Barriers

= Table 1 - Region 1 List of Barriers = ** Triggering Question: **// ""What are barriers for your region 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: ** PD IS VIEWED TRADITIONALLY   ** 2: ** LACK OF COMMITMENT BY OUR DIRECTORS   ** 3: ** LACK OF AWARENESS FROM STAFF OF THE NEED AND THE BENEFIT OF ASSISTIVE TECH   ** 4: ** INSUFFICIENT AMOUNT OF TIME USING ASSISTIVE TECH AND DEEMING IT INAPPROPRIATE   ** 5: ** DIFFICULTY KEEPING UP WITH TRAINING FOR EVER-CHANGING TECHNOLOGY   ** 6: ** INFLEXIBLE STAFF WHO FEEL THERE IS NO NEED FOR TECHNOLOGY   ** 7: ** LACK OF A REGIONALLY ADOPTED PLAN FOR ASSISTIVE TECH   ** 8: ** LACK OF KNOWLEDGEABLE STAFF TRAINED IN ASSISTIVE TECH   ** 9: ** LACK OF BUILDING NETWORKS AND LACK OF MULTIPLE SUPPORT PEOPLE IN EACH LOCAL   ** 10: ** LACK OF COMMUNICATION TO WHAT IS AVAILABLE AND HOW TO OBTAIN ASSISTIVE TECH DEVICES AND SERVICES ** 11: ** ASSISTIVE TECH IS LEFT TO TEACHERS WITHOUT FOLLOW-UP ** 12: ** PROFESSIONAL DEVELOPMENT OPTIONS ARE DECIDED BY PEOPLE WITHOUT KNOWLEDGE OF ASSISTIVE TECH ** 13: ** NON-EXISTANT IMPLEMENTATION MODEL AT REGIONAL AND LOCAL LEVELS ** 14: ** INSIGNIFICANT FUNDS AT THE LOCAL LEVEL ** 15: ** TIME TO IMPLEMENT TRAINING FOR ASSISTIVE TECH ** 16: ** CHALLENGE TO ALIGN STUDENT NEEDS WITH ASSISTIVE TECH AVAILABILITY ** 17: ** LACK OF RELEASE TIME FOR STAFF TO LEARN MORE ** 18: ** UNLESS A HIGH QUALITY IS MANDATED, IT WILL PROBABLY BE PUT ON THE 'BACK BURNER' ** 19: ** INSUFFICIENT RESOURCES FOR DELIVERING RELEVANT PD  ** 20: ** [DELETE] LACK OF RELEASE TIME FOR STAFF TO LEARN MORE [DELETED] ** 21: ** ACCESS TO TYPES OF TECHNOLOGY AND SOFTWARE DIFFER FROM SCHOOL DISTRICT TO SCHOOL DISTRICT WITHIN OUR REGION ** 22: ** CURRENT TECHNOLOGY IS INEQUITABLE WHICH IMPACTS STAFF ATTITUDES FOR NEW ASSISTIVE TECH ** 23: ** FEAR AND IGNORANCE COMPROMISES FOLLOW-THROUGH OF ASSISTIVE TECH AT BOTH THE PARENTAL AND TEACHER LEVEL ** 24: ** THERE IS AN ASSISTIVE TECH AND INSTRUCTIONAL TECH DISCONNECT ** 25: ** INSUFFICIENT FUNDS FOR DISTRICTS TO OBTAIN THEIR OWN ASSISTIVE TECH RESOURCES ** 26: ** CONFUSION REGARDING THE LEGALITIES AND LOGISTICS OF ACQUIRING ASSISTIVE TECH ** 27: ** CURRENT AND STATEWIDE MANDATES ON WHAT TECHNOLOGY OR TOOLS ARE USED IN THE ASSESSMENT PROCESS ** 28: ** LACK OF COMMUNICATION BETWEEN ISDs PERTAINING TO ASSISTIVE TECH ** 29: ** INSUFFICIENT INTERACTION AND COLLABORATION BETWEEN GEN