gies to ensure continuous improvement. Furthermore, the dis- trict actively collaborates with other teams statewide, fostering a network of like-minded educators to exchange successes, address barriers, and build a supportive, inclusive educational environment for staff and students alike. Leadership is key in fostering sustainability by creating sys- tems and processes that integrate AT coaching into the school culture. When administrators provide resources and dedicated time for collaboration, they streamline the implementation process and ensure the continued success of AT initiatives long after initial training. This systemic alignment reduces depen- dency on individual AT professionals, enhancing both efficien- cy and long-term impact. YOUR NEXT STEPS As you begin your coaching journey, consider how this ap- proach can make your work more efficient and sustainable. Building educator capacity will reduce the need for repeated interventions and create a lasting foundation for AT integra- tion across classrooms. Start small, focus on shared goals, and watch as the coaching culture transforms not just student out- comes but your role as an AT professional. IDEAS TO GET STARTED • Develop a school AT plan that outlines how coaching will be integrated into professional development and includes measurable goals for building teacher capacity. Share this vision during staff meetings or professional learning sessions. • Allocate dedicated time for coaching conversations, with administrative support, to ensure teachers and AT professionals can collaborate effectively. Providing nec- essary resources and structured time for these discus- sions reinforces the importance of coaching. • Use PLCs! Professional Learning Communities (PLC) are great opportunities to coach on AT implementation. • Make AT a shared responsibility. When addressing AT-re- lated challenges, invite teacher input, framing the con- versation as a collaborative effort rather than a directive. • Many teachers are passionate about student success and want to implement AT as effectively as possible in their classrooms. Highlight and celebrate their successes. En- courage teachers proficient in AT to serve as peer coach- es for their colleagues. • Make AT trainings part of the overall professional devel- opment and technology training system to build general AT awareness and skills. • Invest in tailored professional development for AT pro- fessionals that incorporates coaching practices and strategies. • Gather data about the AT service delivery process to
determine the impact of more coaching. Metrics ideas include observations of students using AT, teachers’ con- fidence about AT with pre/post surveys, or stakeholder interviews to measure satisfaction. AT can transform the educational experience for students with disabilities, providing access, independence, and engage- ment that might otherwise be out of reach. However, its suc- cess hinges not only on the availability of tools but also on the capacity of educators to integrate AT effectively into their class- rooms. By addressing persistent barriers—such as inadequate training, misconceptions, and lack of confidence—and adopt- ing a coaching mindset, AT professionals can help educators build the skills, knowledge, and confidence necessary for sus- tainable AT implementation. A coaching mindset fosters collaboration, trust, and shared responsibility. At the same time, AT professionals must re- main flexible, toggling between roles as coach, collaborator, and expert, depending on the situation. When administra- tors champion coaching by providing resources, professional development, and time for reflective practice, they create the foundation for a system-wide transformation in AT service de- livery. The journey toward a coaching mindset is not a one-time shift but a continuous process that requires intentionality, re- flection, and support. By investing in these efforts, schools can ensure that AT is not just a tool but a catalyst for student success. For those ready to begin this journey, the strategies and examples in this article provide a practical starting point for fostering coaching and maximizing the potential of AT for every student. REFERENCES Aguilar, E. (2013). The Art of Coaching: Effective Strategies for School Transformation. San Francisco, CA: Jossey-Bass. Bouck E. C. (2016). A national snapshot of assistive technology at the secondary level. Journal of Special Education Technology , 31(1), 4–13. Bouck, E. C., & Long, H. (2021). Assistive technology for students with disabilities: An updated snapshot. Journal of special educa- tion technology, 36 (4), 249-257. Bowser, G. & Reed, P. (2012) Adapted graphic from Costa, A., & Garmston, R. (2002): Cognitive Coaching: A Foundation for Re- naissance Schools Floyd, K., Galyon, C. L., & Floyd-Norris, K. (2020). Overcoming Barriers: Use of Assistive Technology to Access Curriculum. TEACHING Exceptional Children, 52(6), 436–439.
34 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