Overview of the Program 

The CATIS preparation program at World Services for the Blind will assist individuals wishing to pursue the designation of Certified Assistive Technology Instructional Specialist for Individuals with Visual Impairment (CATIS) qualify for eligibility under Category 3.  A CATIS is a highly trained assistive technology professional that holds specialized knowledge in the core domain areas of assessment, instruction, desktop/laptop/mobile computing environments, configuration, and exploration.  Clients wishing to pursue certification as a CATIS under Category 3 must complete both the Assistive Technology Instructor and CATIS preparation courses at WSB.  Additional eligibility criteria must be met in order to apply for certification. Clients interested in pursuing certification should carefully review the CATIS Handbook found on the ACVREP CATIS certification page. 

The CATIS preparation program prepares clients to function as an assistive technology expert in a variety of environments.  A strong focus is placed on assessment, including case studies and practical skills exercises that will prepare clients for real-world employment.  Clients will study assistive technology designed to support persons with mobility, hearing, speech, and cognitive impairments in addition to visual impairments.  Throughout their training, clients will continue to do student teaching and will have opportunities to work on multidisciplinary teams and conduct formal assistive technology assessments.

What is a CATIS?

A Certified Assistive Technology Instructional Specialist for Individuals with Visual Impairments, (CATIS), is a highly-trained expert who specializes in working with individuals who are blind, visually impaired or who have functional visual limitations empowering them to achieve their life goals for education, employment, avocation and independence through the use of assistive technology.

CATIS engage in a comprehensive approach to vision rehabilitation addressing visual, physical, cognitive, and psycho-social aspects related to training and integration of existing and emerging technologies for individuals of all ages, as well as diverse needs and abilities. They are educated in a range of instructional techniques and how to recognize which approach is best suited to a particular learner. These techniques include an eclectic range of instructional strategies, including Socratic questioning and metacognitive prompting. CATIS recognize that there is no single instructional strategy or assistive technology that would be best for everyone.

CATIS use a guided exploration and problem-solving approach that is customized to the goals and skills of the learner. Methods and strategies include the use of visual techniques including the optimization of reliable remaining vision and non-visual techniques (auditory and tactual).

Strategies and problem-solving skills are taught through the use of various assistive technology (AT) devices and solutions including braille displays, braille notetakers, screen readers, screen magnification and mobile devices with tactile, auditory or enhanced visual outputs.

CATIS provide services in a variety of settings including: rehabilitation centers, hospitals, governmental rehabilitation agencies, private, non-profit agencies, workplaces, educational settings, assistive living facilities, senior living facilities, individuals’ homes and/or community. Certified Assistive Technology Instructional Specialists for Individuals with Visual Impairments function as members of an inter-disciplinary and intra-disciplinary team that may be comprised of, but not limited to, eye care, health care, rehabilitation and education professionals and other assistive technology professionals working with consumers and their families. Specific responsibilities of CATIS include interpretation of medical eye reports; analysis of medical implications for optimizing visual functioning; assessment of functional limitations; development and implementation of individualized and evidence-based objective-based learning and intervention programs; promotion of wellness; management of individualized case records; and identification of local, regional and national resources.

Category 3 Eligibility Criteria

  1. High School Degree or higher plus completion of a post-secondary comprehensive ATBVI technical education and training  program, lasting at least one year, that covers all of the CATIS Body of Knowledge education and CATIS Applied Competencies skills training.

  2. 1,500 hours of Direct Work Experience providing assistive technology evaluation and training to individuals who are blind or have low vision. [The 350 internship hours may be counted as part of the 1,500 hours].

Category 3 Documentation Required:

  1. Copy of Certificate of Completion of the technical training program including documentation of the coursework and duration of the program.

  2. Core Domain Area Checklist

  3. Clinical Competency Evaluation Form signed by a CATIS

  4. Offsite Internship Supervisor Form, if applicable

  5. Employer{s} Direct Service Hours Form for Category 3

Understanding the CATIS Certification Process

You should always refer to the CATIS Handbook and the ACVREP CATIS certification page for the most accurate and up-to-date information.  The certification and title of Certified Assistive Technology Instructional Specialist (CATIS) is governed by ACVREP.  ACVREP alone is responsible for determining applicant eligibility and granting certification.  This program has been reviewed and accepted by ACVREP as meeting the criteria for Category 3 application for CATIS certification.  However, completion of this program in no way guarantees that ACVREP will ultimately grant your certification.  You will be provided with the information and forms that you need to apply for eligibility, but it is the responsibility of the client to gather all necessary documentation and records, file the application and other required forms in a timely manner, and ensure that deadlines are not missed.  If you have questions about meeting eligibility criteria, you should contact ACVREP directly.  As WSB has no part of the certification process, we will not attempt to interpret communications to you from ACVREP.  If the client fails to submit required paperwork and documentation or misses deadlines, the client will have to follow ACVREP's process for reapplication.  Finally, WSB is not responsible for decisions made by ACVREP regarding eligibility or certification and cannot entertain complaints or appeals.

