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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