Teaches the appropriate maintenance of assistive technology devices Teaches AT solutions for various platforms Configuration Configures and sets up computers and portable devices as needed, including, but not limited to: installation of software; functionality; account setup; folder management; disabling and removing of unneeded and inaccessible third party software, and installation of antivirus software Customizes Operating Systems for compatibility with AT and other third party applications Installs and customizes various AT solutions to meet the required needs and goals for individuals Configures systems and devices for remote training and instructional purposes as needed Installs and removes computer components as needed such as hard drives, memory and sound cards Connects peripheral devices and access points via technologies such as Bluetooth, Wi- Fi and NFC Maintains and troubleshoots hardware and software solutions Exploration: Explores and reviews mainstream and AT hardware and software tools at every available opportunity through public beta testing, free trials, vendor online training Learns to explore assistive technologies that do not yet have training courses and manuals and develop use case and training materials for others Learns major publications, conferences and web resources related to assistive technology Presents and participates in continual education events on evolving technology Develops network of to keep abreast of new developments in devices, software, services, and accessibility tools within the visual impairment system, mainstream tech and user-group communities (i.e. follow AT tech sources on social media) Collaborates with software and hardware companies to promote accessibility Learns accessibility features of mainstream electronic applications and devices CATIS’ work with a diverse range of individuals of all ages, including persons with congenital or adventitious vision loss and blindness. In addition to working with individuals with vision loss, CATIS’ also provide individualized programs of instruction that target the specific needs of individuals with disabilities concomitant to visual impairment including, but not limited to, those who are deafblind, or who have diabetes, multiple sclerosis, traumatic or acquired brain injury, poly-trauma, and age-related disabilities. Certified Assistive Technology Instructional Specialists are committed to excellence in serving individuals who are or have low vision to facilitate independence, communication and successful outcomes for educational pursuits, avocational interests and engaging in gainful employment.
CLINICAL COMPETENCIES ACCEPTABLE NOT ACCEPTABLE Assessment Perform and intake evaluation ensuring the following the individual has received a clinical low vision evaluation when appropriate and that the individual is using the prescribed optical systems as appropriate Review background information and ask questions during the interview portion of the assessment to determine the individual’s goals (personal, vocational, educational), needs and desires The ability to perform a task analysis to determine the specific required to accomplish the individual’s goals, needs and desires including: accessing printed and electronic information and performing written communication; Assistive Technology Instructional and participating in leisure and recreational activities Assess current hardware and software to determine if features are available that might assist the individual in accomplishing the desired tasks Determine if the individual has the necessary skills or has the ability to to successfully use the technology tool(s) to accomplish the desired task such as: sensory skills (tactile, auditory, visual), motor skills, cognitive skills Determine, based on the data available, the individual’s ability to acquire the necessary skills to use the tools to accomplish the desired task Analyze the information gathered and make recommendations for specific technologies and the necessary training for the individual
Know how to gain knowledge of individuals’ preferred learning styles and implications for training. Know the benefits and limitations of mainstream hardware and software as it relates to assistive technology. Know the benefits and limitations of assistive hardware and software (e.g. electronic or manual magnification, screen reading, screen magnification, scanning and reading systems, portable systems including accessible PDA’s/notetakers, mobile devices and tablets). Know how to state rationales and justification for recommendations of specific devices or software. Know how to select from the range of assistive hardware and software (described above) that provide features to meet the individual’s goals and needs. Know appropriate technologies to meet goals and needs based on the individuals keyboarding skills, ability to read and write braille, understand information presented aurally and ability to access print visually. Know how to evaluate computer skills (vision/hearing/tactile) and implications for training. Know how to determine when to use magnification, speech, braille, or possible combinations. Know how to analyze tasks that are typically done visually, and explore solutions for non- visual ways to perform those tasks due to contrast, visual fatigue and glare issues. Know how additional disabilities affect visual functioning. Know how to evaluate disabilities and make appropriate referrals to professionals with training and expertise in said area. Know how cognitive disorders such as head injury, Multiple Sclerosis, Cerebral Palsy, and stroke impact the choice of assistive technology solutions.