ED AND SPECIAL ED  ** 30: ** LACK OF STAFF INTEREST TO LEARN ABOUT ASSISTIVE TECH ** 31: ** FAILURE TO ADDRESS ASSISTIVE TECH ON IEPs ** 32: ** TEAMS MEET ONLY ONCE A YEAR AND MAY MISS IMPORTANT CHANGES IN THE CLASSROOM ** 33: ** LACK OF ACCEPTANCE OF ASSISTIVE TECH USED IN THE CLASSROOM AS AN INTEGRAL PART OF THE CURRICULUM (E.G. UDL) ** 34: ** INFLUENCE OF JOB COMMITTMENTS NEGATIVELY EFFECTS THE IMPORTANCE OF ASSISTIVE TECH TRAINING ** 35: ** THE NEED FOR ONGOING TRAINING AND PD FOR ALL STAFF ** 36: ** TECH USED IS OFTEN BLOCKED OR NOT ALLOWED DUE TO FEAR OF INAPPROPRIATE USE ** 37: ** LACK OF INSIGHT INTO THE PARTICULAR NEEDS OF EDUCATORS, PARENTS, AND ADMIN TO PROVIDE PD THAT IS RELEVANT ** 38: ** DIFFICULTY IN DEALING WITH THE NUMEROUS INITIATIVES FACING EDUCATORS TODAY AND IDENTIFYING COMMONALITIES BETWEEN THEM ** 39: ** NOT ALL SCHOOL FAMILIES HAVE ACCESS TO NECESSARY TECHNOLOGICAL TOOLS AT HOME TO LINK SCHOOL-HOME ASSISTIVE TECH NEEDS ** 40: ** MANY DON'T UNDERSTAND OR KNOW WHO'S JOB IT IS TO PROVIDE ASSISTIVE TECH ** 41: ** LACK OF FINANCIAL INCENTIVES AND REWARDS TO FACILITATE ASSISTIVE TECH ** 42: ** MANY EDUCATORS VIEW ASSISTIVE TECH AS SITUATIONAL AND NOT AS A FUNCTIONAL PART OF THE CHILDS DAY ** 43: ** THERE ARE TOO MANY PD OPPORTUNITIES AVAILABLE ** 44: ** DIFFICULTY OF INTEGRATING ASSISTIVE TECH IN THE HOME ** 45: ** LACK OF EFFECTIVE NETWORKING WITHIN THE REGION REGARDING ASSISTIVE TECH SERVICES WITHIN THE SCHOOLS ** 46: ** INSUFFICIENT OR INADEQUATE TECH AT THE BUILDING LEVEL ** 47: ** ISOLATED IMPLEMENTATION OF ASSISTIVE TECH MAY MAKE THE KIDS FEEL SINGLED OUT OR RIDICULED ** 48: ** LACK OF ACCOUNTABILITY OF MAINTENANCE AND UP-KEEP OF ASSISTIVE TECH WHICH REDUCES THE USE OF IT  ** 49: ** THERE'S A LACK OF ADMINISTRATIVE INVOLVEMENT IN THIS COLAB ** 50: ** LACK OF OR FAILURE TO DOCUMENT APPROPRIATELY THE USE OF ASSISTIVE TECH OF WHETHER IT'S WORKING OR NOT ** 51: ** IF ASSISTIVE TECH WAS ADDRESSED IN THE IEP THE BARRIER MAY BE THE IMPLEMENTATION ** 52: ** LACK OF KNOWLEDGE OF WHAT ASSISTIVE TECH IS  ** 53: ** LACK OF STUDENT INPUT INTO THE DECISION-MAKING PROCESS ** 54: ** LACK OF A PERSON ASSIGNED TO BE THE ASSISTIVE TECH PERSON ** 55: ** A FAILURE TO SEE HOW ASSISTIVE TECH FITS INTO THE LARGER PICTURE ** 56: ** STAFF EXPECTS IMMEDIATE RESULTS FROM ASSISTIVE TECH ** 57: ** 'ASSISTIVE TECHNOLOGY' [THE TERM 'TECHNOLOGY' IN AND OF ITSELF] IS A BARRIER