About Us Menu<\/title>\n <style>\n .about-us-container-subitems {\n font-family: Arial, sans-serif;\n display: grid;\n grid-template-columns: repeat(auto-fit, minmax(200px, 1fr)); \/* Ensure items fit in one line if space allows *\/\n gap: 20px;\n max-width: 800px; \/* Adjusted max-width to accommodate more items in one line *\/\n margin: 20px auto; \/* Margin for spacing around the container *\/\n }\n\n .about-us-item-subitems {\n\n border-radius: 15px;\n overflow: hidden;\n display: flex;\n align-items: center;\n justify-content: center;\n background-color: #005581;\n color: #F4F5F7;\n font-size: 18px;\n padding: 10px 20px;\n text-align: center;\n cursor: pointer;\n transition: background-color 0.3s ease, color 0.3s ease;\n border: 2px solid #005581;\n box-sizing: border-box;\n }\n\n .about-us-item-subitems:hover {\n background-color: #F4F5F7;\n color: #005581;\n }\n\n @media (max-width: 600px) {\n .about-us-container-subitems {\n grid-template-columns: 1fr; \/* Stack items vertically on small screens *\/\n }\n\n .about-us-item-subitems {\n font-size: 16px;\n }\n }\n <\/style>\n<\/head>\n<body>\n <div class=\"about-us-container-subitems\">\n <a style=\"text-decoration:none;\" href=\"https:\/\/www.ada-dcc.org\/dev\/new-research-dev\/\"><div class=\"about-us-item-subitems\">Research Home<\/div><\/a>\n <a style=\"text-decoration:none;\" href=\"https:\/\/www.ada-dcc.org\/dev\/new-accessible-cities-dev\/\"><div class=\"about-us-item-subitems\">Accessible Cities<\/div><\/a>\n <a style=\"text-decoration:none;\" href=\"https:\/\/www.ada-dcc.org\/dev\/new-employment-dev\/\"><div class=\"about-us-item-subitems\">Employment<\/div><\/a>\n <\/div>\n<\/body>\n<\/html>\n\n\n\n<div class=\"wp-block-columns alignwide has-neve-link-hover-color-color has-nv-light-bg-background-color has-text-color has-background has-link-color wp-elements-2 is-layout-flex wp-container-core-columns-is-layout-8ddbc514 wp-block-columns-is-layout-flex\" style=\"border-radius:20px;padding-top:var(--wp--preset--spacing--50)\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"padding-right:0;padding-left:0\">\n<h2 class=\"wp-block-heading has-text-align-center has-nv-dark-bg-color has-text-color has-link-color wp-elements-3\">Quality Indicators for Assistive Technology in Post-Secondary education <br>(QIAT-PS)<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">Description<\/h3>\n\n\n\n<p class=\"has-neve-link-hover-color-color has-text-color has-link-color wp-elements-4 wp-block-paragraph\">Students with disabilities encounter numerous barriers to full and equal opportunities in the education system. Individuals often need additional training and resources about how to navigate these barriers and advocate for their rights. Technology also can play an important role in ensuring students\u2019 full and meaningful participation in different learning environments. This research addresses the lack of resources and training opportunities for individuals with disabilities regarding their rights and access to assistive technology as they train in post-secondary educational settings.<\/p>\n\n\n\n<p class=\"has-neve-link-hover-color-color has-text-color has-link-color wp-elements-5 wp-block-paragraph\">The focus of the QIAT-PS (Quality Indicators for Assistive Technology in Post-Secondary education) project is to develop a comprehensive set of indicators to enhance the integration of assistive technology in post-secondary education. Inspired by the success of similar indicators in K-12 settings, this project began in 2006 with the goal of identifying factors that affect the successful incorporation of assistive technology into college life. The resulting indicators are designed for both post-secondary institutions and individual students, providing a coordinated framework to support students with disabilities in higher education. These indicators align with the Americans with Disabilities Act (ADA) and the Rehabilitation Act, ensuring that students with disabilities receive appropriate accommodations in postsecondary education.