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Hello Educators, and welcome to the February Update for AT Forward.

In our community, we often find ourselves discussing the shared responsibility of Assistive Technology (AT): Who is responsible for helping students master these tools, and why is it essential for every member of the educational team to have at least a foundational knowledge of AT? The answer has never been more urgent than it is right now. A primary reason is the recently enacted 2025 Wisconsin Act 42, which requires all school districts to adopt policies prohibiting personal wireless devices during instructional time by July 1, 2026. As districts begin drafting these policies this month, it is imperative that we, as educators, advocate to ensure the "Assistive Technology Exception" is clearly defined and protected. While the law mandates a ban on personal devices, it explicitly allows for their use if they are documented within a student’s IEP or Section 504 plan. February is a critical window for us to audit current plans and ensure that any student using a personal device for AT—whether for a communication app, medical monitoring like a glucose tracker, or specialized learning tools—has that need formally documented. By taking this step now, we can ensure our students maintain access to their vital tools and avoid unnecessary confiscation under new local rules.

Thank you for your continued dedication to accessibility and for ensuring that technology remains a bridge, rather than a barrier, for our learners.

Table of Contents

1. Upcoming Assistive Technology Professional Learning Events and Announcements 
2. From the Desk of Mike Hipple -WI AAC Network Newsletter 
3. Tips from Frank Devereaux
4. From the Desk of Amy Snow
5. Augmentative and Alternative Communication (AAC) Corner
6. Assistive Technology Resources
7. Feature Match: Math
8. Micro-Credential Shout-Outs

Upcoming Assistive Technology Professional Learning Events and Announcements 

Mark your calendars for the upcoming AT Forward CoP meetings:

Tuesday February 3, 2026 (12:00pm-1:00pm) AAC Assessment Guide
Kathy White and Dawn Merth-Johnson will explore a comprehensive decision tree specifically designed to empower speech-language pathologists in conducting thorough and effective Augmentative and Alternative Communication (AAC) assessments. The session will also highlight numerous updated resources for each crucial area, ensuring SLPs have the tools to make well-informed decisions for their students. 
Click on this link to register in advance for this meeting

Thursday February 19, 2026 (12:00pm-1:00pm) Feature Matching: ADL and DHH
Matt Palma and Laura Plummer delve into the critical process of feature matching for individuals who are Deaf and Hard of Hearing (DHH) . The process of how to ask targeted questions guiding teams toward selecting assistive technology tools based on their inherent features, rather than specific brand names will be explored. Participants will learn to identify key characteristics of AT that align with the unique sensory, communication, and functional needs of DHH learners ensuring thoughtful and effective tool selection for enhanced independence and participation.   
Click on this link to register in advance for this meeting

Wednesday March 4, 2026 (12:00pm-1:00pm) Feature Matching: Adaptive Daily Living Skills.
Kathy Sween (OT) and Kathy White (AT) will explore feature matching for adaptive daily living skills. Adaptive daily living skills are the essential, everyday tasks that allow an individual to live as independently as possible. By combining them with Assistive technology (AT) students can become empowered.  This process of Feature Matching is not random; it requires a thoughtful, collaborative approach using the SETT Process and feature matching. By analyzing the student's specific needs and matching them to the functional features of an AT device, we ensure the tool is a true enabler of independence. 
Click on this link to register in advance for this meeting. 

Tuesday April 28, 2026 (12:00pm-1:00pm) Coaching for Sustainable Assistive Technology Impact
Paige Buckingham will explore the dynamic intersection of Assistive Technology (AT) and coaching. During this session, we will examine the distinctions between coaching, collaboration, and consultation and reflect on their roles in fostering collective efficacy within their teams. The session will also highlight ways to empower educators and staff to tell their AT success stories using meaningful data that communicates student impact and drives sustainable practices. Participants will walk away with actionable tools to build trust, spark engagement, and lead with purpose in their coaching roles. Presented by Paige Buckingham.  
Click on this link to register in advance for this meeting

Wednesday May 6, 2026 (12:00pm-1:00pm)  Accessible Gadgets for Gamers: Evaluating and Applying Video Game Accessibility in Therapeutic Settings 
Erik Johnson presents how technology-based interventions are rapidly becoming a cornerstone of modern practice, as smartphones, tablets, assistive technology, and even video games offer powerful new ways to foster independence and engagement. This session will empower educators and therapists to integrate non-traditional, digital tools into their clinical practice, especially through the lens of accessible gaming. Attendees will explore how video games can be adapted to meet diverse needs, learn strategies for evaluating accessibility, and walk away with practical applications that enhance therapeutic outcomes through innovative technology. 
Click on this link to register in advance for this meeting

Other Assistive Technology Professional Learning Events or Announcements

WisTech AT Certifications

Enrollment is limited to allow for cohorts to engage with each other. Payment for the WisTech AT Certification is required at the time of application (see information below).

