Transcript OCTH 6170 - Educational Assistive Technology, LLCFor

Course 3 Session 1
•AT in the Schools
•AT with Work/Vocational
Clicking on most pictures will take you to a website where the device can be obtained.
TECHNOLOGY IN THE
SCHOOLS
• In schools the provision of AT can be
provided under the…
– Individualized Family Service Plan (IFSP)
• early intervention
– Free and Appropriate Public Education (FAPE)
• Under Individuals with Disabilities Education Act
(IDEA)
– Section 504 of Rehabilitation Act
TECHNOLOGY IN THE
SCHOOLS
• AT provides access to educational tasks
and common educational tools and materials
for students with disabilities
– Wide Range of Needs:
•
•
•
•
•
•
Seating and Mobility
Alternative and Augmentative Communications
Environmental Control
Sensory Aids
Computer Access
Access to Educational Materials
TECHNOLOGY IN THE
SCHOOLS
• The application and integration of
technology systems and devices are
crucial to successful academic and
functional outcomes
TECHNOLOGY IN THE
SCHOOLS
• Technology in Schools for the typical
student is used to:
– Convey knowledge
• Via books, films, slides, DVD/videos, CD-ROM, etc.
– Show what has been learned
• Via word processing, computerized testing
– Ensure successful use of computers
• via low ratio of student: computer, opportunities for
practice, revision, and feedback, opportunities for
cooperation and working together
TECHNOLOGY IN THE
SCHOOLS
• Students with disabilities will often
require adaptations to these
conventional technologies in order to
be given the same opportunities as
their peers
TECHNOLOGY IN THE
SCHOOLS
• Examples of some general adaptations:
– For students with severe disabilities
•
•
•
•
•
•
Seating and Positioning Devices
Powered Mobility
Augmentative and Alternative Communication Devices
Computer Access Devices
Environmental Control Units
Switch Activation of devices stated above
• We’ll go into these a little later!
TECHNOLOGY IN THE
SCHOOLS
• Examples of some general adaptations:
– For Students with Sensory Impairments
•
•
•
•
•
Computer Access Devices
Tactile Pads
Assistive Listening Devices
Alerting Systems
Talking Calculators
• We’ll go into these a little later!
TECHNOLOGY IN THE
SCHOOLS
• Examples of some general adaptations:
– For Students with Cognitive Disabilities
•
•
•
•
Computer Access Devices
Cognitive Software
Calculators
Memory Aids
• We’ll go into these a little later!
TECHNOLOGY IN THE
SCHOOLS
• AT Service Delivery in the schools
– Collaboration amongst members of the student’s
“child study team” is necessary (I.e. teachers,
therapists, parents, student, ATP, etc.)
– All are, at some point, responsible for some
aspect of AT service delivery during…
•
•
•
•
Referral and Intake
Evaluation
Intervention and Training
Follow-up
TECHNOLOGY IN THE
SCHOOLS
– AT Delivery in the Schools
• Advantages:
– a natural setting -is the site where the devices will be
used
– allows for daily practice appropriate contextual training
of devices
• Disadvantages:
– possible lower level of specific AT expertise
» Especially in schools not designated as Special
Services
– high turnover of staff so inconsistencies
– difficulty of keeping up with rapid changes in
technology
TECHNOLOGY IN THE
SCHOOLS
– AT Implementation in Schools
• Application of the data from the evaluation
• Look at seating and positioning first
– If the student is not stable and seated correctly,
he/she will not be able to access any technology
effectively
• Followed by Low Tech Devices
• Then High Tech Devices
• Also need to consider NO TECH
– Unfortunately, there are some students for whom
technology will not work or is not appropriate
TECHNOLOGY IN THE
SCHOOLS
• AT Training in the Schools
– Essential for integration of AT in classroom
• Staff Training ensures carryover of intervention
plans as well as support for use of the device
• Training the student promotes independent learning
and improves proficiency in using the device
• Parent Training ensures carryover of device use for
homework, gives student more practice with the
device
TECHNOLOGY IN THE
SCHOOLS
• Training (cont’d)
– Some general rules:
• Make the device as accessible as possible
• Identify target training audience
• Training tasks should focus on classroom priorities, IEP
goals and objectives, as well as student motivation (i.e.
typing games versus typing instruction software)
– Plan and task analyze 1 or more simple activities to
promote inclusion of device in class activities
– Use nontimed and open-ended activities that promote
success
TECHNOLOGY IN THE
SCHOOLS
• Other factors to consider:
– Portability
• elementary students generally stay in 1 classroom all
day so device does not necessarily need to be
portable
• middle and high school often requires portability
– Physical Barriers
• make sure that student and device are in close
proximity to each other and to power source
• ensure set up of device in classroom is the same on a
daily basis
Consideration Steps
•
•
•
•
•
•
What is it that we expect the student to do but can’t because of
his/her disability?