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Objective<\/h3>\n\n\n\n<p class=\"has-neve-link-hover-color-color has-text-color has-link-color wp-elements-6 wp-block-paragraph\">The main aim of the QIAT-PS project is to create a curriculum for high school students in grades K-12 and those transitioning to postsecondary education. This curriculum is designed to help students with disabilities learn about self-determination and how to make choices about the assistive technology and other support they might need in college or similar settings. It also teaches them how to acquire these tools and use them effectively. Another important part of the curriculum is teaching students about their legal rights to receive accommodations, including assistive technology, when they enter postsecondary education. Essentially, the project’s goal is to empower students with disabilities to make informed decisions about the support they need and to advocate for their rights in higher education.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Intended Audience<\/h3>\n\n\n\n<p class=\"has-neve-link-hover-color-color has-text-color has-link-color wp-elements-7 wp-block-paragraph\">This project is designed for high school students who have disabilities and receive special education services through Individualized Education Plans (IEPs) or 504 plans. It’s specifically aimed at juniors and seniors who are in school-district-provided transition programs. These students have various post-high school goals, such as attending a regular 4-year college, a traditional 2-year community college, or a 4-year college with extra support for students with disabilities. It also includes those interested in fee-for-service college programs tailored to their needs, bridge programs to college, alternative college programs (TPSID), vocational trade or certification programs, and those planning to work in competitive job environments that involve extensive onboarding, job orientation, and ongoing training. In short, this project is meant to benefit a wide range of students with disabilities as they prepare for life after high school.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Impact<\/h3>\n\n\n\n<p class=\"has-neve-link-hover-color-color has-text-color has-link-color wp-elements-8 wp-block-paragraph\">The project aims to achieve several potential outcomes. In the long term, it seeks to boost the confidence of high school and transition students with disabilities in utilizing accommodations, including assistive technology, to reach their academic and career goals. Additionally, it aims to enhance their ability to assess the effectiveness of these accommodations across different situations and to advocate for their accommodation needs and rights across various environments and systems. In the short term, the project aims to help students clarify their academic and career goals, evaluate the performance of their accommodations, articulate the impact of changes to these accommodations, make informed decisions about technology use, understand relevant rights laws, and express their goals and how accommodations, including assistive technology, influence them.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Publications<\/h3>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Gould, R., Heider, A., Harris, S. P., Jones, R., Peters, J., Eisenberg, Y., & Caldwell, K. (2022). Self-Determination and Quality Indicators for Assistive Technology in Postsecondary Education. <a href=\"https:\/\/higherlogicdownload.s3.amazonaws.com\/AHEAD\/38b602f4-ec53-451c-9be0-5c0bf5d27c0a\/UploadedImages\/JPED\/JPED_Vol_35\/JPED_35_1_.pdf\">Journal of Postsecondary Education & Disability<\/a>, 35(1), 45-80.<\/li>\n\n\n\n<li><a href=\"http:\/\/qiat-ps.org\/wp-content\/uploads\/2019\/01\/Questions-to-Ask-The-Office-of-Disability-Services.pdf\">Touring the Office of Disability Services (PDF) <\/a>\u2013 This is a handout for students with disabilities tour college campuses with some important questions to ask about the Office of Disability Services.<\/li>\n\n\n\n<li><a href=\"http:\/\/qiat-ps.org\/wp-content\/uploads\/2018\/10\/Quality-Indicators-for-AT-within-Section-504-FINAL.pdf\">Quality Indicators for AT within Section 504 (PDF)<\/a> \u2013 The QIAT-504 indicators are a set of statements that describe the characteristics of high quality assistive technology (AT) services provided to preschool, elementary and secondary students with disabilities who are entitled to a free and appropriate public education (FAPE) and receive protection under Section 504 of the Rehabilitation Act for K-12.