the unique needs of each user and their communica- tion partners. Hands-on practice is a cornerstone of effective training, allowing users and their caregivers the opportunity to familiarize themselves with the device in real-life scenarios. For example, users can practice ordering food at a restaurant, asking for assistance at a store, or participating in discussions during family gatherings. These activities build operational

competence and reinforce the practical value of AAC in daily interactions. Caregivers and support networks play a vital role in AAC training. They must be equipped with the knowledge and skills to model effective device use during interactions, demon- strating its functionality and purpose. For instance, a caregiver might use the AAC device to initiate a conversation, guiding the user to respond using the same technology. Observing and practicing makes the user more confident and consis- tent in their device usage. Additionally, caregivers can create supportive environments by encouraging AAC use in a variety of contexts, ensuring that communication opportunities are plentiful and meaningful. Training programs should also focus on skill maintenance and growth. Regular refresher sessions help users, and their support teams stay proficient as device features evolve or as communication goals shift. For example, as a user transitions from requesting basic needs to engaging in complex social exchanges, the training program should adapt to introduce new vocabulary and interaction strategies. Effective AAC training is an ongoing process, evolving with the user’s needs and goals. By prioritizing hands-on practice, caregiver involvement, interdisciplinary collaboration, and continuous adaptation, tailored training programs empower AAC users to achieve meaningful and sustained communica- tion success. Device Customization and Personalization Personalization ensures that the AAC device reflects the user’s personality, preferences, and communication needs. Vocabulary sets are tailored to include commonly used phrases and words related to the user’s life. Voice output should match the user’s age, gender, and cultural background, and the inter- face should be intuitive and logical. Ben, a 37-year-old with autism, was considered to be at risk for AAC device abandonment. Ben’s team focused on device customization and personalization, tailoring the system to reflect his unique interests, daily routines, and unique needs. His team included words related to his favorite activities, such as swimming and attending Monster Jam events. Functional phrases like “Can we go to the pool?” and “When is the next Monster Jam?” were added to empower him to participate in conversations. The interface was designed with visuals paired with text to make navigation easier, and regular training sessions reinforced effective device use. Ben’s team ensured long-term engagement and use by embedding AAC into his daily routines and updating the system to align with evolving interests.

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Community Integration AAC devices are most effective when users participate actively in their communities. Encouraging involvement in inclusive recreational programs, volunteering opportunities, or public events can reinforce AAC use and reduce stigma. For example, users can join local community centers, contribute to food bank efforts, or attend advocacy events to raise awareness about AAC. Continuous Monitoring and Feedback Ongoing support is essential for addressing challenges and adapting devices to evolving needs. Regular follow-ups with AAC specialists ensure technical issues are resolved, and feedback mechanisms allow users and caregivers to share experiences and request adjustments. Scheduled check-ins help maintain the device’s functionality and relevance, while routine updates align the technology with the user’s changing circumstances. CONCLUSION AAC devices have the potential to transform lives, but their success depends on thoughtful planning, training, and sustained support. Preventing abandonment requires collabo- ration among families, professionals, and communities. By advocating for comprehensive assessments, personalized interventions, and inclusive environments, assistive technology professionals can ensure that every AAC user has the tools and confidence to communicate effectively and fully participate in all daily activities and environments. REFERENCES Beukelman, D., & Mirenda, P. (2020). Augmentative and Alter- native Communication: Supporting Children and Adults with Complex Communication Needs (5th Edition). Baxter, S., Enderby, P., Evans, P., & Judge, S. (2012). Barriers and facilitators to the use of high-technology augmentative and alternative communication devices: A systematic review and qualitative synthesis. International Journal of Language & Communication Disorders, 47(2), 115–129. Helling, C., & Minga, J. (2014). Developing an Effective Frame- work for the Augmentative and Alternative Communication Evaluation Process. Perspectives on Augmentative and Alterna- tive Communication. 23 (2), pp.91-98 Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspec- tives of speech-language pathologists regarding success versus abandonment of AAC. Augmentative and Alternative Commu- nication, 22(2), 85–99.

