Wednesday, January 30, 2008
Dr. Penny Reed
I am sorry that I incorrectly referred to Dr. Reed. Below is her bio.
Penny Reed, Ph.D., is the Director of the Wisconsin Assistive Technology
Initiative, a statewide technical assistance project in assistive technology
funded by the Wisconsin Department of Public Instruction. She has been a
teacher, consultant and administrator in the field of special education for
thirty years. Much of her experience involved working with children with
physical and multiple disabilities, which led to her interest in assistive
technology. Dr. Reed has worked for local school districts, education service
agencies, and state education agencies and has taught both graduate and
undergraduate courses at the postsecondary level. Dr. Reed is currently
President of the national Technology and Media Division of the Council for
Exceptional Children and a member of the consortium that developed the
Quality Indicators of Assistive Technology Services.
Dr. Reed provides training across the country on a variety of topics related
to assistive technology with a special focus on helping school districts
improve their delivery of assistive technology services. Dr. Reed is co-author
of the Educational Tech Points (Bowser & Reed, 1995), Navigating the
Process, Educational Tech Points for Parents (Bowser & Reed, 1997),
Educational Tech Points: A Framework for Assistive Technology Planning
(Bowser & Reed, 1998), Designing Environments for Successful Kids (Reed,
Gierach, Walser, Sheets, Cumley, Lynch, & Wirkus, 1997), "Assessment for
Assistive Technology" (Reed & Best) and "Supporting Physical and Sensory
Capabilities Through Assistive Technology" (Best, Bigge & Reed) in Teaching
Individuals with Physical, Health, or Multiple Disabilities, 4th Edition. (Bigge,
Best, & Heller, 2001), and Assistive Technology Pointers for Parents, (Reed
& Bowser, 2000) and is editor of Assessing Students' Need for Assistive
Technology: A Resource Manual for School District Teams (2000).
Penny Reed, Ph.D., is the Director of the Wisconsin Assistive Technology
Initiative, a statewide technical assistance project in assistive technology
funded by the Wisconsin Department of Public Instruction. She has been a
teacher, consultant and administrator in the field of special education for
thirty years. Much of her experience involved working with children with
physical and multiple disabilities, which led to her interest in assistive
technology. Dr. Reed has worked for local school districts, education service
agencies, and state education agencies and has taught both graduate and
undergraduate courses at the postsecondary level. Dr. Reed is currently
President of the national Technology and Media Division of the Council for
Exceptional Children and a member of the consortium that developed the
Quality Indicators of Assistive Technology Services.
Dr. Reed provides training across the country on a variety of topics related
to assistive technology with a special focus on helping school districts
improve their delivery of assistive technology services. Dr. Reed is co-author
of the Educational Tech Points (Bowser & Reed, 1995), Navigating the
Process, Educational Tech Points for Parents (Bowser & Reed, 1997),
Educational Tech Points: A Framework for Assistive Technology Planning
(Bowser & Reed, 1998), Designing Environments for Successful Kids (Reed,
Gierach, Walser, Sheets, Cumley, Lynch, & Wirkus, 1997), "Assessment for
Assistive Technology" (Reed & Best) and "Supporting Physical and Sensory
Capabilities Through Assistive Technology" (Best, Bigge & Reed) in Teaching
Individuals with Physical, Health, or Multiple Disabilities, 4th Edition. (Bigge,
Best, & Heller, 2001), and Assistive Technology Pointers for Parents, (Reed
& Bowser, 2000) and is editor of Assessing Students' Need for Assistive
Technology: A Resource Manual for School District Teams (2000).
Improving Assistive Technology in Your School District
http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E375&-session=XServeAuthenticate:46DF3A2B032d02D3F3Juiv16CAB3
I reviewed Educational Tech Points assessment model in more detail today, so I decided to search for an article written by Ms. Reed. This article details some of the major points for implementing and improving AT in the school system. She begins with “The only way that school districts can effectively and efficiently comply with the assistive technology requirements of IDEA is to change their system so that the provision of assistive technology devices and services is fully integrated into the special education process of referral, evaluation, plan development, implementation, and review that already occurs for all children with disabilities. This requires that all service providers including teachers, therapists, paraprofessionals, and administrators understand assistive technology and their role in its use.” AMEN…. Now that includes about anyone who works at the school except maybe the cafeteria and janitor.
She suggests that rather than telling these people what they need to use a tool that has been developed by Hall& Hord. The School District Profile determines how the district is performing, and the employees are active in the process. I explored this and found this website of interest (which would have been helpful if it were in the article)
http://resources.sai-iowa.org/change/cbam.ppt
I have found in developing new programs that I get the best buy in if the participants discover for themselves through a self-assessment that there is a need for change. I am not sure how this would work with AT, but it does give me something to think about.
If you think that your organization could use some change with regard to AT, Ms. Reed has provided much food for thought. Other features of the article are: Development of an AT leadership team, Policies, procedures, forms, development of an AT resource and lending library, training and support.