• • • March 30, 2026 - June 26, 2026 (application deadline March 16, 2026)
    • July 6, 2026 - October 2, 2026 (application deadline June 22, 2026)
    • September 14, 2026 - December 11, 2026 (application deadline August 31, 2026)

The WisTech ATP Certification is available at no cost. 

The WisTech AT Certification Course cost is $500 and can also be considered a stepping-stone to RESNA ATP Certification.

Once certified, renewals are available every two years. Submission of 2.0 continuing education units (CEUs) related to assistive technology is required. The renewal cost is $50 every two years.

From the desk of Mike Hipple 

I have a love story for you this month. Meet Jon, an young man in his 20's. Jon had an idea for a summer camp. At his first camp in 2000, he met a beautiful woman who lived in Ohio. Meet Sarah, an young woman in her early 20's. They fall in love and started dating. In 2006 they got married and had a terrific boy in 2007. So why I picked this story to have in the forward monthly newsletter? Silly me, I forgot to add something important to the story. Sarah and Jon use and used AAC. You might be thinking for sure he made up this love story. I didn't at all, well their terrific son is me, that part is false. Their love story could have been a romance movie. Jon didn't notice that Sarah was 22 in 2000, the camp cut off age was 21. After camp, they used their device to email each other. Sarah wanted to move to Wisconsin to be near to Jon. She needed to do a lot of advocacy to do it. Her parents agreed with it and I am happy that she did, because it is likely that I wouldn't have met her. Over the years, I got to watch them grow their relationships as a wife and husband, this was awesome to see as a teenager who has cerebral palsy and use a communication device. So, the next time a family ask you, what will be their child's future? I hope you will consider telling them about two AAC Communicators who fall in love. O by the way I met my love of my life at a therapy place, maybe I will tell you our love story next February. Enjoy what I found for you guys. 
Top 5 Ways to Teach Love and Affection Through AAC: A Valentine's Day Guide for SLPs
Valentine’s Day Activities! - The Autism Helper
PrAACtically Valentine’s Day: AAC-friendly Activities and Resources
Valentine’s Day Activities! - The Autism Helper

AT News and Accessibility Tips by Frank Devereaux CESA2

Frank Devereaux is  an Educational Technology Integration Specialist at CESA2. He is offering  a free monthly technology / accessibility tip. He will share the latest AT news and accessibility tips, highlighting tools, strategies, and resources in educational technology to help support ALL learners.  Here is the link for January’s' Tip.

Resource to Share

Webinar Tip: Did you miss Amy Snow’s January 8th webinar on Assistive Technology and Low Vision? Don't worry! You can find the full video recording and all her handouts on the AT Forward page.

💡 Tip of the Week: Choosing the Right Font Amy emphasized that "clean" fonts are critical for students with low vision to read with fluency and comfort.

✅ USE: Standard sans-serif fonts like Arial, Verdana, or Open Sans.

❌ AVOID: Serif fonts, "heavy" or "thin" lines, and decorative fonts like Comic Sans (especially those that look like cursive).

From the Desk of Amy Snow

Illuminating the Importance of Lighting for Low Vision

Lighting often gets overlooked in conversations about educational technology, yet it’s one of the most powerful and affordable tools available to support student learning. This is especially true for students with visual impairments, who often have very specific lighting requirements that allow them to utilize their vision to its fullest potential. Thoughtfully chosen lighting can dramatically improve focus, reduce eye strain, and create a more engaging learning environment for everyone.

Though this article focuses on lighting for students with visual impairments, it’s important to note that when classrooms and study spaces are well lit, all students are better able to read, write, collaborate, and stay alert, making lighting a simple but transformative element in promoting academic success.

Below are some helpful hints regarding choosing lighting for your students:

