Table 1 - List of Barriers without Classification Triggering Question: "What are barriers to what "ought to be done" to create a sustainable model of assistive technology to support students in accessing and progressing in the general education curriculum?"

1: UNCLEAR ROLE OF ASSISTIVE TECH IN THE GENERAL EDUCATION

2: LACK OF PROCEDURES AND POLICIES THAT WILL DRIVE THE UTILIZATION OF EXISTING RESOURCES

3: FAILURE OF DISTRICTS AND/OR IEP TEAMS TO RECOGNIZE THE NEED TO BE TRAINED AND ABLE TO FULLY ADDRESS ASSISTIVE TECH

4: SHORTAGE OF KNOWLEDGEABLE STAFF TO IMPLEMENT TECH DAILY AT THE CLASSROOM LEVEL

5: DILEMMA OF ADDING ASSISTIVE TECH DUTIES TO STAFF ALREADY WEARING MANY HATS

6: LIMITED SHARED VISION ACROSS DISCIPLINES

7: SHORTAGE OF TEACHER COLLABORATION TIME

8: RELIANCE ON QUESTIONABLE FUNDING SOURCES

9: REFUSAL TO IMPLEMENT ASSISTIVE TECH INTO THE CLASSROOM BY THE TEACHERS EVEN AFTER TRAINING

10: FINDING THE BALANCE BETWEEN LOCAL AND STATE GOVERNMENT IN THE AREA OF ASSISTIVE TECH

11: INABILITY TO ARTICULATE A CLEAR AND CONSISTENT VISION OF ASSISTIVE TECH AND UNIVERSAL DESIGN FOR LEARNING

12: LACK OF RESOURCES - PEOPLE, ASSETS, MATERIALS, CAPITAL, ETC. TO BE USED TO ACCOMPLISH A GOAL

13: TIME CONSTRAINTS FOR TRAINING GEN ED STAFF IN THE IMPLEMENTATION FOR DAILY USE

14: A LACK OF 'HOW TO' TRAINING OPPORTUNITIES AND SUPPORT FOR PARENTS

15: TECHNOLOGY CHANGES SO QUICKLY

16: A LACK OF UNDERSTANDING OF ASSISTIVE TECH SERVICES AND DEVICES

17: INABILITY TO SEE ASSISTIVE TECH AS A MEANS TO AN END AND A TOOL TO ACCOMPLISH A TASK

18: LACK OF FUNDING AVAILABLE TO EMPLOY THE ADDITIONAL STAFF NEEDED TO IMPLEMENT ASSISTIVE TECH IN THE SCHOOLS

19: LACK OF BUY-IN FROM STAFF IN LOCAL DISTRICTS AS TO THE IMPORTANCE OF ASSISTIVE TECH SYSTEM DEVELOPMENT

20: LIMITED NETWORKING ACROSS REGIONS IN THE STATE

21: LIMITED INFLUENCE ON AND COMMUNICATION WITH LAW MAKERS

22: NEED FOR A PROCESS FOR LOCAL TEAM DEVELOPMENT

23: TIME IS NEEDED FOR INVESTIGATING NEW TECHNOLOGIES AND COST-EFFECTIVE TECHNOLOGIES

24: THE THOUGHT THAT WHEN STUDENTS USE ASSISTIVE TECH IT IS CHEATING

25: A LACK OF KNOWLEDGE AND AWARENESS OF ALTERNATIVES BY CURRICULUM LEADERS

26: LACK OF BASELINE STANDARDS OF TECH IN CLASSROOMS

27: THE PROS AND CONS OF CONTINUED DEVELOPMENT OF CURRICULUM OPPORTUNITIES

28: A NEED FOR UNIVERSAL UNDERSTANDING THAT USING ASSISTIVE TECH DOESN'T MAKE ONE STUPID

29: RELIANCE ON ONE EXPERT

30: IMPLEMENTATION IS PERSON SPECIFIC RATHER THAN SYSTEMIC PRACTICE

31: CONTROVERSY WHETHER ALL EDUCATION MAJORS AT THE UNIVERSITY LEVEL SHOULD BE REQUIRED TO TAKE A CLASS ON ASSISTIVE TECHNOLOGY, UNIVERSAL DESIGN FOR LEARNING AND THEIR IMPLEMENTATION

32: LACK OF UNDERSTANDING OF ASSISTIVE TECH EQUIP AND MATERIALS THAT CLEARLY SUPPORT PROGRESS IN THE GEN ED CURRICULUM

33: INADEQUATE TECH AVAILABLE IN SCHOOL BUILDINGS

34: THE NEED FOR A COMMON, RESEARCH BASED, CONSISTENT PROFESSIONAL DEVELOPMENT FOR SCHOOL STAFF AND PARENTS

35: LACK OF COMMUNICATION AMONG LOCAL TEAM MEMBERS

36: A NEED FOR A VIRTUAL EXPERT OR EXPERTISE TO DOCUMENT FAQS AND OTHER ASSISTIVE TECH ISSUES

37: A LACK OF PRE-SERVICE STANDARDS AND TRAINING OF TECH INTEGRATION AND UNIVERSAL DESIGN FOR LEARNING FOR EDUCATORS

38: LACK OF QUALITY DATA ON THE USE OF ASSISTIVE TECHNOLOGY

39: LACK OF TIME AND A SYSTEMATIC METHOD TO EFFECTIVELY EVALUATE NEEDS OF AN INDIVIDUAL STUDENT AND PLAN FOR IMPLEMENTATION

40: LACK OF FUNDING FOR TECHNOLOGY

41: LAWS THAT PREVENT THE CO-MINGLING OF SP.ED AND GEN ED FUNDS FOR RESPONSE TO INTERVENTION

42: AN EFFECTIVE DATA COLLECTION PROCESS AS WELL AS INTERPRETING THE INFO SO IT IS USEFUL

43: A LACK OF OPPORTUNITY TO ENTER INTO DIALOGUE WITH VENDORS REGARDING THE NEED FOR PROPER AND EFFECTIVE PRODUCTS THAT ARE UNIVERSALLY DESIGNED AT AN ECONOMICALLY REASONABLE PRICE

44: LACK OF ASSISTIVE TECH TEAM DEFINITION OF ROLES AND TEAM TRAINING FOR THOSE ROLES

45: FAILURE TO INCLUDE ALL OF THE PLAYERS

46: LACK OF TIME AND MONEY

47: LACK OF COORDINATED COMMUNICATION SYSTEM OF ASSISTIVE TECH PROFESSIONALS THROUGHOUT THE STATE

48: A NEED FOR A PROCESS OR STRUCTURE FOR STATEWIDE INSTRUCTION TECH STAFF, CURRICULUM STAFF, AND ASSISTIVE TECH STAFF TO WORK TOGETHER

49: A NEED FOR CONTINUOUS TRAINING

50: NEED TO INCREASE STATEWIDE DELIVERY MODEL FOR ASSISTIVE TECH

51: THE NEED TO 'SELL' A BASELINE STANDARD OF TECH FOR ALL CLASSROOMS

52: NEED TO INCREASE KNOWLEDGE OF HOW TO KEEP CURRENT ON ASSISTIVE TECH FOR STUDENTS

53: LACK OF GOALS AND OBJECTIVES ON IEPS RELATED TO ASSISTIVE TECH

54: LACK OF SYSTEMIC COLLECTION OF ASSISTIVE TECH AND UDL DATA ON THE STUDENT, SCHOOL, DISTRICT, AND STATE LEVEL

55: WE DON'T KNOW ENOUGH ABOUT WHAT IS WORKING - SUCCESS STORIES


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