what is assistive technology? an introduction to the exciting world of at
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What Is Assistive Technology? An Introduction to the Exciting World of AT. Presented by Scott A. Dougherty IDEA Training & Consultation Coordinator, Assistive Technology. AT SERVICES “Any services that directly assist in the selection, acquisition, or use of an assistive technology device.”. - PowerPoint PPT PresentationTRANSCRIPT
What Is Assistive Technology?
An Introduction to theExciting World of AT
Presented by Scott A. DoughertyIDEA Training & Consultation Coordinator, Assistive
Technology
Definitions
AT SERVICES“Any services that directly assist in the selection, acquisition, or use of an assistive technology device.”
AT DEVICE“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 capabilities of individuals with disabilities.”
(PL 100-407, Section 3, 1988)
Assistive Technology Legislation
• IDEIA 2004 (34 CFR Parts 300 and 301 )• Early Intervention Act (PL-99-336)• Technology-Related Assistance for Individuals
with Disabilities Act of 1988 (PL-100-407)• Americans with Disabilities Act (PL-101-336)• Entitlement Legislation:
– Rehabilitation Act of 1973 (PL-93-112, as amended)– Rehabilitation Act Amendments
Assistive Technology Assessment
is a flexible, collaborative decision-makingprocess in which teams of families,professionals, and friends repeatedly
revisetheir decisions and reach consensus about
theever-changing abilities, needs, andexpectations of the person with a
disability.(Adapted from S. Bagnato – Children’s Team Work)
Types of Service Through AIU
• Direct consultation– Student
assessments– Follow-up service– Case review with
IEP/IFSP staff– Information sharing– AT set-up– Implementation
guidance & support
• AT training– Individual– Team– Large-group– Mixed groupings
When Should AT Be Considered?
• During the IEP/IFSP process• When a disability impacts the performance or
potential of a person in any of several areas:– Play– Accessing environments– Communication– Writing– Accessing print and auditory information
• When progress is flat or negative in direction• Upon team request• As early as possible• If someone is asking this question in the first
place
AT in the Written PlanWith the reauthorization of IDEA,
Assistive Technology MUST be considered in the IEP of learners with special needs
• AT is a not a goal in and of itself• AT is a tool that can be used to assist an
individual to access and achieve functional goals and objectives
• Emphasis should be placed on the needs of the individual and the features that are required, not on specific names of equipment
(J. Marquette, PennTech)
How Do Students Benefit?• Physical access
– Mobility– Computer use– Activities for Daily
Living (ADL)– Low vision
alternatives– Hearing and
listening– Handwriting &
keyboarding– Switch controls
• Communication assistance– Voice output
devices– Speech to text/sign– Visual support tools
• Cognitive support– Spelling assistance– Writing tools– Mathematics
notation
Disabilities and AT• Congenital Causes
– Cerebral Palsy– Mental retardation
• Acquired Causes– Closed Head Injury– Spinal Cord Injury
• Temporary Causes– Shock or trauma– Surgery
• Sensory Causes– Deafness– Blindness– Deafblindness
• Neurological Causes– Autism Spectrum
Disorders– Amyotrophic Lateral
Sclerosis – Muscular Dystrophy– Multiple Sclerosis– Parkinson’s Disease– Huntington’s Disease– Cystic Fibrosis
The AT Process at AIU• LEA Request• AT Consultation• Report• Trial (possible)• Implementation• Follow-up
Multidisciplinary Evaluation
SETT Framework• Identify student needs• Determine
environmental demands and resources
• Define the tasks that the student must perform
• Recommend tools, technology, or techniques that will address needs
Collaborative Team Approach
In the collaborative team approach, it is assumed that no one person or profession has an adequate knowledge base or sufficient expertise to execute all functions associated with providing services.
(S.W. Blackstone, 1992)
Possible Team Members• Student• Parent/Primary Caregiver• Family Friends• Parent Advocate• Regular Education Teacher• Special Education Teacher• Paraprofessional• Administrator(s)• Occupational Therapist• Physical Therapist• Speech-Language Clinician
• AT Consultant• Teacher of Blind/Visually
Impaired• Teacher of Deaf/Hard of
Hearing• Psychologist• Social Worker/Case
Manager• Wrap Around Services
Rep• Rehabilitation Engineer• Vocational Counselor• Nursing Personnel
Effective AT Assessment• Uses a feature-match
approach• Incorporates on-going
educational/life planning
• Targets natural environments
• Utilizes the competencies of multiple team member
• Demands meaningful follow-through
How Is Assessment Conducted?
• Dynamic• Multimodal
– Inventory– Interview– Observation– Formal Testing– Informal Testing
• Assessment should focus on features and strategies rather than on a specific device
• Matches abilities, needs, and expectations to AT features
Feature Match: Abilities, Needs and Expectations
• Daily needs• AT history• Individual &
family input• Cognition• Language• Sensory issues• Motor issues• Life transitions
Equipment Trials• Team Consensus –
Equipment trials and timelines
• Emphasis on meaningful, motivating activities– Activities should
reflect key environments
– Use should be consistent
• Careful collection and review of data, outcomes, & recommendations
• Closure through team decision-making
Acquisition of Trial Equipment
• District or IU inventory
• PaTTAN Short Term Loan
• Device lending libraries– PIAT– CIL– Organizations– Schools
• Low-tech and no-tech solutions
• Manufacturer lease or rental
• Purchase with a trial period agreement
• Purchase of less expensive items
Ongoing Implementation• In-house
equipment• Low-tech and no-
tech solutions• District purchase• Family purchase• Insurance/
Medical Access
Implementation Barriers• Assistive Technology as a goal• Device breakdown• Juggling too many issues• Juggling too many environments or tasks• Unrealistic expectations• Lack of team coordination• Short-term planning vs. Long-term
objectives• Environmental factors• Standard equipment maintenance
Implementation & Training
• Develop training plan• Select target activities• Consider no, low, high tech• Develop back-up system• Physical management of equipment• Research and implement effective
practices• Review training information• Participate in on-going trainings• Prepare for life transitions
Ongoing Re-evaluation• Current steps & future
goals for implementation
• Measurement of student’s performance
• Degree of technology use
• Effect of AT on empowerment or advocacy
• Improvements in AT
Including AT in the IEP• Student’s AT needs should be
documented in the Evaluation Report (ER)
• Current program modifications/specially designed instruction should be documented in the Individualized Education Plan (IEP)
• Outcomes of the AT assessment should be discussed by the IEP Team and included when the IEP is reconvened
Types of Assistive Technology
No-Tech• Highlighter tapes
& pens• Specialized paper
– Raised line– Contrasting line
• Pencil grips• Picture cards• Line guides
Low-Tech• Portable
keyboards• Spell checkers• Talking
calculators• Stand-alone
switches• Digitized
communication devices
High-Tech• Computer
software• AAC devices• Power
wheelchairs• CCTV displays
Areas of Need
Communication
Computer Access
Mathematics
Organization
Seating and Positioning
Sensory Needs
Writing
Contact InformationKendra BittnerIDEA Training and Consultation
Coordinator, Assistive Technology
Allegheny Intermediate Unit #3475 East Waterfront DriveHomestead, PA [email protected] ● 412-394-5992
(Fax)
AIU Assistive Technology Home Page
http://www.aiu3.net/Level3.aspx?id=1220
Scott A. DoughertyIDEA Training and Consultation
Coordinator, Assistive Technology
Allegheny Intermediate Unit #3475 East Waterfront DriveHomestead, PA [email protected] ● 412-394-5992
(Fax)