Light, J. (1989). Toward a Definition of Communicative Compe- tence for Individuals Using Augmentative and Alternative Communication Systems. AAC Journal.

Phillips, B., & Zhao, H. (1993). Predictors of assistive technology abandonment. Assistive Technology, 5(1), 36–45.

Rush, E. & Helling, C. (2013). AAC Assessment: Merging Personal And Clinical Evidence To Support Quality Outcomes. Session presented at the 2013 ASHA Convention, Chicago, IL

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Combined Hearing & Vision Loss? iCanConnect provides FREE equipment and training to help people of all ages with significant combined hearing and vision loss connect with family, friends, and the world. Learn more about iCanConnect and the program’s

eligibility guidelines at our website: www.iCanConnect.org/Minnesota. Questions about how to apply? Contact: Heather Anderson Coordinating Partner iCanConnect Minnesota heather.icanconnect@gmail.com (612) 990-3834

www.iCanConnect.org

mobility, mounting, seating & positioning

UNLOCK AUTONOMY Achievement Board

My name is Will Pearce, and I’m from Charleston, South Carolina. I’m the founder of Attento Board, a small business dedicated to creating simple yet effective tools for people with disabilities and the elderly. My path to the world of assistive technology isn’t a traditional one—I don’t have a background in medicine or engineering. But I’m a firm believer in keeping things simple and purposeful. On April 1, 2017, my life changed forever. I collapsed from cardiac arrest while running a 10K race in Charleston. Thank- fully, EMTs witnessed the incident, defibrillated me twice, and got me to the hospital in under five minutes. I was placed in an induced hypothermic coma for 3.5 days and given just a 4% chance of survival. Against all odds, I made a full recovery. People often told me, “You’re still here for a reason,” but it wasn’t until a few years later that I discovered my purpose. During the COVID pandemic, a friend and I started making bamboo cutting and charcuterie boards to sell at local markets. Our boards were unique, featuring a peg system that allowed users to secure dishes and transport them with ease. While working at a farm stand, I befriended a woman who was losing dexterity in her hands. I gave her one of our boards, hoping it might help her in the kitchen. Instead, she began using it as a dinner tray, securing her dishes while sitting in her recliner.

Briella uses the Achievement Board to work on her motor skills.

WILL PEARCE, Founder of Attento Board. The name “Attento” stems from the Italian word for “Careful,” and our motto is all about “Helping Achieve Independence”. This journey began when my life took an unexpected turn. In April 2017, I collapsed from Cardiac Arrest and was given a 4% chance of survival while running a 10K race. Defying the odds, emerged with a newfound purpose. In the pursuit of making a positive impact, the Attento Board was started with some “Covid Creativity”. Originally conceived as a cutting board and dish carrier, it evolved into something more significant—a versatile board with incredible potential for people with disabilities, children, and the elderly.

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Briella’s First Use - YouTube Shorts Video https://www.youtube.com/shorts/viHciHB6K18

Her creative use of the board sparked an idea. In June 2023, I decided to create a plastic version that could better serve people with disabilities. This became the Achievement Board—a lightweight, customizable transport tray designed to enhance independence and daily living. In a leap of faith, I brought the Achievement Board to the Abilities Expo in Dallas to connect with the assistive technology community. The response was incredible, and the experience solidified my decision to go all in on this journey.

