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.,
30 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2025 Closing The Gap © 2025 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator