Transcript What is Assistive Technology?

What Is Assistive Technology?
An Introduction to the
Exciting World of AT
Presented by Scott A. Dougherty
IDEA 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-making
process in which teams of families,
professionals, and friends repeatedly revise
their decisions and reach consensus about the
ever-changing abilities, needs, and
expectations 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
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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:
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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 Plan
With 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
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Autism Spectrum Disorders
Amyotrophic Lateral Sclerosis
Muscular Dystrophy
Multiple Sclerosis
Parkinson’s Disease
Huntington’s Disease
Cystic Fibrosis
The AT Process at AIU
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LEA Request
AT Consultation
Report
Trial (possible)
Implementation
Follow-up
Multidisciplinary Evaluation
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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
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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
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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
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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
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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
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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
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Portable keyboards
Spell checkers
Talking calculators
Stand-alone switches
Digitized
communication devices
High-Tech
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Computer software
AAC devices
Power wheelchairs
CCTV displays
Areas of Need
Communication
Computer Access
Mathematics
Organization
Reading
Seating and Positioning
Sensory Needs
Writing
Contact Information
Kendra Bittner
Scott A. Dougherty
IDEA Training and Consultation
Coordinator, Assistive Technology
Allegheny Intermediate Unit #3
475 East Waterfront Drive
Homestead, PA 15120-1144
[email protected]
412-394-5872 ● 412-394-5992 (Fax)
IDEA Training and Consultation
Coordinator, Assistive Technology
Allegheny Intermediate Unit #3
475 East Waterfront Drive
Homestead, PA 15120-1144
[email protected]
412-394-1375 ● 412-394-5992 (Fax)
AIU Assistive Technology Home Page
http://www.aiu3.net/Level3.aspx?id=1220