With all of the expensive and advanced technology, I wanted to keep the design of the Achievement Board simple so that people could find their own customizable and useful ways to use it and the price low. What’s great about the customization potential is that it benefits a wide variety of users. Whether it’s being used for motor skills development, supporting neuro- logical disabilities, or assisting visually impaired individuals, the Achievement Board adapts to the needs of its users. Unlike many assistive technology products that are designed for very specific purposes, the Achievement Board is versatile enough to benefit all. At a price of just $60, it is affordable for all. HERE ARE A FEW FAQ’S Who does the Attento Board help? It’s designed for individuals with disabilities such as cerebral palsy (CP), multiple sclerosis (MS), visual impairments, Parkin- son’s disease, and autism. It can also be used by therapists and doctors who assist these individuals, helping to enhance their therapy and support efforts. How does the Attento Board help? The Attento Board enhances daily living by supporting various needs. It accommodates traditional plateware for easier eating, integrates with assistive technology like talking pads and tablets to facilitate communication, and aids in developing or relearning motor skills. Meagan, who is visually impaired, uses the Achievement Board to help her while she paints her fingernails.

Vivvi uses the Achievement Board to secure her dinner.

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• A small non-slip pad to stabilize the board. • A cleaning brush for easy maintenance. • Five rubber bands for added customization. • A small parts bag for accessories storage.

At Attento Board, our mission is to “Help Achieve Indepen- dence”. I want to prove that sometimes the simplest solutions make the biggest differences.

https://attentoboard.com/home

Briella One Year Later. YouTube Shorts Video - https://www.youtube.com/shorts/lwSpk0MJ2eo

Do you or someone you know struggle with balance or fine motor control? YouTube Shorts Video - https://www.youtube.com/shorts/DT3aDNNyri8

Build Capacity With State-of-the-Art Training, Tools and Resources Closing The Gap offers a dynamic, online platform of on- demand professional development, resources and tools for individuals, school districts, rehabilitation centers, non profit organizations and universities who are using assistive technologies to support children and adults with disabilities.

Why is the Attento Board important? Attento Board helps people complete challenging tasks on their own, boosting confidence and independence. It reduces reliance on others and promotes inclusivity, making life more accessible for everyone. To enhance its usability, the Achievement Board comes with a few accessories: • 12 pegs, available in black plastic or natural birch wood. The wood pegs are perfect for painting with color combinations that assist the visually impaired or for creative projects. • A carabiner clip to hang the board on power chairs or other items.

MEMBERSHIP & TRAINING

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Making AAC Magic Discover what your consultant can do for you. Helping you find the most appropriate AAC solution is of the utmost importance to us here at PRC-Saltillo! Here are some of the many ways we can assist you: • On-site device consultations • Lifetime device support • Assistance with the funding process • Obtaining a trial device • Implementation support for parents & professionals • Device setup and training

Your PRC-Saltillo Consultant is Here to Help!

Supporting Communication. Creating Connections. prc-saltillo.com

Did you know? Your favorite AAC iOS apps were developed by your friends at PRC-Saltillo!

Ask us about upcoming trainings in your area!

leadership, policy & implementation

Mentoring: Supporting Professional and Personal Growth and Development

Training typically focuses on the technical aspects of AAC, such as how to edit buttons or back up a system. While this foundational knowledge is essential, it addresses only the operational side of AAC usage. Training equips providers with the skills to set up and maintain AAC devices, but it does not directly contribute to the goal of fostering meaningful communication. The same is true in other fields of practice. You will find that in many workshops the focus of the training is to demonstrate and acquire the knowledge of the basic use of tools and processes. The next level of support, coaching , is where the focus shifts to improving implementation strategies that promote language development and communication independence. Coaching goes beyond just teaching users how to operate their device; it involves modeling language use, increasing wait time, and encouraging communication through open- ended questions. By giving users more time to process

Research has shown that proper mentoring supports educator retention and classroom performance, as well as keeping staff motivated and on a continuous path of supported growth, allowing them to develop new skills while also benefiting students. Training, coaching and mentoring are vital components for professional development and personal growth for adults, however the goals and objectives for each are very different. Support provided by these three key interconnected means through training, coaching and mentoring is similar in any field of practice. In the field of Augmentative and Alternative Communication (AAC), support for users and their communication partners progresses through these distinct stages of training, coaching, and mentoring, and each stage serves a unique purpose in helping individuals become more independent and effective communicators.