What special strategies or accommodations have been tried?
Are the strategies currently working? If not, what are the
reasons?
Explore other options including AT.
Does the IEP team have the resources to define the need and plan
assistive technology intervention strategies? If not, seek
additional information:
research, assessment, AT consultant, etc.
Define and document necessary AT in IEP.
AT Consideration Checklist
• Click on the following link to access
an AT Consideration Checklist
– http://www.atstar.org/docspdfs/gpat/C
onsideration_Checklist.doc
TECHNOLOGY IN THE
SCHOOLS
• The following slides are going to discuss specific AT
Intervention ideas for students at different developmental
stages
– As there are SO MANY resources for people who work in
education settings, it would be impossible for me to discuss
them all.
– In addition, there is a plethora of software available to use
with children to meet their curricular goals.
– Therefore, I am going to provide you with just an overview
with SOME examples of software.
– If you are interested in learning more, please use Google to
search for software and other devices OR use the multiple
databases that I have introduced to you to direct you to the
devices to meet your needs.
AT with Early
Intervention
• Introduction of AT early in child’s life
may help:
– Reduce the risk for learning disabilities
– Reduce the risk of learned helplessness
– Improve the child’s ability to use AT when
older
AT with Early Intervention
• Some general AT
Solutions for EI:
– Items that:
• Make things easier to
turn on
– Switch modifications,
larger handles
• Help with seating or
offer alternative play
positions
– swing or chair inserts,
pillows, trays
• Help a child play
– Switch adapted toys,
extenders, or toy
parts
AT with Early Intervention
• Help a child to hear or
see better
– magnifiers, penlights
• Hold things steady or
in place
– Velcro or Dycem
• Help a child to be
bathed, dressed, or
fed
– bath supports, built
up utensils
AT with Early Intervention
• Help a child with
early learning
– picture and
storybooks
• Help a child
communicate
– tape recorders,
choice boards
• Help a child move
– Scooters, walkers,
push carts
AT with Early
Intervention
• Seating and Positioning
– Need to look at all positions a child may take
during a particular stage of their lives
• Younger infants are typically in supine, sidely, prone
• Toddlers sit, stand, roll, etc.
AT with Early
Intervention
• Seating and Positioning
(Cont’d)
– Supine
• Round pillow, snow or inner
tube, or a Boppy (“U”
shaped pillow) will prevent
neck hyperextension
• Places child in semireclined position
• Parent can also have child
lay on legs while the
parent is in circle sit-have
child face the parent
• Use overhead gyms to
promote reach overhead
AT with Early
Intervention
• Seating and
Positioning (Cont’d)
– Prone
• Use therapy ball to
introduce child to this
position
• Half rolls or full rolls
help with promoting
neck extension
• Wedges help also
• Prone over parent’s
lap
• Place toy within reach
to allow child to play in
this position
AT with Early
Intervention
• Seating and
Positioning (Cont’d)
– Side lying
• Allows gravityeliminated UE play
• Allows for reduced
tone as it brings UE to
midline
• Towel rolls work well
to maintain position
• Have a toy within
reach to promote play
AT with Early
Intervention
• Seating and
Positioning (Cont’d)
– Sitting
• Boppy Pillows
• Different
commercially available
support devices are
available
– Quadruped
• Rolls can help child
maintain this position
• Child leaning over
parent’s leg
AT with Early
Intervention
• Play
– Toys and Switches
• Promotes cause and
effect learning
– Allows for a variety of
movements in a variety
of planes
– Allow for multi-sensory,
appropriate feedback
• Toy choice will change as
the child develops
AT with Early
Intervention
• Mobility
– Scooter boards or caster carts
AT with Early
Intervention
• These are some web sites that you might
want to check out:
–
–
–
–
http://www.njeis.org/
http://www.atnet.org/
http://www.kidstogether.org/
http://www.techfortykes.org/
AT with Preschoolers/Early School
Age Children
• Preoperational Stage
(2-7 years)
– Playing with toys and
interaction in larger
environment and with
more people
– computer technology
