Home

Welcome to the QIAT-PS curriculum staging site.

Learn more about this project and the Quality Indicators for Assistive Technology in Postsecondary Settings (QIAT-PS) at https://qiat-ps.org/new-curriculum/.

Funding for the QIAT-PS project is provided by the Great Lakes ADA Center at the University of Illinois Chicago under grant #90DP0091 and #90DPAD0022 from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this curriculum do not necessarily represent the policy of UIC, NIDILRR, ACL, HHS, and you should not assume endorsement by the Federal Government.

This project received the Joy Zabala Spirit Award at the ATIA 2025 conference.

Get preview access to Unit 1 for three months!

  • Navigate to Course Units.
  • Select Unit 1.
  • Activate your 3-Month Trial with the “Enroll Now” button.

Access to the full curriculum is currently restricted to pilot participants. But you can get content descriptions by opening the cards on the Course Units page. Units 7 & 8 are not visible because they are currently under development (see curriculum map below for a sneak peek).

Participate in the Prototype Pilot!

To get involved, sign up through this Google Form.

  • Provide expert review of the content
  • Participate in pilot studies
    • We are currently looking for participants to pilot the prototype curriculum during the upcoming academic year (2024-2025)
      • Participate in an orientation training (recorded or live)
      • Work through the curriculum with one student in the target range (high school senior or 18-21 year old in K12 transition program)
      • Mostly text-only content. Videos are still under development.
      • Deliver curriculum as direct instruction during prototype pilot for maximum feedback.
      • Report in-depth feedback from the student about their perspective on the lessons and their understanding of the content. The student has the opportunity to contribute to content development!
  • The entire curriculum is estimated to take about 33 total hours.
    • If the curriculum is delivered in one 45 minute period per week, it could take up to 49 weeks to complete (essentially one school year).
    • If the curriculum is delivered in four 15 minute periods per week, it could take up to 33 weeks to complete.

Curriculum Map

The sub-units may differ slightly from this map as changes are made over time.

Flowchart style curriculum map. Units 1-3 Career mapping: Set future goals and map jagged profile. Units 4-8 Accommodations: Learn to evaluate, explore, and self-advocate for technology-based adjustments. Unit 1: What is my career goal? Essential task: Choose career. 1: Learn about personality types. Which personality types describe me best? 2: What careers match my personality? Take online profile survey then reflect on your results. 3: What is my career destination? Pick one to explore for this course. Write an employment goal. Unit 2: What is my career profile? Essential task: Create profile of career demands and training requirements. 1: What are task-demands? Practice matching job examples to task demand categories. 2. What are educational skills? Match job examples to educational skills. 3. What are the task demands and educational skills of my career? Create a career profile. Unit 3: How do I match up with my career profile? Essential task: Self-rate career profile. 1. Who’s average? Nobody! Practice creating a jagged profile. 2. Mapping my jagged career profile. map your jagged career profile. 3. How do I match up with my career profile? Create an educational goal. Unit 4: How do I adjust the demands of my career? Essential task: Analyze current accommodations. 1. What is an accommodation? Distinguish between universal design and individual accommodations. 2. What are my accommodations? List your accommodations. 3. What educational accommodations do I actually use? Analyze your current accommodations. 4. How do I adjust the demands of my career? Reflect on accommodations for work. Unit 5: How well to my accommodations work? Essential task: Compare use vs non-use. 1. How do I decide if accommodations are working? Reflect on past experience. 2. Do my accommodations work? Check an accommodation. 3. How do I communicate the results? Share your results with others. Unit 6: How do my accommodations change over time? Essential task: Analyze potential changes. 1. What things will change? Identify how your setting, activities, and resources will change and law changes. 2. How do changes affect my accommodations? Analyze one accommodation. Unit 7: Do I need technology? Essential task: Consider AT. 1. Is technology a strategy to reach my goals? 2. How do I decide what technology to use? 3. How do I decide if technology is working? Before and after comparison. 4. What is AT mastery? 5. How do I get technology? Funding. Unit 8: How do I use self-advocacy to navigate my future? Essential task: Practice self-advocating. 1. What is the disability rights movement? 2. What is disability? 3. How can I use the law to advocate for myself? 4. What actions will I take?

Powered by WordPress and LifterLMS