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.
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