can be used for
exploration and
learning
• Computers provide a
flexible learning and play
environment
– Through the selection of
different software
programs children can
learn…
• cause and effect
responses
• To make choices
• To problem solve
• To draw pictures
• To create music
• To construct new items
• To play games
AT with Preschoolers/Early
School Age Children
– Through the use of different computer input
devices
• Can adapt standard mouse and keyboard
– Alternative and customizable expanded keyboards
compensate for child’s small hands, difficulty with
symbols/letters on standard keyboard
AT with Preschoolers/Early
School Age Children
• When choosing software for young children, look for…
– Easy to Use
• limit number of keys needed to use it
– Several levels of difficulty
• allows for expansion as the child explores and develops
– High Child Interest
• graphics, sound, concepts related to real world of child, immediate
responses
– Independent Control
• child should be able to initiate change, not simply respond to
instructions on computer
– Reinforce Appropriate Responses
•
through sound and animation
AT with Preschoolers/Early
School Age Children
• Categories of Software Use
– Exploratory
• allow child to play and explore the different press
areas which causes something to happen on the
screen
– RJ Cooper Cause and Effect Software
» http://rjcooper.com/site-map/index.html
– Sticky Bear Series
AT with Preschoolers/Early School
Age Children
• Categories of Software Use (Cont’d)
– Drill and Practice
• info presented, child responds, child receives
immediate feedback about accuracy of answer
– Various Software products for $5.00!
» http://www.5dollarsoftware.com/totoki.html
AT with Preschoolers/Early
School Age Children
• Categories of Software Use (Cont’d)
– Constructive
• provide for graphical creation of new
objects, designs, or layouts
Big Book Maker
AT with Preschoolers/Early
School Age Children
• Categories of Software Use (Cont’d)
– Phonics
• develop early reading & writing skills
AT with Preschoolers/Early
School Age Children
• Categories of Software Use (Cont’d)
– Word Processing
• develop early writing skills
AT with Older School
Aged Children
• Concrete Operations Stage
– New roles as student
• Social roles develop
– athletics, arts and crafts, social groups, lessons, recreation
• Child able to compare various characteristics of people,
objects or situations
– use symbols, new ways to organize and assemble facts
• Computer use results in increased attention, motivation,
and time on task
AT with Older School
Aged Children
• Categories of AT used
with Older School Aged
Children:
– General Instructional
Software
– Writing Technologies
– Reading Technologies
– Math Software
– Organization Technologies
– Sensory Aids
– Social Interaction/Skills
– Pre-vocational
– Recreation
• We will talk about this in
another session
– Environmental Control
• We will talk about this in
another session
– Augmentative
Communication
• We will talk about these
in another session
AT with Older School
Aged Children
• Since there are so many low tech and
high tech items, the following slides
will focus mainly on the high tech items
that are available.
– Please remember…
• No tech is an option
• Fabrication of devices is an option
– Sometimes the best solution is something that has
not been developed yet!!!
AT with Older School
Aged Children
• Modifying Computers
– At this stage, many of the adaptations
we can use with adults can be used
– Refer to previous information regarding
computer input, processing, and output
AT with Older School
Aged Children
• Software
– School Curriculum dictates type and use
of technology
• Usually reflects reading, writing, and
computation skills
• Software in primary grades addresses the
specific skills and content areas that
reflect curricular goals
AT with Older School
Aged Children
• General Instructional Software
– Resource to many links for software:
• http://www.iser.com/special-needs-software.html
– Cognitive Enhancement Systems Software
• http://www.challenging-our-minds.com/
– Laureate Learning Systems
• http://www.laureatelearning.com/
– Intellitools
• http://www.intellitools.com/
– Sunburst
• http://commerce.sunburst.com/
There are so many more!!!!!!!