• • Collaborate with the Teacher of the Visually Impaired whenever possible. This professional possesses specialized training in the impact of lighting on vision and can provide informed recommendations and guidance.
  • Task lighting can significantly enhance visibility for students with low vision by focusing illumination directly on their work. A lamp with an adjustable neck allows light to be directed precisely where needed, reducing glare and improving clarity. Opt for models that can be easily turned on or off and consider rechargeable options or pairing with a power bank to eliminate the need for proximity to an outlet.
  • Seating placement within a classroom is as critical as adjusting lighting sources. Students positioned near windows may experience challenges due to uncontrollable variations in natural light. While some benefit from proximity to daylight, these sources can also create glare on work surfaces or visual targets such as screens, bulletin boards, or other instructional materials.
  • Allowing the student to try lights or smart bulbs with adjustable color temperature and brightness can be highly beneficial. These options allow you and the student to identify the lighting conditions that best support their needs. Experimenting with various settings can assist in determining which configuration offers the greatest comfort and effectiveness.
  • It is essential to monitor students for indicators of eye strain, such as squinting, straining, or frequent head tilting. Many students may not be able to articulate discomfort caused by lighting or glare. Whenever possible, engage in open dialogue with the student regarding their lighting environment. Through collaboration, an effective lighting solution can be developed.
  • Remember any setup may require adjustments over time, but maintaining clear communication fosters trust and ensures the student feels comfortable sharing when changes are needed.

Lighting is a simple, low‑cost tool that can make a meaningful difference for students with visual impairments. By choosing appropriate lighting, collaborating with specialists, and staying responsive to student feedback, educators can create clearer, more comfortable learning environments that support every learner’s success.

Resources:

• • APH Connect Center - Illuminate your Independence: Low Vision Lighting and Glare Control
  • Perkins School for the Blind – Lighting and Low Vision
  • Teaching Visually Impaired – Adjust Lighting and Reduce Glare

Augmentative and Alternative Communication (AAC) Corner 

Strengthening Your AAC & Literacy Implementation

To support your team's understanding of Augmentative and Alternative Communication (AAC), we have outlined the following essential steps and resources:

• Navigating the AAC Assessment Process: The path to securing a device involves identifying needs, feature matching, and data collection.
  • AAC Assessment Process Overview (PDF)
  • Wisconsin AT4All Lending Library
• Understanding Funding Options: Wisconsin Medicaid covers AAC devices at 100%. Securing a privately owned device ensures the student has a consistent "voice" even if they move districts.
  • Step-by-Step Funding Guide
  • Telecommunications Equipment Purchase Program (TEPP)
• Optimizing Professional Tools: SLPs can often obtain free professional accounts to learn vocabulary pathways and model AAC for students.
  • Tobii Dynavox Professionals Page
  • PRC-Saltillo Evaluator Resources
• Setting Meaningful Goals: Use the DAGG-3 to assess and progress-monitor communication abilities across school and home environments.
  • DAGG-3 Free Resource Sign-up
• Integrating Literacy & Vocabulary: Consistency is key. Use evidence-based tools to build foundational literacy skills for non-speaking students.
  • Monarch Reader (formerly Tar Heel Reader)
  • ReadTopia & Building Wings
  • Bookshare for Educators

Resources to Share

This time of year is perfect for the rewarding activity of switch-adapting toys, ensuring every child can participate fully in holiday play. Have you ever considered adapting a toy for a student or loved one? Or how about starting a club that uses STEM activities to build  or adapt toys. Switching a toy means adding an external jack that allows it to be activated by a large, easy-to-press button or switch, effectively removing the barrier of needing fine motor skills to turn small switches or press tiny buttons. This simple modification promotes inclusive play, giving children with mobility challenges the opportunity to engage with their peers and toys independently, which is vital for cognitive development and social interaction. To get started and bring this purposeful joy to your students, explore these excellent resources:

Santa’s Little Hackers Toy Making Instructional Videos
Ohio State University Toy Adapting Program
University of Washington HuskyADAPT Program
Switch Adapted Toys 

Essential Tools for Maintaining Student Focus

Maintaining focus requires a personalized approach. The best solutions combine technology, physical supports, and intentional teaching strategies. Educators can use a variety of digital tools such as apps like  Freedom app and Forest app.  Music can also help students stay focused as well as using digital times. Some students might require physical and or sensory supports like fidgets, stress balls, noise canceling headphones, wobble chairs to accommodate their need for movement. Think about using your school's 3D printers to create needed items. Lastly, think about visual schedule for students. With the holidays often come changes in daily routines. Front loading your students can help reduce anxiety and help students with transitions to different activities. 

AT News and Accessibility Tips by Frank Devereaux CESA2

Frank Devereaux is  an Educational Technology Integration Specialist at CESA2. He is offering  a free monthly technology / accessibility tip. He will share the latest AT news and accessibility tips, highlighting tools, strategies, and resources in educational technology to help support ALL learners.  Here is the link for November's Tip..

Feature Match/Consideration Guide: Math

When conducting an IEP and having the conversation about “whether the student needs assistive technology services or devices, “  consider the following questions.

Caveat: Please note that examples of specific tools or programs are for illustrative purposes only. This does not constitute an endorsement of any particular product or vendor and any listed app/website should be vetted prior to student use to ensure compliance with the district’s technology policy.