SUMMARY The Center for Assistive Technology Training is making a significant impact on K-12 education for students who are blind or have low vision. By addressing the challenges these students face and providing comprehensive training and resources, CATT is helping to create a more inclusive and supportive learning environment. As an APH program, CATT's collaborative approach and commitment to high-quality education on assistive technology are bridging the gap and ensuring that visually impaired students receive the support they need to succeed. REFERENCES Alimović, S. (2024). Benefits and challenges of using assistive technology in the education and rehabilitation of Individuals with visual impairments. Disability and
period, teachers can also benefit from the technical assistance provided by CATT’s network of professionals, all dedicated to enhancing educational opportunities for students with visual impairments. COLLABORATION AND SUPPORT: The Center for Assistive Technology collaborates with various organizations to provide support and resources to educators and families. This includes technical assistance, loaner devices, and access to a network of professionals dedicated to improving education for visually impaired students. The collaborative efforts of CATT ensure that educators and families have the necessary tools and knowledge to support visually impaired students effectively. This collaborative approach is supported by research that highlights the value of transdisciplinary collaboration in the field of assistive technology, fostering innovation and impactful solutions (Boger Et al, 2017). In the few years that CATT has existed, it has provided invaluable support to professionals in the field. However, the success of this APH program would not have been possible without the collaboration and support of organizations such as the Alabama Institute for Deaf and Blind (AIDB), the Foundation for Blind Children (FBC) in Arizona, and the Washington State School for the Blind (WSSB). Additionally, CATT collaborates with school districts, state schools for the blind and deaf, assistive technology conferences at both state and national levels, the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER), and other similar organizations. These collaborations ensure that students with blindness and low vision receive the support they need to succeed. By working together, advocating, and providing services, we can create a more inclusive and supportive educational environment for these students. CONCLUSION The Center for Assistive Technology Training is a pioneering initiative that encompasses three distinct programs, each led by dedicated professionals. The Southeast Program, under the leadership of Stephanie Pizza , serves states including Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, and Tennessee. The Northwest Program, led by Yue-Ting Siu , extends its services to Alaska, American Samoa, California, Guam, Hawaii, Idaho, Montana, Northern Mariana Islands, Oregon, Washington, and Wyoming. Additionally, the Southwest Program, spearheaded by Niraj Parikh , focuses on providing assistive technology support, outreach, and training across Arizona, Texas, Nevada, Utah, Colorado, New Mexico, and other states not covered by the other programs. For more information, please send an email to: CATT@aidb.org for the Southeast Program, cattnw@wssb.wa.gov for the Northwest Program, and info@CATTSouthwest.org for the Southwest Program.
Rehabilitation: Assistive Technology, 19 (8), 3063–3070. https://doi.org/10.1080/17483107.2024.2344802
Alsolami, A. S. (2022). Teachers of Special Education and Assistive Technology: Teachers’ Perceptions of Knowledge, Competencies and Professional Development. Sage Open, 12 (1). https://doi.org/10.1177/21582440221079900 American Printing House for the Blind, (n.d). American Printing House Catalogs . Retrieved February, 2025 from https://www.aph.org/aph-catalogs/. Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2020). Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers . Journal of
Special Education Technology, 35(4), 236-248. https://doi.org/10.1177/0162643419864858
Bin Tuwaym, S. T., & Berry, A. B. (2018). Assistive Technology for Students With Visual Impairments: A Resource for Teachers, Parents, and Students. Rural Special Education Quarterly, 37(4), 219-227. https://doi.org/10.1177/8756870518773397 Boger, J., Jackson, P., Mulvenna, M., Sixsmith, J., Sixsmith, A., Mihailidis, A., Kontos, P., Miller Polgar, J., Grigorovich, A., & Martin, S. (2017). Principles for fostering the transdisciplinary development of assistive technologies. Disability and
rehabilitation. Assistive technology, 12 (5), 480–490. https://doi.org/10.3109/17483107.2016.1151953
6
www.closingthegap.com/membership | April / May, 2025 Closing The Gap © 2025 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator