Customized Consultation
I have worked in public schools for 18 years and have interacted with many consultants. Phyl Macomber is the most effective consultant I have ever encountered . . . Lucky child! Lucky us! 
Pathologist in a nomination letter
for Phyl for the Partners In Care Award
The ability to take control of one's life in as many areas as possible, from the freedom of movement to the freedom of expression, contributes to a person's ability to define one's self as an individual. This is the ambition behind the Assistive Technology initiative and one which must be accomplished in the context of public education.
With the reauthorization of IDEA '04 came a renewed determination to "consider" the assistive technology needs for all students enrolled in special education. Because of it, school systems are taking a closer look at what they are doing to honor its intent.
Assistive Technology is defined as: "Any item, piece of equipment, or product system - whether acquired commercially off the shelf, modified, or customized - that is used to increase, maintain, or improve the functional abilities of a person with a disability." School personnel need to be aware of the full array of assistive technology options.
In addition, staff members need to collaborate with specialists in this area to train, and implement a list of options for students to increase participation in classroom activities. Furthermore, school personnel need to educate parents and other staff members about the broad range of assistive technology options to include both "low-no technology" and "high technology" solutions.
For example, picture-based communication boards could be used by an individual to communicate responses to a classroom teacher or work supervisor across various communication intents. A computer may be adapted for someone with a developmental disability by using touch screens, speech synthesis, switches with scanning and Morse code, or alternative keyboards.
For an individual with a learning disability, speech-feedback and word prediction software can help an individual formulate thoughts, take notes, and improve written expression. These adaptations could open up a world of communication to a person who has trouble with conversation or graphical output.
Specialized consultation from Practical Assistive Technology Solutions is available for teams needing to explore assistive technology supports and team building. Intervention models are based on a collaborative consultative team approach to provide consultation and training in the following competency areas of assistive technology use:
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Linguistic Competence |
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Operational Competence |
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Social Competence |
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Strategic Competence |
The assistive technology solutions and four competency training areas are customized to meet each team's need for support in various environments.
Phyl T. Macomber, Assistive Technology Specialist, offers a range of consultative services to address the needs of individuals from teachers and support professionals to students. The solutions presented in this service delivery model are designed to be consistent with the level of performance expected for each curriculum standard, valued life outcome, or essential functions of a job or work-related responsibility.
Phyl specializes in providing consultation and training to teams in the following areas:
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Adapted Curriculum & Teaching |
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Augmentative Communication |
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Collaborative Team Building |
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Control Interfaces & Switches |
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Educational & Vocational Supports |
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Environmental Design & Accommodations |
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Keyboard & Mouse Emulation |
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Specialized Software Applications |
Working with you is so easy that I have to say I feel that I have known you for many years. The day flew by and I always had organized next steps to focus the work for the upcoming month. I have learned a tremendous amount this year because you are such a knowledgeable and patient teacher. . . No matter what curve ball was sent your way, you always seemed to hit a home run. This collaborative consultation model fosters a team approach in providing guidance for changes in materials, supports, and instructional strategies in the educational or work setting, home environment, and community. It is based on the philosophy that assistive technology itself does not provide a bridge for an individual to improve functional independence.
Rather, Phyl T. Macomber's consultative model highlights the importance of:
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identifying and implementing practical assistive technology solutions for a team
providing the proper training and consultation support to the team to support the consistent use of the assistive technology
outlining regular expansions and modifications of the assistive technology to match the team's changing needs
Specific examples of Phyl's application of her customized consultation model in her daily work include:
Phyl has a great deal of technical expertise, which is to be expected of a consultant. However, it is the way in which Phyl delivers her services that sets her apart from most other consultants that I have known . . . Phyl's energy and positive attitude (were) evident at the very first meeting that I attended with her. She quickly gains the confidence of parents and professionals alike . . . But most impressive to me is Phyl's ability to empower everyone on the team by delegating responsibility and expecting accountability. She does this by being a respectful listener and requesting input from team members. She never acts like the 'expert.' Phyl's low-keyed, calm and confident manner have produced excellent results in our school district. 
Phyl's leadership has resulted in stronger teams; teams that work well together. She is tireless in her efforts to be sure all team members are 'on board' with a student's . . . program. She recognizes personal talents and personal limits. 
Phyl has become an indispensable member of our I.E.P. teams. She always communicates her goals clearly and states her expectations in a way that leaves no questions. Phyl has an ability to not only develop individualized programs for students, educators, and family members, but to follow up and monitor members of the team to assure they are meeting the stated expectations . . . In addition, Phyl always puts in writing her expectations and timelines. Each faculty member who works with Phyl sees her as a consummate professional who stays current with research and technological progress, who can be counted on to deliver any promise made, and who cares deeply about the teams with whom she works. 
Phyl is a highly motivated and dedicated individual who will go above and beyond what is asked of her. . . She is able to bring not only the highest level of professional skills to a team, but also a part of herself. She is involved with many families and various teams of professionals, yet you always feel that Phyl is there for your team only. Team building is a strong asset of Phyl's. Through respectful attention to each team member, input is sought and valued. During this process, Phyl finds a way to engage even reluctant team members. She simply finds a way for them to make significant contributions doing what they do best. adults with developmental disabilities
I always feel energized after spending time with you! (Our daughter) used her right finger to touch the iPod (on the computer screen) and she was sooooo proud to share her music with her Dad . . . I have never seen her so happy and entranced before. WOW! It was beautiful . . . My heart and soul were smiling all evening long . . .Thank you for sharing these files . . . beautiful and very motivating for (our daughter). Phyl is capable of addressing the complexity of developing and implementing an augmentative communication system, of creating a data collection procedure, of speaking to a group of parents, and of grabbing a screwdriver to fix a wheelchair, all with equal ease and competence. 
I am so proud to work with you, Phyl . . . You are such a hard worker and you are really, really MAKING A DIFFERENCE . . . You are awesome, Phyl 
Beginning with the first day she came into our classroom, Phyl set a purpose for activities relevant to the developmental level of our learner and with the goal of meaningful interactions in all subject areas and with all the members of this student's environment - both teachers and peers. She left us that first day with 'plan of action' and 'homework' for us to complete for our next team meeting. The team was kept on task and moving ahead in order to meet the needs of our student. Phyl respects each member of each team for their uniqueness. She promotes collaboration and provides each team with a high level of knowledge and expertise. In my more than thirty years in the field of education, I have learned that all the expertise in the world cannot bring a team to a higher level of functioning if the members do the not have the personal skills to move the team forward. Phyl clearly possesses and demonstrates skills in both of these arenas. 
I have never worked with a professional like Phyl. Phyl gained our trust, almost immediately. She consistently acknowledges and respects our family values, beliefs, rituals, dreams, concerns, emotions, wants and needs. She involves us continuously by sharing information, requesting our input, and confirming our plans of service. She collaborates beautifully with the whole team - family and professionals. In sum, Phyl T. Macomber specializes in the identification, creation, implementation, and training of practical low and high technologies for teams serving children and adults with varying disabilities. Phyl's consultation model is embraced as a "unique collaborative team approach" in the field of assistive technology.
For further information, please take the following steps:
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Telephone Phyl or send an e-mail inquiry to her to schedule a complimentary telephone conference to review her services; and then, |
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Complete the Assistive Technology Consultation Form found in the section "Request a Consultation" and forward it to Phyl via e-mail, postal mail, or fax. |