AT with Older School
Aged Children
• Low Tech Writing Technologies
– Pencil Grips
• http://www.pencilgrip.com/
– Slant Boards
• http://www.therapro.com/Vertical-Surfaces-EaselsC4192.aspx
– Specialty Paper
• http://www.therapro.com/Handwriting-PracticeWorksheets-C307761.aspx
AT with Older School
Aged Children
• Hardware
Technologies for
Writing
– Portable Keyboards
• Lightweight
• Easy to transport
and use
AT with Older School Aged
Children
• Writing Software & Technologies
– Teaching Keyboarding Skills and Software
• http://www.enablemart.com/Catalog/Keyboarding
– Proofreading Programs/Spell & Grammar checkers
• Most word processing programs come with spell and
grammar checkers, which work as proofreaders, but you
can purchase portable spell checkers also
– http://www.franklin.com/
– Personal Dictionaries
• QUICK-WORD Handbooks
– http://www.curriculumassociates.com/products/detail.asp?titl
e=QWhandbook
AT with Older School
Aged Children
• Writing Software & Technologies (Cont’d)
– Visual Thesaurus
• http://www.visualthesaurus.com/
– Ginger Grammar and Spell Checker (free)
• http://www.gingersoftware.com/
– Spell Catcher
• http://www.rainmakerinc.com/
– Previewer in Mac
• http://support.apple.com/kb/HT2506#PDF
AT with Older School
Aged Children
• Writing Software & Technologies (cont’d)
– Word Prediction Programs
• We spoke abut the variety of software solutions in a
previous course, but here are some more:
– Co-writer
» http://www.donjohnston.com/products/cowriter/i
ndex.html
– Words Plus
» http://www.wordsplus.com/website/products/soft/ezkeys.htm
– WordQ
» http://www.goqsoftware.com/
AT with Older School Aged
Children
• Writing Software &
Technologies (cont’d)
– Attainment Company
Software
• http://www.attainmen
tcompany.com/xcart/s
oftwareindex.php
– RJ Cooper Software
• http://rjcooper.com/s
ite-map/index.html
– Clicker 6
• http://www.cricksoft.
com/us/products/tool
s/clicker/home.aspx
– Inspiration Software
(Graphic Organizer)
• http://www.inspiration
.com/productinfo/Insp
iration/index.cfm
– ClaroIdeas
• http://www.clarosoftwar
e.com/index.php?cPath=3
70
AT with Older School
Aged Children
• Writing Software & Technologies (cont’d)
– DRAFT Builder
• http://www.donjohnston.com/products/draft_builder/index.html
– Write OutLoud
• http://www.donjohnston.com/products/write_outloud/index.html
– Mind Manager (Graphic Organizer)
• http://www.mindjet.com/products/mindmanager/index.html
– Free Mind (Graphic Organizer)
• http://freemind.sourceforge.net/wiki/index.php/Main_Page
– Write Online
• http://www.cricksoft.com/us/products/tools/writeonline/default.aspx
AT with Older School
Aged Children
• Low Tech Reading Technologies
– Highlighting Tape
• http://www.crystalspringsbooks.com/teache
r-tools/highlighting-tape---6-rollpack/A10089.html
• http://www.reallygoodstuff.com/product/ez
c+reader+strips+90+strips.do
AT with Older School Aged
Children
•
Reading Technologies
– Recorded/Audio Books
•
•
•
•
http://www.audiobookshelf.com/teachwith.html
http://recordedbooks.com/index.cfm?fuseaction=rb.home&school
http://bookbuilder.cast.org/
http://www.learnoutloud.com/Free-Audio-Video
• Instructions to create talking books in PowerPoint
–
http://atto.buffalo.edu/registered/Tutorials/talkingBooks/powerpoint.php
• Also devices that provide audiobooks available to students, including the
Kindle. Some also provide point and shoot scanning and reading.