DAN HERLIHY, AT Specialist, B.S., M.A., Dan is an Assistive Technology Specialist currently designing learning modules and training on utilizing AI in K-12 education. dherlihy@juno.com BRENDA ROBERTSON DEL MONTE AMA, CCC-SLP, is a speech language pathologist and an assistive technology evaluator and facilitator. She worked as an SLP in Washington State public schools and is currently a private practitioner in Arizona, where she does AAC evaluations and trainings. Brenda has presented her knowledge at Closing the Gap and her collaborative research on accessing AAC at ATIA. Brenda Del Monte is a co-founder of Believe Beyond Ability, a non-profit organization that evaluates, deter - mines, provides and trains those with multiple disabilities on assistive technology to increase independence. Brenda is also an author of the newly published book, “I See You In There,” a collection of stories from her 20+ years of experience working with children and adults with disabilities. She is currently a co-host of the Awe and Wonder Podcast hosted by the Special Ed Tech Center. brenda.delmonte@gmail.com

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and respond, and reducing reliance on yes/no or choice- based questions, coaches help create a space for authentic communication. In this stage, the coach also emphasizes the importance of modeling language use on the AAC system, demonstrating how to communicate thoughts, needs, and ideas. These strategies are key to building AAC users’ confidence and proficiency in using their devices to express themselves. We see the role of coaches in many other aspects of life, from the sports field to the classroom where constructive feedback on practice is what elevates and enhances performance. The most nuanced level of support, mentoring , is a long- term, relational process. Mentoring recognizes that both the AAC user and their communication partners are continually learning and adapting. Rather than simply providing solutions, mentors focus on fostering a collaborative environment where challenges are acknowledged and explored. This relationship involves open-ended problem-solving through “I wonder” statements, which encourage mutual reflection and shared learning. The mentor’s role is to create a space where both the user and their support team feel empowered to address difficulties creatively and proactively. Mentoring also requires acknowledging the emotional and practical challenges faced by all parties, allowing for empathy and understanding throughout the process. This process applies to mentoring in any field or situation. As you think back, how often were you assigned a “mentor,” only to find that their goal was simply bringing you on board with how things are done, how to fill out forms, or informing you of the rules and regulations of the organization? Was the mentoring really a “training,” with little regard to your own personal goals? Hearing and addressing pain points is essential for building trust and rapport in a mentoring relationship, especially in the context of AAC support. A key responsibility of the mentor in any field of practice is to carefully navigate the balance between acknowledging the challenges faced by the mentee, and guiding them toward potential solutions. The process of “admiring the problem”—taking time to truly understand and reflect on the issue—helps validate the mentee’s experience and shows empathy. This phase is critical in fostering an environment where the mentee feels heard and supported. However, it is equally important for the mentor to know when to transition from simply exploring the problem to fostering solution-based thinking. Effective mentoring involves encouraging the mentee to generate their own ideas for addressing the challenge. When the mentee is involved in the problem-solving process, they are more likely to feel ownership of the solution and are, therefore, more motivated to try it.

On page 6 in Zachary & Fain’s Mentor’s Guide: Facilitating Effective Learning Relationships there is a table titled Elements in the Learner-Centered Mentoring Paradigm. In it we find many adult learning principles that are brought to the mentoring process. It includes wording and phrases such as “Adults learn best when they are involved in diagnosing, planning, implementing, and evaluating their own learning,”… “adult learners need to be self-directing, the life experiences of others enrich the learning process,”.. “create and maintain a supportive climate that promotes the conditions necessary for learning to take place,”...and, “critical reflection and application” (Zachary & Fain, 2022, p. 6). By guiding the mentee toward solutions rather than imposing them, mentors help build confidence and empower the mentee to take active steps toward resolving their difficulties. This collaborative approach not only enhances the mentee’s problem-solving skills, but also strengthens the trust and partnership that underpins the mentoring relationship. Ultimately, training, coaching, and mentoring represent a continuum of support that helps AAC users move from basic device operation to confident, independent communication. Each stage builds upon the previous one, ensuring that AAC users not only have the technical skills to use their devices, but also the strategies and support they need to communicate their thoughts and ideas with greater autonomy and impact. As you think about your own field of practice, employing these elements in a continuing and fluid process provides a very supportive space for personal growth.

