Sessions were scheduled at times when teachers were free from school responsibilities and classes were spaced two to three weeks apart to allow time to practice what was learned. Each segment expanded on previous learning and in later sessions the two tracks merged as assistive technology was matched with the needs of the child and was integrated into existing curricular and family activities. Since new learning is best retained by applying it and sharing it with others, two assignments were required of participants. Teams prepared and carried out practicum activities in their classrooms as a culmination to training. Outcomes Participants match young children with disabilities with appropriate technology tools.
Participants integrate technology in homes or classrooms.
Participants include young children with disabilities by using technology. Participants become aware of cultural issues related to technology. Many former participants have continued learning about computers and assistive technology to use with young children. Some have initiated grant proposals to purchase new equipment for their classrooms. Technical Assistance Successful staff development offers ongoing support following initial instruction.