AT with Older School
Aged Children
• Other Accessible Books and Periodicals
for Readers with Print Disabilities
– Bookshare
• http://www.bookshare.org/
– Learning Ally
• http://www.learningally.org/
AT with Older School Aged
Children
• Reading Technologies (cont’d)
– Screen Reader Software
• We spoke about the variety of these in a previous
session, but here are more:
– Read Outloud
» http://www.donjohnston.com/products/read_outlo
ud/index.html
– Bright Eye Technologies
» http://www.brighteye.com/
– Ghost Reader
» http://www.convenienceware.com/ghostreader.php
AT with Older School
Aged Children
• Other Reading
Software
– Intellitools Reading
• http://www.intellitools
.com/programpage_cla
ssroom_suite.html
– Attainment Company
Software
• http://www.attainmen
tcompany.com/xcart/h
ome.php?cat=257
– RJ Cooper Software
• http://rjcooper.com/s
ite-map/index.html
– Check out the reading
technologies available
at Enablemart:
• http://www.enablemar
t.com/Catalog/Softwa
re
AT with Older School
Aged Children
• And still more…
– Premier Literacy Productivity Suite
• http://www.readingmadeez.com/
– Read OutLoud Bookshare Edition
• http://www.bookshare.org/readingTools
– WYNN
• http://www.freedomscientific.com/LSG/index.asp
AT with Older School Aged
Children
– Other Reading
Technologies
• Optical Character
Recognition
Check out this site:
http://pro.atiz.com/
– Software program or
hardware device that
converts a scanned
document into text or
speech
» Some are larger reading
machines (often used by
the visually impaired)
» Others are smaller
reading “pens”
AT with Older School
Aged Children
• Software “Suites” that offer both reading and writing
support
– Read and Write Gold
• http://www.texthelp.com/page.asp?pg_id=10275
– Kurzweil 1000/3000
• http://www.kurzweiledu.com/products.html
– Solo 6
• http://www.donjohnston.com/products/solo/index.html
AT with Older School
Aged Children
• Other Reading Technologies
– Readability (reduces web page clutter
for easier reading)(Mac, iPad, iPhone)
• http://www.readability.com/
AT with Older School Aged
Children
• Note Taking Aids
– Tape Recorders
• Can be purchased at
office supply and
electronic supply
stores
• Features and
capabilities vary
greatly
• The student can even use
some tape recorders to
record the teacher’s
lecture and then use
Dragon Naturally
Speaking Preferred to
have the lecture dictated
to the computer (as long
as the teacher has
completed the training
process for the software
on the student's
computer)
– http://www.nuance.c
om/forindividuals/byproduct/dragon-forpc/premiumversion/index.htm
AT with Older School Aged
Children
• Note Taking Aids
– Livescribe Pen
• pen records what is
being said while
writing
– can go back later,
tap on anything and
hear back exactly
what was said at
the moment it was
written
– Download the data
to computer and
notes are
searchable
AT with Older School
Aged Children
• Note Taking
Software
– OneNote (PC)
• http://office.micros
oft.com/enus/onenote/
– Circus Ponies
Notebook (for Mac
and iPad)
• http://www.circuspo
nies.com/
– Evernote (PC, Mac, &
Online)
• http://www.evernote.co
m/
– Notebook Layout with
audio notes (included
with Word for Mac)
• http://mac2.microsoft.
com/help/office/14/enus/word/item/b624a96
d-9d54-4513-969b332f2bf1424c
AT with Older School
Aged Children
• Math Technologies
– Calculators/Talking
Calculators
• http://www.lssproduct
s.com/category/talkin
g-calculators
• http://www.indepen
dentliving.com/depa
rtments.asp?dept=1
88
AT with Older School Aged
Children
• Math Software
– Attainment Company
• http://www.attainmen
tcompany.com/xcart/h
ome.php?cat=258
– MathPad & MathPad
Plus
• http://www.intellitools
.com/programpage_ma
thpad.html
– Check out the math
technologies available
at Enablemart:
• http://www.enablemar
t.com/Catalog/Math
– RJ Cooper Software
• http://rjcooper.com/s
ite-map/index.html
– National Library of Virtual
Manipulatives
• http://nlvm.usu.edu/
AT with Older School
Aged Children
• Math Software
(cont’d)
– Inspire Data
• http://www.inspirati
on.com/InspireData
– MathPad by Voice
• http://www.mathtal
k.com/products.htm