Dan and Brenda at Closing The Gap Conference.

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In K-12 education, the veteran professional constitutes a category requiring a more differentiated approach to mentoring. Their needs from a mentoring relationship are different from those new to the profession. Bressman, et al., (2018) discussed targeted professional development (PD) in the form of mentoring, directly connected to the field and focus of the professional. Their findings included a desire by the veteran teachers for differentiated professional development that helped them examine practice in a way that would not have developed in the traditionally provided PD. There are many other topics related to the mentoring process that need to be considered, such as positionality (the awareness of one’s social and cultural identities and how these influence the mentoring relationship), intersectionality (the overlapping identities and experiences that shape each mentee’s unique perspective such as race, gender, class or culture for example, and how they impact in complex ways). These are important considerations if we are truly focusing on the mentee and can impact the process in ways we may be blind to. The Mentor’s Guide: Facilitating Effective Learning Relationships, by Zachary & Fain (2022), is a good place to learn more about this process. Their discussions include intergenerational understanding when working with mentees, setting boundaries in the mentoring relationship (you’re not there to put out fires!) as well as enabling growth and closure - all very important in the process. Although this may seem like a lot, keep in mind, it is all about the mentee. Creating a “mini me” is never the goal. By bringing support to our professions in the form of mentoring, we all benefit, both personally and professionally, as well as the students and adults we serve. REFERENCES Association for Supervision and Curriculum Development. (1999). Designing a mentor program. ASCD. https://www.ascd. org/el/articles/designing-a-mentor-program Bressman, S., Winter, J. S., & Efron, S. E. (2018). Next generation mentoring: Supporting teachers beyond induction. Teaching and Teacher Education, 73, 162–170. https://doi.org/10.1016/j. tate.2018.04.003 Fain, L. Z., & Zachary, L. J. (2020). Bridging differences for Better Mentoring: Lean Forward, learn, leverage. Berrett-Koehler Publishers. Ponte, E., & Twomey, S. (2014). Veteran teachers mentoring in training: negotiating issues of power, vulnerability and profes- sional development. Journal of Education for Teaching: JET, 40(1), 20–33. https://doi.org/10.1080/02607476.2013.864015

St George, C. A., & Robinson, S. B. (2011). Making Mentoring Matter: Perspectives from Veteran Mentor Teachers. The Delta Kappa Gamma Bulletin, 78(1), 24-.

Zachary, L. J., & Fain, L. Z. (2022). Mentor’s Guide: Facilitating Effective Learning Relationships. Jossey-Bass.

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43 RD ANNUAL CONFERENCE OCTOBER 21-24, 2025 Pre Conference Workshops: Monday and Tuesday, October 20-21, 2025 DOUBLETREE BY HILTON HOTEL BLOOMINGTON See why Closing The Gap has earned a reputation for exceptional

The Closing The Gap Conference is an annual assistive technology conference that presents an opportunity to deepen your assistive technology (AT) knowledge and strengthen your implementation strategies. The conference week is designed to dig deeper into critical areas that have the power, when implemented strategically, to transform your class- room, your school, your district, your practice. When you start thinking differently about how to reach ALL students, how to infuse technology into learning, how to leverage AT strategies in all areas – then we begin to transform these areas and ultimately increase achievement and independence.

THE CONFERENCE FOR EXCEPTIONAL LEARNING

INSIGHT What Makes Closing The Gap Unlike Other AT Conferences? Immersive Learning: Each day is packed with engaging educational sessions led by experienced and expert presenters. The conference (Wednesday – Friday) is offered for up to 17 hours of CEUs. Add pre conference Monday and/or Tuesday for up to 14 more hours! In-Depth Exploration: Unique to Closing The Gap, you’ll find 1-hour and 2.5-hour sessions that provide participants with a deep dive into the latest topics in the field. Actionable Insights: In the exhibit hall, participants will discover valuable information, strategies, and products that can be directly applied to their work and improve their lives.