<\/li>\n\n\n\n<li><a href=\"http:\/\/qiat-ps.org\/wp-content\/uploads\/2017\/06\/Quality-Indicators-for-AT.pdf\">Quality Indicators for AT in Post-Secondary Education (PDF) <\/a>\u2013 An article published in the Closing the Gap Journal Oct. 2016 that introduces the Campus Self-Evaluation Matrix tool to improve service delivery of AT in post-secondary education.<\/li>\n\n\n\n<li><a href=\"https:\/\/qiat-ps.org\/resources\/CTGArticle_QIAT_PS.pdf\">QIAT-PS Guiding Student Questions (PDF)<\/a> \u2013 An article published in the Closing the Gap Journal Dec. 2010 that offers guideline questions for students to pursue self-advocacy with related tasks to improve assistive technology transfer and use in post-secondary education.<\/li>\n\n\n\n<li><a href=\"http:\/\/qiat-ps.org\/wp-content\/uploads\/2015\/08\/2009FinalReport.pdf\">2009 AT Survey Report (PDF)<\/a> \u2013 Results of the survey distributed to students with disabilities in post-secondary education nationally; results were compiled on June 22, 2009.<\/li>\n\n\n\n<li><a href=\"http:\/\/qiat-ps.org\/wp-content\/uploads\/2011\/08\/2015SurveyFinal.pdf\">2015 AT Survey Report (PDF) <\/a>\u2013 Results of the survey distributed to students with disabilities in post-secondary education nationally; results were compiled on June 30, 2015.<\/li>\n<\/ol>\n\n\n\n<h3 class=\"wp-block-heading\">Website<\/h3>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"http:\/\/qiat.org\/\">Quality Indicators for Assistive Technology in K-12 <\/a>\u2013 Quality Indicators for Assistive Technology in the public school, K-12 education. The QIAT Community is a nationwide grassroots group that includes hundreds of individuals who provide input into the ongoing process of identifying, disseminating, and implementing a set of widely-applicable Quality Indicators for Assistive Technology Services in school settings.<\/li>\n<\/ol>\n\n\n\n<h3 class=\"wp-block-heading\">Research Contacts<\/h3>\n\n\n\n<p class=\"has-neve-link-hover-color-color has-text-color has-link-color wp-elements-9 wp-block-paragraph\"><a href=\"https:\/\/ahs.uic.edu\/disability-human-development\/directory\/cochrane-daniel\/\">Daniel Cochrane<\/a>, UIC College of Applied Health Sciences<\/p>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-alpha-channel-opacity has-background is-style-dots\" style=\"background-color:#005582;color:#005582\"\/>\n\n\n\n<div class=\"wp-block-columns alignwide has-text-color has-link-color wp-elements-10 is-layout-flex wp-container-core-columns-is-layout-8f761849 wp-block-columns-is-layout-flex\" style=\"color:#005581\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><style type=\"text\/css\">\n#foogallery-gallery-286.fg-masonry .fg-item { width: 300px; 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Individuals often need additional training and resources about how to navigate these barriers and advocate for their rights. Technology also can… <a href=\"https:\/\/www.ada-dcc.org\/dev\/new-education-dev\/\" rel=\"bookmark\">Read More »<span class=\"screen-reader-text\">New Education Dev<\/span><\/a><\/p>\n","protected":false},"author":8,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"full-width","neve_meta_container":"contained","neve_meta_enable_content_width":"off","neve_meta_content_width":70,"neve_meta_title_alignment":"left","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"on","_mc_calendar":[],"footnotes":""},"class_list":["post-13592","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.ada-dcc.org\/dev\/wp-json\/wp\/v2\/pages\/13592","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ada-dcc.org\/dev\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ada-dcc.org\/dev\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ada-dcc.org\/dev\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ada-dcc.org\/dev\/wp-json\/wp\/v2\/comments?post=13592"}],"version-history":[{"count":3,"href":"https:\/\/www.ada-dcc.org\/dev\/wp-json\/wp\/v2\/pages\/13592\/revisions"}],"predecessor-version":[{"id":13597,"href":"https:\/\/www.ada-dcc.org\/dev\/wp-json\/wp\/v2\/pages\/13592\/revisions\/13597"}],"wp:attachment":[{"href":"https:\/\/www.ada-dcc.org\/dev\/wp-json\/wp\/v2\/media?parent=13592"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}