  • Here is a list of additional CATIS information to review if you are interested in becoming an Assistive Technology Instructional Specialist:

    1. The CATIS homepage (Link to site)

    2. The CATIS Handbook (Download link)

    3. CATIS SCOPE OF PRACTICE (Link to site)

    4. Body of Knowledge & Competencies (Link to site)

    5. History of the CATIS (Link to site)

    6. CATIS Code of Ethics (Download link)

    • High school diploma, GED, or State accepted and approved High School Equivalency

    • Successful completion of the AT Fundamentals comprehensive assessment

    • Successful completion of the ATI Program

    • Print reading speed of 100 wpm, with 75% comprehension

    • Braille reading speed of 30 wpm (if primary Braille user), or 10 wpm (if non-Braille user)

    • Keyboarding speed of 30 wpm

    • 12th-grade spelling and grammar level

    • Good independent living and travel skills (On Campus)

    • Strong logical reasoning ability and emotional maturity

    • Ability to learn and retain information

    • Good interpersonal relationship qualities

    • Ability to work in a high-tech environment

    • Ability to adapt to constant change

  • Online courses require self-discipline and structured study habits. Below, you will find a list of online course expectations:

    • Check course syllabus daily to identify short-term and long-term projects due.

    • Check email multiple times daily to keep open lines of communication with the instructor.

    • Online webinars and other video conferencing lectures will be announced via the Learning Management System Announcements feature and via email.

    • Start out by Setting aside four hours a day for reading course material and drafting and responding to discussion posts.

    • Synchronize personal calendar with guest lectures, scheduled after regular business hours to accommodate most online students working full-time jobs.

    The expected program completion time is based on the premise that a client is spending a minimum of thirty (30) hours per week on program coursework. This can include clinical or practical hours, depending on the program. A client unable to commit to this training expectation will not be able to keep pace with their program requirements, which could potentially lead to being placed on academic probation or being discharged from WSB.

  • Clients participating in Career training online courses through World Services for the Blind are recommended to have access to a computer with the following:

    • Operating System: Windows 11 or Windows 10 (fully updated).

    • Processor: Minimum: Intel Core i3 (8th generation or newer) or AMD equivalent. Recommended: Intel Core i5 or i7 (10th generation or newer).

    • RAM: 8 GB required, 16 GB recommended.

    • Graphics: Integrated graphics supporting DirectX 12 or higher. Dedicated graphics card recommended for higher performance.

    • Storage: 256 GB SSD required. 512 GB or larger SSD recommended for better performance.

    • Internet: Minimum speed of 50 Mbps for smooth video conferencing and online access.

    • Accessories: Functioning headphones with built-in microphone.  Webcam (720p minimum, 1080p recommended).

    • Additional Software: Up-to-date antivirus software and any assistive technology software required for course participation

  • Workforce Development Services are offered at WSB to provide individuals with visual impairments with the tools needed to enhance and sustain their employability. Through our prevocational and vocational training programs, we provide the education and skills training to jobseekers that employers are looking to hire long term. By producing qualified workers, it helps the individual become more marketable and benefits the employer by reducing their cost of on-the-job training and improving turnover rates for their company. WSB’s focus is to provide services of employment assistance for jobseekers with visual impairments which will assist them in getting competitive integrated employment. Through job preparation and job coaching, certain tools and resources will be provided for the client to be successful in their job search, such as assistance in locating local job fairs, employment workshops, and/or participation in online or virtual job fairs.

    In the first 30 days, an extensive assessment is completed in order for WSB to meet the client’s needs where they are. An extensive Interpretive Career Report will be provided to the client and their Vocational Rehabilitation Counselor on the assessment of their career interests, career training potentials, job satisfaction indicators, career exploration and career recommendations completed with the assistance of our qualified workforce staff and a Certified Vision Rehabilitation Therapist. Each client’s program will be individualized based on their needs and level of employability. During the skills evaluation period, students will work on a career readiness program tailored to their personal needs in areas such as, their academic skills in areas they may need improvement, assistive technology and computer literacy, daily living skills, and orientation and mobility skills training. Each individual will learn how to complete a resume or update their current resume, interviewing skills, “dress for success” skills, participate in mock interviews, learn soft skills, independent living skills and essential workplace skills. This will assist in the client’s preparation and future choices of a Pre-Vocational or Vocational program, or their area of interest for employment.