Symptoms linked to this entry:

• There is a school wide lack of interest in and willingness to use AT.
• Outside evaluator recommended AT, but no action has been taken.
• AT is physically available, but has no content to facilitate participation.
• Need for AT is documented in IEP, but no one seems to know their role or responsibility.
• AT is available and is used regularly for the activities that you set up, but no new uses are evident.
• There is a school wide lack of interest in and willingness to use AT.
• AT is physically available, but teacher has not incorporated its use into daily schedule.
• Teacher reports that the use of the AT "interferes with other instructional activities."

Reasons linked to this entry:

• Staff members do not understand their own roles and responsibilities in AT implementation.
• Classroom staff may not be comfortable designing and creating new options.
• Past training may not have been tailored to the teachers’ learning styles, thus failing to meet their needs for knowledge.
• Past training may have covered too much and made the operation of the AT seem overwhelming.
• Teacher hasn't made AT part of classroom procedures.

Actions linked to this entry:

• Review AT Implementation Plan or develop a plan in writing with assigned staff responsibilities
• Talk with staff members to determine which tasks they are most concerned about, then plan and provide training that specifically addresses the use of tools to accomplish those tasks.
• Help teacher figure out how to make the AT use part of the classroom procedures (e.g. how students get ready to work, this student gets out Fusion).