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-
February / March, 2025 | https://www.closingthegap.com/benefits-of-membership/ 31 Closing The Gap © 2025 Closing The Gap, Inc. All rights reserved.
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