#mpbv
– MathType
• http://www.dessci.com/en
/products/mathtype/defa
ult.htm
– MathTalk
• http://www.mathtalk.com
/products.htm#mtsn
– Kidspiration (Math View)
• http://www.inspiration.co
m/Kidspiration
AT with Older School Aged
Children
• Organization
Technologies
– Calendars & Planners
• Can be purchased at any
office supply store or
can be designed on the
computer specifically for
the student
– Personal data Organizers
and Managers
• Can be purchased at any
office supply store
• Features and capabilities
vary greatly
AT with Older School
Aged Children
• Other organization technologies
– Assignment Calculator
• http://www.lib.umn.edu/help/calculator/
– Research Project Calculator
• https://rpc.elm4you.org/
AT with Older School
Aged Children
– Personal Listening
Systems (FM Systems)
• Brings the speaker’s
voice into the listener’s
ear, minimizing
background noise
– http://www.asha.org/pu
blic/hearing/treatment/
assist_tech.htm
– http://www.centrumsou
nd.com/Assistive_Listen
ing_devices.html
AT with Older School
Aged Children
• Alternative Test Taking
– Cloze Pro (can also be used for beginning
writing)
• http://www.cricksoft.com/us/products/tool
s/clozepro/default.aspx
– Test Talker
• http://www.freedomscientific.com/lsg/prod
ucts/testtalker.asp
AT with Older School Aged
Children
• Social Skills/Life Skills and Pre-vocational
Skills
– Attainment Company
• http://www.attainmentcompany.com/home.p
hp?cat=255
– Check out the Life Skills software available
from Enablemart
• http://www.enablemart.com/Catalog/Living-Skills
AT with Older School
Aged Children
• Technologies that
educators can use with
students
– Smart Boards
• http://www.smarttech.co
m/us/Solutions/Educatio
n+Solutions
– Smart Notebook
• http://www.smarttech.co
m/us/Solutions/Educatio
n+Solutions/Products+for
+education/Software/SM
ART+Notebook+collabora
tive+learning+software
– Activeboards
• http://www.promethea
nworld.com/enus/education/products
/interactive-displays
– ActivInspire
• http://www.promethea
nworld.com/enus/education/products
/software/activinspire
– Mimio
• http://www.mimio.dym
o.com/en-US.aspx
AT with Older School
Aged Children
• These are some web sites that you
might want to check out:
– http://techpotential.net/
– http://www.curriculumassociates.com/
– http://www.familyvillage.wisc.edu/education/at
.html
– http://school.discoveryeducation.com/schrockg
uide/
The iPad (& iPhone) in
Schools
• Database that updates regularly on
apps that can be used in the school
setting
The iPad (& iPhone)
in Schools
• Apps for Reminders
The iPad (& iPhone) in
Schools
• Apps for Organization & Scheduling
The iPad (& iPhone) in
Schools
• Apps for Organization & Scheduling
(Cont’d)
The iPad (& iPhone) in
Schools
• Apps for NoteTaking
The iPad (& iPhone) in
Schools
• Apps for Computer Access
The iPad (& iPhone) in
Schools
• Apps to Improve Attention to Task
The iPad (& iPhone) in
Schools
• Apps to Support Curricular Goals
– http://www.apple.com/education/apps/
– http://www.google.com/apps/intl/en/edu/
The iPad (& iPhone) in
Schools
• Apps to Support Curricular Goals
The iPad (& iPhone) in
Schools
• There are WAY TOO MANY apps that can be
used in education settings
– The following are websites designed by educators who
are recommending some apps for various needs
• http://www.iste.org/connect/iste-connects/blogdetail/10-04-12/iPad_Apps_for_Education.aspx
• http://www.appstoreapps.com/top-50-freeeducation-apps/
• http://www.iear.org/
• http://www.onlineclasses.org/2010/06/16/40amazingly-educational-ipad-apps-for-kids/
• http://www.appannie.com/top/ipad/unitedstates/education/?has_in_app_purchases=0
The iPad (& iPhone) in
Schools
– Still more…
• http://www.scribd.com/doc/24470331/iPhone-iPadand-iPod-touch-Apps-for-Special-Education
• http://www.iear.org/iear/2010/7/4/ipadipodtouchiphone-apps-for-spedspecial-needs-by-davidlig.html
• http://www.collaborationideas.com/2011/05/22best-apps-for-education/
• http://appfinder.lisisoft.com/top-applications/storeeducation/top-softwares-paidipad/
Outcome of AT use in
Schools
• How do you know that what you are
doing is working?