CONNECTIONS Where the AT Community Comes to Network and Learn Renowned for its exceptional learning opportunities and vibrant networking atmosphere, this conference is truly one-of-a-kind! Who should attend? ANYONE interested in finding practical and readily avail - able AT solutions for ALL disabilities, mild to significant, infant through adult.

• Speech Language Pathologists • Occupational Therapists • Physical Therapists • Autism Specialists • Vision Specialists • Special Educators

• Special Education Directors • Administrators • University Instructors • Technology Specialists • Parents

• End Users • Manufacturers

• accessibility & UDL • assessment & IEPs • augmentative and alternative communication (AAC) • autism spectrum disorder (ASD) • blind / low vision Topics include:

• deaf and hard of hearing • early childhood development • instruction, literacy & inclusion • leadership, policy & implementation • mathematics

• mobility, mounting, seating & positioning • research • transition, employment & vocational rehab

/ Producers / Company Representatives

CALL FOR PROPOSALS Share Your Knowledge and Expertise

Closing The Gap will consider proposals for one-hour or multiple-hour sessions that describe and/or demonstrate successful applications of assistive technology for persons with disabilities. Groups or individuals who wish to participate should submit their proposals for one-hour and multiple-hour presentations as soon as possible.

Call for Proposals will open February 19, 2025. Deadline to submit is Thursday, May 1, 2025.

leadership, policy & implementation

Summary: Working in AT and AAC services requires strong teamwork to drive positive change. This article highlights how the Knoster Model can significantly enhance your team’s approach to managing change, leading to improved services for your students. This model provides a robust framework for achieving meaningful transformation. It underscores the necessity of structured processes, open communication, and a shared vision to foster an environment where everyone can thrive. Embrace the Knoster Model to elevate your impact!. Using the Knoster Model to Navigate AT/AAC Teams Through Change

“Change, after all, is only another word for growth, another synonym for learning, we can all do it, if we want to.” - Charles Handy, Irish author/philosopher specializing in organizational behavior and management. Have you ever been part of a team that isn’t getting the job done? As an educator, you spend hours in meetings. Meet- ings about systems, about students, about other meetings. As a special education teacher, administrator, and occupational therapist, I have led and participated in evaluation, IEP, wrap- around, department, and many other meetings that increased access for students and ones that have circled the drain. These meetings were at district and student levels, varied in size and expertise, and often encountered issues that disrupted the processes, misdirected the efforts, or completely derailed the goals. Imagine you are working with a team that meets monthly. At the meeting, the team is energized by the prospect of pro- viding communication options for a particular student. You participate in lively discussions about potential strategies in detail and leave each meeting with a clear action plan. How-

ever, when we reconvened the following month, many tasks remained unattempted or a team member had taken a com- pletely different approach. After several months of this recur- ring pattern, the team and you start questioning whether the student is ready to engage. Perhaps in another instance, a team would methodically work through our checklist but ultimately abandon the data collection process because the student simply wanted to press the buttons without engaging with the intended communica- tion tools. During my work with assistive technology (AT) and teams focused on augmentative and alternative communication (AAC), I realized that the challenges encountered were not due to a student’s “failure” or their lack of ability, need, or desire. In- stead, these challenges often stemmed from issues related to team facilitation, teamwork dynamics, and systemic changes. Like many others in the field, I pursued various professional de- velopment opportunities and read extensively to improve my skills in participating in and facilitating teams.

IRENE HUGHES - Began my career as a Special Education Teacher in Roseburg, Oregon, in 1979. In 1984, I earned my Master’s degree in Occupational Therapy. Throughout my career in education, I have primarily focused on teaching and advocating for individuals from infancy to age 21. My emphasis has been on utilizing assistive technology (AT) and augmentative and alternative communication (AAC) devices and services to support students with complex and diverse needs. This work aims to promote access, equity, independence, and self-determination among these individuals. Currently, I provide consulting, coaching, and professional development services to school districts. I believe, “everything is figureoutable” (Marie Forleo, 2020).

