FLORIDA DEPARTMENT OF EDUCATION
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STATE BOARD OF EDUCATION
JOHN WINN
Commissioner of Education
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
s
LINDA J. EADS, ED.D.
CHARLES PATRICK GARCÍA
JULIA L. JOHNSON
WILLIAM L. PROCTOR, PH.D.
LINDA K. TAYLOR
October 15, 2004
MEMORANDUM #04-63
TO:
Exceptional Student Education Directors
FROM:
Bambi J. Lockman
SUBJECT: Competencies for Technology Specialists
Florida Law requires that individuals who provide special education and related services be
certified, endorsed, or licensed in their area of expertise. In addition to this fundamental
requirement, the Department of Education (DOE) is recommending competencies for Local
Assistive Technology Specialists (LATS), Florida Diagnostic and Learning Resources System
(FDLRS) Technology Specialists, and other assistive technology specialists assessing students
for assistive technology or providing training in assistive technology assessment. Competencies
for technology specialists serving exceptional student education (ESE) pupils are necessary to
assure that these special educators and related service providers are equipped with the
information and skills to make accurate assessment and evaluation decisions regarding the
assistive and instructional technology needed by the ESE students. These competencies can
become part of the district’s ESE professional development plan, and technology centers located
throughout the state can provide instruction on the skills needed. ESE technology assessment
assistive technology assessment. Competencies
for technology specialists serving exceptional student education (ESE) pupils are necessary to
assure that these special educators and related service providers are equipped with the
information and skills to make accurate assessment and evaluation decisions regarding the
assistive and instructional technology needed by the ESE students. These competencies can
become part of the district’s ESE professional development plan, and technology centers located
throughout the state can provide instruction on the skills needed. ESE technology assessment
yields information used by the individual educational plan (IEP) team to determine whether ESE
technology devices are required and, if so, the nature and extent of those devices and services.
Given the breadth of technology available and the complexity of issues related to educational
achievement, the importance of an effective ESE technology assessment led by highly qualified
personnel cannot be understated.
The competencies listed below will provide for the delivery of high quality assistive technology
services as defined by state and federal regulations. They require specific knowledge,
BAMBI J. LOCKMAN
Chief
Bureau of Exceptional Education and Student Services
325 W. GAINES STREET • SUITE 614 • TALLAHASSEE, FL 32399-0400 • (850) 245-0475 • www.fldoe.org
Competencies for Technology Specialists
October 15, 2004
Page 2
understanding, and skills related to the provision of assistive technology devices and services
from early childhood through twelfth grade.
DOE recommends that practitioners conducting assistive technology assessments in the state of
Florida demonstrate the following competencies:
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be knowledgeable about, and implement the school district’s assistive technology
assessment procedures
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understand federal and state regulations and policies related to the consideration and
implementation of assistive technology in Florida schools
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select and use appropriate measurement tools, strategies, and activities to assess a student’s
assistive technology needs
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consider a continuum of assistive technology devices, services, and resources that may be
used to address student needs
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provide leadership and support to professionals, students, and family members/caregivers of
the team conducting assistive technology assessment activities
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lead the assessment teams in understanding what the student needs relative to his/her
abilities, educational goals, and environmental factors that relate to the selection and
delivery of assistive technology devices and services
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interpret and present the results of assistive technology assessments to the IEP teams in a
way that supports effective decision-making based on the student, the educational program,
and data gathered during the assessment process
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explain the strengths and challenges of specific assistive technology devices and services
and the factors that may affect their use
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collaborate with those in charge of implementing the IEP to formulate and initiate a plan
using assistive technology to support the educational achievement of the student.
The Assistive Technology Educational Network (ATEN) regional lab managers will coordinate
the training to meet these competencies and provide the criteria for successful completion.
While these competencies
are not currently required
by statute, it is recommended that LATS,
FDLRS technology specialists, and regional technology coordinators providing services to ESE
students be able to document that they have the competencies needed to provide assessment and
services as part of the IEP team.
For additional information or questions, contact Dr. Karen Morris by e-mail at
Karen.Morris@fldoe.org or by telephone at (850) 245-0478.
BL/kmm
cc:
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FDLRS Managers
ATEN Regional Technology Coordinators
State Advisory Committee for the Education of Exceptional Students