– Check out this site for outcomes
measures for AT use in schools:
• http://natri.uky.edu/assoc_projects/qiat/
Quality Indicators
• IEP Team has the knowledge and skills to make informed
decisions
• A continuum of AT devices and services is explored
• IEP Team uses good team process to make decisions
• Decisions are made based on IEP/IFSP goals and objectives
• Team decisions are made in compliance with federal and
state statutes
• Determination of need is based on data about student,
environments, tasks
• Decisions and supporting data are documented
Abandonment of AT
• Technology not well matched to individual need
• Little or no training was provided
• Families not accepting of technology
• School or workplace not accepting of technology
• Up to 80% of AT is abandoned by the 3rd year
School Resources
• Teacher and IEP Resources
– Check out these sites:
• http://seriweb.com/
• http://www.enablemart.com/Catalog/Teache
r-IEP-Resources
• http://www.iser.com/
• http://www.parentpals.com/gossamer/pages
/
Teacher Resources
• Apps for Teachers and Therapists
School Resources
• NIMAS (National Instructional Materials
Accessibility Standard) a new file format.
– http://aim.cast.org/
• NIMAC (National Instructional Materials Access
Center) storage and distribution of electronic
textbook source files from publishers.
– Will provide textbooks and instructional materials in accessible
formats for students with print-related disabilities.
– http://www.nimac.us/
TECHNOLOGY IN THE
WORKPLACE
• Legislation that has affected disabled persons
transition into the workplace:
–
–
–
–
–
The Rehabilitation Act of 1973
Rehabilitation Act Amendments of 1976
The Individuals with Disabilities Education Act of 1990
The Education for All Handicapped Children Act of 1975
Technology Related Assistance for Individuals with Disabilities
Act of 1988
– The Americans with Disabilities Act of 1990
TECHNOLOGY IN THE
WORKPLACE
• Process for Providing AT in the Workplace
–
–
–
–
–
–
–
–
Funding
Referral
Assessment
Procurement of equipment
Equipment Setup
Training
Monitoring for continued use of devices
Maintenance and repair of devices
TECHNOLOGY IN THE
WORKPLACE
• Process for
Providing AT in the
Workplace
– Funding sources are
often:
– employer
– vocational
organizations
– 3rd party payers
– private funds
– Referral
• Comes from a
variety of sources
– Employers
– Vocational or
service agencies
– Self-referral
– 3rd party
payors/insurance
companies
TECHNOLOGY IN THE
WORKPLACE
• Process for Providing
AT in the Workplace
– Assessment
• Interdisciplinary
team:
– Evaluates workplace
and home
environment as it
relates to the
person’s ability to
prepare for work
– Assessment of
transportation
issues
• In addition to
therapists and
vocational
rehabilitation
counselors, the
interdisciplinary team
could also consist of
employers, coworkers, architects,
facility managers…
– basically anyone who
can give input as to
the inclusion of the
individual in the
workplace
TECHNOLOGY IN THE
WORKPLACE
• Process for Providing
AT in the Workplace
– Assessment
• Look at the person
– What can he/she do
– current work skills
and qualifications
– Education
– special needs
related to disability
• Look at workplace
– bathrooms, cafeterias,
parking areas, other
rooms necessary for
workplace performance
• Look at the job
responsibilities/requirem
ents
– What is expected?
– Can the tasks be
modified?
– If not, can some
aspects be given to
another worker?
TECHNOLOGY IN THE
WORKPLACE
• Process for
Providing AT in the
Workplace
– Procurement of
Equipment
• Trial use of several
devices occurs
• Then specific
recommendations
are made
• Need to look at:
– Durability
– Reliability
– Worker
acceptance
– Portability
– Ease of
maintenance
TECHNOLOGY IN THE
WORKPLACE
• Process for
Providing AT in the
Workplace
– Equipment Setup
• Done by the team
member(s) most
knowledgeable about
the device
– Could be the
vendor
– Could be the IT
person a the job
site
– Could be the
therapist
– Training
• Need to consider :
– time needed for
training
– who will do the
training
– who will
participate in the
training
– who will pay for
the training
TECHNOLOGY IN THE
WORKPLACE
• Process for Providing
AT in the Workplace
– Monitoring for
Continued use of
Devices
• Includes training for
troubleshooting and
problem-solving use
issues
• Provide information on
technical support
• Provide necessary
modifications and
adjustments
– Maintenance and
Repair of Devices
• Determine who will
be responsible and
potential cost of
repairs when
procuring devices
TECHNOLOGY IN THE
WORKPLACE
• Other factors to consider:
– Need a time commitment to ensure that all of the above
will occur
– Cost considerations
– Employer willingness to participate
– Affect the devices will have on other workers
– Issues arise regarding coordination of services
– Transportation issues may arise
– Long-term commitment to employment
– Worker’s ability to afford returning to work due to loss
of disability benefits, etc.