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By implementing several strategies—such as maintaining a timed agenda, starting and ending meetings on time, estab- lishing ground rules, and fostering a safe environment— team productivity was enhanced. For these groups, integrating and applying the Knoster Model into our processes led to signifi- cant positive changes in how we provided devices and services to students who utilize AT and AAC. “When I first started working in this area AAC I remember hearing older therapists talking about “systemic change” and thinking that that had nothing to do with me. But I now know it has everything to do with me.” Jane Farrall of Special Educa- tor, Speech Pathologist and Disability Rights Advocate (June, 2014) Managing the rapid changes in assistive technology AT and AAC is essential for meeting the complex needs of students with Individualized Education Programs (IEPs) and Section 504 plans. As schools become increasingly diverse, the demand for individualized and customizable AT and AAC devices also rises. Each student’s unique circumstances necessitate a supportive team with a clear vision to achieve desired outcomes while minimizing challenges among team members. This article explores the Knoster Model to assist teams in designing, implementing, and maintaining meaningful change when selecting and implementing AAC and AT programs for students. This process goes beyond focusing solely on the indi- vidual; it is crucial to consider all factors involved. Specifically, let’s examine the context of use—where, when, how, and why the technology will be utilized. Additionally, un- derstanding the various systems that support the individual is essential. System change theory can enhance our practices by minimizing team conflicts and reducing the likelihood of system abandonment. The Knoster Model serves as one frame- work that teams can utilize to facilitate meaningful change ef- fectively. THE KNOSTER MODEL At first glance, understanding the Knoster Model may seem overwhelming due to its numerous components and unfamil- iar vocabulary, particularly in the context of assistive technol- ogy (AT) and augmentative and alternative communication (AAC). This section aims to bridge that gap. At the core of the Knoster Model are the Stages of Change: Unfreeze, Change, and Refreeze. Each stage is crucial for ensur- ing that necessary adjustments are made thoughtfully and ef- fectively. 1. **Unfreeze**: This stage focuses on creating awareness and fostering a sense of urgency among team mem-

bers and stakeholders. This can occur when the IEP team notices that a student with communication challenges struggles to engage and participate in class discussions and activities. Through open and safe brainstorming and problem-solving sessions, the team identifies the specific student challenges and recognizes the need for assistive technology to enhance communication. 2. **Change**: In this stage, the team evaluates the situa- tion using tools such as the SETT framework (Student, En- vironment, Task, Tools). For instance, they assess various communication devices and software that align with the students’ strengths and preferences. They might decide to implement a speech-generating device to help the stu- dent express their thoughts more effectively. It is essential to develop a comprehensive plan during this stage, outlin- ing specific activities, methodologies, and communication strategies to facilitate the change. 3. **Refreeze**: The team follows three steps of “Refreeze” when implementing the new device into the student’s life. They establish regular check-ins to monitor the student’s progress and gather feedback from key stakeholders. The goal is to integrate assistive technology seamlessly into the student’s daily routine. Continuous progress monitor- ing ensures that the changes achieve their intended im- pact and allows for necessary adjustments. Understanding how sustained change occurs is crucial for recognizing the overall process that the team follows. This knowledge en- ables the use of the Knoster Model to anticipate and effec- tively address challenges. To achieve successful outcomes, teams apply four key princi- ples: flexibility, adaptation, collaboration, and communication. These principles help shape the plan’s outcome and ensure it accurately reflects the team’s current state while outlining a re- alistic path forward; they keep the team focused on their work and aligned with common ground rules. In addition, let’s examine how the components of the Knoster Model interconnect, which includes six essential ele- ments: vision, consensus, skills, resources, motivation, and ac- tion plan. The four guiding principles steer the plan’s outcome and its understanding. They ensure that the model aligns with the team’s present circumstances while providing a clear direc- tion for the future. Each key element acts as a building block, ensuring that every step of the process is carefully considered. Together, these components enhance team performance and facilitate successful change implementation. For effective change to occur, all elements must be present.