I reviewed Educational Tech Points assessment model in more detail today, so I decided to search for an article written by Ms. Reed. This article details some of the major points for implementing and improving AT in the school system. She begins with “The only way that school districts can effectively and efficiently comply with the assistive technology requirements of IDEA is to change their system so that the provision of assistive technology devices and services is fully integrated into the special education process of referral, evaluation, plan development, implementation, and review that already occurs for all children with disabilities. This requires that all service providers including teachers, therapists, paraprofessionals, and administrators understand assistive technology and their role in its use.” AMEN…. Now that includes about anyone who works at the school except maybe the cafeteria and janitor.
She suggests that rather than telling these people what they need to use a tool that has been developed by Hall& Hord. The School District Profile determines how the district is performing, and the employees are active in the process. I explored this and found this website of interest (which would have been helpful if it were in the article)
http://resources.sai-iowa.org/change/cbam.ppt
I have found in developing new programs that I get the best buy in if the participants discover for themselves through a self-assessment that there is a need for change. I am not sure how this would work with AT, but it does give me something to think about.
If you think that your organization could use some change with regard to AT, Ms. Reed has provided much food for thought. Other features of the article are: Development of an AT leadership team, Policies, procedures, forms, development of an AT resource and lending library, training and support.
Saturday, January 12, 2008
HI EVERYONE
Welcome to my blog. First, I will explain that I do not have a good reason for taking this AT class. I developed an interest in AT in the early 1980s while teaching Basic Skills classes for the community college. My supervisor challenged me to teach 2 ladies whom the public school system, VR, and other agencies had labeled as “unteachable and incapable of performing due to lack of communication skills and cognitive abilities”. Now I have always enjoyed a challenge, but these 27 years old individuals could not speak, write, use sign language……. Or any other means of communication of which I had experience. My immediate reaction was to call my supervisor (which I did), tell her what I thought, and transfer the ladies to another class that was more appropriate. First words out of the supervisor’s mouth- “How did the Vice President’s sister do in class today”. My response- “Just fine. I look forward to the challenge, I am sure we will find a way to teach her something.” The other lady was the sister’s best friend, both with severe CP. To make a long story short, after much research, and much learning on my part, both ladies received AT and an Adult High School Diploma. I learned more from these 2 marvelous, patient women that I have ever learned from any book. They trained me in subjects such as: acceptance, perseverance, love, and most of all not to judge anyone too quickly. From them I developed the motto: Everyone has the potential to learn more.
Now many moves later, many jobs later, I have enrolled in the Adult Education Graduate Program at ECU. I need some electives…. Browse through the course selections and realize that I can take AT Certification classes online. Just like most of my life, not exactly planned. Last semester, I learned that AT has really advanced. I am not sure what I will do with the AT Certification, but just as always, something will occur where I can use it.
Currently, I am work in Workforce Development within the community college. This is another area of my life that was not planned, but I am enjoying the challenges of developing and implementing the Career Readiness Certification in NC.
For fun, I play with my granddaughter who is 4 years old. We love to spend time at the beach, building sand castles and hunting treasures. I also enjoy playing with my 2 dogs (they help with my homework, too). My husband is my biggest cheerleader. We enjoy spending time together, church activities, relaxing and walking on the beach when possible.
Welcome to my blog. First, I will explain that I do not have a good reason for taking this AT class. I developed an interest in AT in the early 1980s while teaching Basic Skills classes for the community college. My supervisor challenged me to teach 2 ladies whom the public school system, VR, and other agencies had labeled as “unteachable and incapable of performing due to lack of communication skills and cognitive abilities”. Now I have always enjoyed a challenge, but these 27 years old individuals could not speak, write, use sign language……. Or any other means of communication of which I had experience. My immediate reaction was to call my supervisor (which I did), tell her what I thought, and transfer the ladies to another class that was more appropriate. First words out of the supervisor’s mouth- “How did the Vice President’s sister do in class today”. My response- “Just fine. I look forward to the challenge, I am sure we will find a way to teach her something.” The other lady was the sister’s best friend, both with severe CP. To make a long story short, after much research, and much learning on my part, both ladies received AT and an Adult High School Diploma. I learned more from these 2 marvelous, patient women that I have ever learned from any book. They trained me in subjects such as: acceptance, perseverance, love, and most of all not to judge anyone too quickly. From them I developed the motto: Everyone has the potential to learn more.
Now many moves later, many jobs later, I have enrolled in the Adult Education Graduate Program at ECU. I need some electives…. Browse through the course selections and realize that I can take AT Certification classes online. Just like most of my life, not exactly planned. Last semester, I learned that AT has really advanced. I am not sure what I will do with the AT Certification, but just as always, something will occur where I can use it.
Currently, I am work in Workforce Development within the community college. This is another area of my life that was not planned, but I am enjoying the challenges of developing and implementing the Career Readiness Certification in NC.
For fun, I play with my granddaughter who is 4 years old. We love to spend time at the beach, building sand castles and hunting treasures. I also enjoy playing with my 2 dogs (they help with my homework, too). My husband is my biggest cheerleader. We enjoy spending time together, church activities, relaxing and walking on the beach when possible.
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