TECHNOLOGY IN THE
WORKPLACE
• What devices might be used in the workplace?
– Includes specific devices or modifications to equipment to
enable a person to perform work related tasks
– Also includes modifications to the environment
– Might include modification to the worksite options:
•
•
•
•
•
Competitive employment
Sheltered employment
Supported employment
Volunteer work
Homemaking
TECHNOLOGY IN THE
WORKPLACE
• Obviously, computers
have become a BIG
part of any workplace
environment
– Since we have already
talked about computer
modifications, we will
not discuss these here
• But know that
anything we spoke of
previously could work!
• Also, since every
occupation has different
requirements, we cannot
talk a lot about the
specific devices used in
the workplace since it will
vary based on the job
– Often the device is
fabricated to meet the
individuals specific job
task
TECHNOLOGY IN THE
WORKPLACE
• So…the next few slides will talk
about some general ideas for some
specific diagnostic problems
TECHNOLOGY IN THE
WORKPLACE
• AT in the Workplace
– Making a client’s
workstation accessible
is important in the
provision of AT for
work
• Adjustable height
tables are commonly
used
– Especially for those
workers who use
wheelchairs
TECHNOLOGY IN THE
WORKPLACE
– Look at shape of work
space
• determined by the
tasks to be
performed, the
worker’s functional
abilities and
limitations, and the
organization of work
equipment and
assistive devices
– l-shaped, u-shaped,
kidney bean shaped
TECHNOLOGY IN THE
WORKPLACE
• AT in the Workplace
– Making a client’s
workstation accessible
is important in the
provision of AT for
work (cont’d)
• Adjustable angled
tables prevent the
need for excessive
arm reach, twisting,
etc.
• Rearrange mounting
devices and keeping
work tools close by
helps with efficiency
TECHNOLOGY IN THE
WORKPLACE
• AT in the Workplace
– Making a client’s workstation
accessible is important in the
provision of AT for work
(cont’d)
• Look for arm and wrist
positioning devices that will help
reduce the effects of repetitive
stress or to remediate UE
strength and coordination
problems
• Look at foot positioning on floor
if not a wheelchair user-provide
with footstools, etc. to
accommodate
• Adjustable chairs provide
support for non-wheelchair users
TECHNOLOGY IN THE
WORKPLACE
•
AT in the Workplace
– Can look at lowering or enlarging
light and appliance switches
– May need to look at environmental
control devices for light,
temperature, doors, shades, etc.
control
– Speakerphones, Voice activated
telephones or telephones through
computer allow phone use
• We’ll talk more about these
during environmental control
lecture
– Fax through the computer allows
for less paper manipulation and
also allows for easier filing
• http://www.savetz.com/fax/
TECHNOLOGY IN THE
WORKPLACE
• For individuals with cumulative trauma disorders:
– AT helps prevent or decrease the effects of CTDs
• Analyze job—positioning, workstation design and setup,
task demands, necessary tools, and time requirements
– http://www.osha.gov/SLTC/etools/computerworkstatio
ns/index.html
• Adapt items to make them less stressful to the hands via
enlarged handles, padded surfaces, contoured grips
TECHNOLOGY IN THE
WORKPLACE
• For individuals with sensory impairments:
– Visual and hearing impaired
• E-mail facilitates effective communication
• Screen readers provide auditory presentation of
items on screen
• Text enlargement software allows those with poor
vision to see items on screen when necessary
TECHNOLOGY IN THE
WORKPLACE
• For individuals with Neurological and Physical
Impairments:
– Determine what the person needs based on functional
strengths and weaknesses
– Devices that could be appropriate would allow for:
• Computer Access
• Environmental Control including phone use and Fax
• Seating and Positioning devices
TECHNOLOGY IN THE
WORKPLACE
• Apps to Assist Workers
References
• Cook, A.M. and Polgar, J.M. (2007). Cook and
Hussey's Assistive Technologies: Principles
and Practice, 3rd edition, St. Louis: Mosby.
• Olson, D.A. and DeRuyter, F. (2002). A
Clinician’s Guide to Assistive
Technology, St. Louis, MO: Mosby
References
• De Jongh, D., Scherer, M.J., &
Rodger, S. (2007). Assistive
technology in the workplace. St.
Louis: Mosby.