Elements of the Knoster Model

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THE KNOSTER MODEL

The Knoster Change Management Model

Missing any component can lead to project failure, impact- ing team members; without a clear vision outlining needs, roles, and action plans, team members end up feeling confused about their tasks. A lack of consensus on the need for a device, its selection, or its implementation can foster a sense of sabotage, espe- cially if even one team member is not aligned with the plan. Additionally, if the team lacks the necessary skills for assessing needs and managing implementation, anxiety can rise. While skills development is a potential solution, it requires access to resources. Moreover, without support from administration, families, and stakeholders, essential supplies and training may be un- available, leading to frustration and potentially causing team members to consider quitting. Incentives can be complex and may be misunderstood as bribery or simple reward systems. In this context, intrinsic in- centives focus on addressing each team member’s underly- ing motivations. Consider questions like, Is the student more engaged and confident? Are their efforts resulting in positive changes? Without motivation, resistance to the plan may occur. Proper planning is essential; without it, actions can be fu- tile, and without action, planning is pointless. An effective way to implement the Knoster Model is to conclude meetings with a check-in, where team members share their feelings about progress and identify any missing components. This reflective process fosters open communication and increases the chanc- es of success.

Using a Google Form for this check-in can help gather input on the process and team dynamics. Team leaders should review the responses before the next meeting to address any identi- fied gaps effectively.

https://bit.ly/ihughes_consulting

Yes! The Knoster Model can make a difference in your prac- tice.

The success of any initiative in assistive technology hinges on the mastery of change management. By leveraging the Knoster Model Framework, teams can skillfully navigate the complexities of transitions with confidence. Prioritizing col- laboration, communication, and strategic planning equips them to effectively address the diverse needs of students and achieve impactful outcomes. As educational environments un- dergo rapid transformation, embracing these principles will be vital for fostering a dynamic culture of innovation and support that empowers every learner to excel. RESOURCES: T Knoster, Presentation to TASH Conference, Washington DC, 1991. (2020, March 3). Models: The Lippitt-Knoster Model for Man- aging Complex Change. Sergio Caredda. Retrieved April 28, 2023, from (n.d.). https://sergiocaredda.Eu/organisation/tools/ models-the-lippitt-knoster-model-for-managing-complex- change/.

Heifetz, M. (2023, April 28). Managing Change While Imple- menting First Due: The Knoster Model At Work. First due. Re-

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trieved February 18, 2022, from https://www.firstdue.com/ news/the-knoster-model-at-work-part-one

(n.d.). LEADING AND MANAGING COMPLEX CHANGE. Word- press. Retrieved April 28, 2023, from extension://elhekieabh- bkpmcefcoobjddigjcaadp/https://edadm821.files.wordpress. com/2013/01/leading-and-managing-complex-change1.pdf

AAC: Systemic Change for Individual Success – Jane Farrall Con- sulting. (2014, June). Janefarrall.com. https://janefarrall.com/ aac-systemic-change-for-individual-success/ Bhat, S., Dr. (2021, November 10). Lippit- Knoster change man- agement model. Dr. Shruti Bjat PhD., MBA, CLSSBB Profitability Expert. Retrieved April 28, 2023, from https://www.drshrutib- hat.com/blog/lippit-knoster-change-management-model Sapuppo, S. (2021, June 16). CHANGE IS A GOOD THING FOR SCHOOLS (JUST LEAN INTO IT). EdSmart. Retrieved April 28, 2023, from https://blog.edsmart.com/change-is-a-good-thing Hoek, W. (2020, January 7). Knoster Model for Managing Change. Willem Hoek. Retrieved April 28, 2023, from https:// whoek.com/b/knoster_managing-change.html

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