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American Foundation for the Blind: Assistive Technology Competencies Task Force

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Professional Competencies

These competencies have been identified as both desirable and necessary by the
Assistive Technology Competencies Task Force. They apply to and are necessary for effective
exercise of the other competencies developed by the Task Force.

Cluster 1: Reading and Writing and Related Skills

Ability to:

1.1. Describe the Braille system to non-users.

*1.2. Read, and write English Braille and alternative (computer, Nemeth) Braille formats

1.3. Determine the consumer's most efficient reading method, modality, and capacity

1.4. Determine consumer's note taking and information retrieval capabilities

*details about a survey of Assistive Technology Specialists on this point are summarized in a
memorandum to the Task Force, dated January 31, 2002. Most respondents believe that Grade II
and computer Braille basic competency is required to effectively teach the use of Braille
note takers and Braille display devices.

Cluster 2: Communication

Ability to:

2.1. Orally communicate the role of an AT specialist and technical concepts and language to non-technical individuals

2.2. Write cohesive and understandable reports

2.3. Gather, comprehend, and synthesize essential (written, verbal, observed) information provided by relevant sources

Cluster 3: Creation and maintenance of a receptive Service environment

Ability to:

3.1. Orient the learner to the physical environment and the technology on which services will be provided

3.2. Utilize humor to create and maintain learner comfort and smooth working relations in the service environment

3.3. Use feedback and focusing strategies in a constructive manner.

3.4. Adjust service goals, in concert with the consumer, in response to logistical limitations (e.g., time constraints, funding limits)

Cluster 4: Disability-related Factors

Ability to:

4.1. Determine the functional relationship between the consumer's eye condition and their visual capacity, efficiency, specific learning needs, and effective assistive technologies

4.2. Determine the functional relationship between the consumer's general physical, sensory, and cognitive capacities to specific learning needs and most effective assistive technologies

Cluster 5: Professional development and Continuing Education

Ability to:

5.1. Identify mechanisms and resources necessary to obtain, maintain, and enhance technology-related knowledge, skills and abilities

5.2. Acquire new skills by referring to vendor produced and other available documentation, taking courses, and otherwise utilizing the widest variety of professional development and continuing education resources available

Cluster 6: Business management

Ability to:

6.1. Arrange for and organize assessment, training, or equipment installation, configuration, or customization services

6.2. Maintain consistently friendly and even-tempered demeanor

6.3. Understand the requirements of and how to make use of a variety of private and public funding sources

6.4. Navigate organizational structures to assess the working and learning environments

6.5. Maintain business and billing records

6.6. Relate pertinent laws and regulations to the procurement and provision of assistive technology devices and services

In Detail...

4. Competency Cluster: Communication [see cluster 2 above]

4.1. Ability to effectively communicate orally (e.g., clear explanation of concepts, role of an AT specialist, use of commonly understood language to describe technical concepts)

Measurement: Demonstration

Example:

D - Scenario: Explaining to a human resources manager how a blind person would perform a set of job duties using a particular piece of technology.

4.2. Ability to effectively communicate in writing (e.g., writing cohesive and understandable reports)

Measurement: Portfolio

Example:

P - Evaluation reports

4.3. Ability to attend to and comprehend essential information provided by students and colleagues

Measurement: Observation

Example:

o - Scenario based on an assessment preliminary meeting with learner and teachers in a school setting

4.4. Ability to gather and synthesize information available in writing, from verbal reports, and observation

Measurement: Demonstration, Observation

Examples:

D - Written reports
O - Mock staff meeting

4.5. Ability to gather information by asking appropriately detailed and probing questions

Measurement: Observation

Example:

O - Mock assessment of a job site system evaluation

[Renumbered]

5.1. Ability to arrange for and organize assessments, training, or equipment installation, configuration, and customization services

Measurement: Testing, Demonstration, Observation, Portfolio

Examples:

T - Questions on whom should be consulted, steps involved in orchestrating logistics of service provision
D - Relevant reports; session videos
O - Appointment making, gathering of materials, consultations with appropriate people
P - Resume with references

[Renumbered as Cluster 3 above]

6. Competency Cluster: Creation and maintenance of a receptive learning environment

6.2. Ability to use feedback and focusing strategies in a constructive manner.

Measurement: Observation

Example:

O - Role-play: Evaluate a consumer who has unrealistic expectations, what do you say, how do you handle it. (how constructive or non-destructive you are)

[Renamed and renumbered as Cluster #4, above]

7. Competency Cluster: Recognition of Non-visual Factors

[Renumbered as Cluster 5, above]

8. Competency Cluster: Continuing education and professional development

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