The ECHO Model® for Enhancing Assistive Technology Implementation in Schools

Authors

Sandra Root-Elledge, University of Wyoming, Wyoming Institute for Disabilities
Canyon Hardesty, University of Wyoming, Wyoming Institute for Disabilities
Mary Jo Cooley Hidecker, University of Wyoming, Communication Disorders; University of Wyoming, Wyoming Institute for Disabilities
Gayl Bowser, University of Wyoming, Wyoming Institute for Disabilities; Assistive Technology Collaborations
Susan Wagner, Data Driven Enterprises
Eric Moody, University of Wyoming, Wyoming Institute for Disabilities; University of Colorado Anschutz Medical Campus, JFK Partners

Document Type

Article

Publication Date

Summer 2018

Abstract

In this article, we describe the implementation of the ECHO model® for use in education to build capacity among educators and professionals to implement assistive technology. ECHO® is a professional development model that relies on video-conferencing, didactic trainings, and case presentations to improve professional capacity and ultimately student outcomes. This article describes how a large rural state is effectively using this technology to connect to rural school districts for the purposes of providing training, mentoring, and skills development for educators, administrators, and related professionals on emerging and promising practices in assistive technology. The data from our first full academic year of implementation, 2014-2015, shows that the ECHO model can be effectively used in educational settings, reaches large numbers of professionals, and improves self-reported knowledge and skills related to assistive technology.

Recommended Citation

Assistive Technology Outcomes and Benefits Volume 12, Summer 2018, pp. 37-55 Copyright ATIA 2017 ISSN 1938-7261 Available online: www.atia.org/atob