Self-Determination and Quality Indicators for Assistive Technology in Postsecondary Education

The purpose of the research is to identify and collate a list of indicators of self- determination related to assistive technology (AT) use and acquisition. We explore how aspects of self- determination may shape a student's ability to effectively use and obtain AT in postsecondary education. To accomplish this, the research team convened a group of national experts (n = 12) to participate in a Delphi Panel and create an item bank of AT related knowledge, skills, and beliefs. These three key constructs are components of self-determination, and each of the items relates to a different factor that may impact a student's ability to effectively use and obtain AT. This paper describes the research process that led to the development of the item bank and presents a discussion about its relevance to the study of AT and self-determination in postsecondary education. The panel identified 39 indicators of student self- determination in relation to AT use. The items that were ranked as the most likely to impact students' performance related to: students' understanding of how their disability impacts academic performance, knowledge of accessibility features and AT devices, and understanding how AT enhances one's ability to perform specific tasks related to individual goals. Findings will inform the delivery of services through the Quality Indicator for Assistive Technology in Postsecondary Education (QIAT-PS) collaborative, a technical assistance and training program to identify and remove barriers to effective AT use in postsecondary settings. Findings may also be used to guide future research and training related to self-determination AT use.