Week One Assignment: Assistive Technology Act Marilyn Adams EDU 620: Meeting Individual Student Needs with Technology Instructor: Chenee Gilbert April 21, 2014

Assistive Technology Act of 2004 The Assistive Technology Act of 2004 amends the Assistive Technology Act of 1998 and revises ATA programs to ensure that people with disabilities can fully participate in education, employment, and daily activities with their peers and other people in the community. Assistive Technology Act Projects created under the law provide: Places where individuals can go to get demonstrations of AT devices. Low-cost loans to purchase AT devices. Information and referral for the AT devices. AT devices shipped to individuals for a trial period, when traveling to ATAP location is a problem. (Relton, 2005, para. 1, 3-4)

Assistive Technology Act of 2004 (cont.) Under the Assistive Technology Act of 2004, U.S. states receive funding for Assistive Technology Act programs. The programs provide services to people with disabilities, and their families/guardians and service providers by: Maximizing the ability of individuals with disabilities, and their families/guardians and service providers to receive assistive technology; and Increasing access to assistive technology (Congressional Research Service, nd, para. 1)

Purposes of the Assistive Technology Act of 2005 SEC 2. FINDINGS AND PURPOSES (b) PURPOSES…The purposes of this act are… (1)to support State efforts to improve the provision of assistive technology to individuals with disabilities through comprehensive statewide programs of technology-related assistance, for individuals with disabilities of all ages, that are designed to… (A) increase the availability of, funding for, access to, provision of, and training about assistive technology devices and assistive technology service; (B) increase the ability of individuals with disabilities of all ages to secure and maintain possession of assistive technology of assistive technology devices as such individuals make the transition between services offered by educational or human service agencies or between settings of daily living (for example, between work and home); (C) increase the capacity of public agencies and private entities to provide and pay for assistive technology devices and assistive technology services on a statewide basis for individuals with disabilities of all ages; (D) increase the involvement of individuals with disabilities and, if appropriate, their family members, guardians, advocates, and authorized representatives, in decisions related to the provision of assistive technology devices and assistive technology services; (PUBLIC LAW , 2004)

Purposes of the Assistive Technology Act of 2004 (cont.) (E) increase and promote coordination among State agencies, between State and local agencies, among local agencies, and between State and local agencies and private entities (such as managed care providers), that are involved or are eligible to be involved in carrying out activities under this Act; (F) increase the awareness and facilitate the change of laws, regulations, policies, practices, procedures, and organizational structures, that facilitate the availability or provision of assistive technology devices and assistive technology services; and (G) increase awareness and knowledge of the benefits of assistive technology devices and assistive technology services among targeted individuals and entities and the general population; and (2) to provide States with financial assistance that supports programs designed to maximize the ability of individuals with disabilities and their family members, guardians, advocates, and authorized representatives to obtain assistive technology devices and assistive technology services (PUBLIC LAW , 2004).

ATAP Provisions States provide, through funding under the act or other sources: Alternative financing for the purchase or lease of equipment, training, and technical support for equipment. Short-term loans of equipment. Referrals for repairs and servicing of equipment. Demonstration of equipment, and Referrals for evaluation and assessment related to the selection and integration of appropriate assistive technology (Relton, 2005, para. 4).

ATA’s Impact on the Field of Education “Access to technology can provide meaningful learning experiences (to students) to develop problem solving and higher order thinking skills and to function in the world beyond the classroom” (Martin, nd, Including ALL Students, para. 1). (Hicks, 1998)

ATA’s Impact of the Field of Education (cont.) Technology use contributes to academics and independence by assisting students to: Maximize independence in academic and employment tasks. Participate in classroom discussion. Gain access to peers, mentors, and role models. Self-advocate Gain access to full range of education options. Participate in experiences not otherwise possible. Succeed in work-based learning experiences. Secure high levels of independent learning. Prepare for transitions to college and careers. Work side-by-side with peers. (Martin, nd, Including ALL Students, para. 1)

Current State of the Assistive Technology Act The administration of the Act remains the responsibility of the Department of Education and the Rehabilitation Services Administration is now responsible for overseeing the AT Act (Bausch, Mittler, Hasselbring, & Cross, 2005, p. 62). AT Act funds cannot be used to directly pay for devices for individuals but can be used to support and run programs that make it easier to access devices (p. 63). In supported alternative financing programs, federal funding can be used to create: a) a low-interest loan fund; b) a revolving loan program in which funds used to repay old loans are recycled to finance new ones; c) a loan guarantee or insurance program which enables individuals to obtain loans because repayment is guarantied by the Alternative Financing Program, even if the borrower cannot repay loan; d) an interest buy-down loan program where the Alternative Financing Program uses its funds to buy-down the interest rate of the loan to a more affordable rate (p. 63).

Influences of the Tech Act on Students with Disabilities “ The universal design for learning approach is tied to modern technology ” (Martin, nd, Including ALL Students, para. 3). The UDL approach makes technology available to all students and allows them to choose the media that supports their own learning. UDL provides for curriculum that is structured in advance and presented in as many formats as possible. UDL encourages multiple means of expression in the demonstration of understanding, as well as multiple means of engagement. UDL provides the flexibility in the curriculum to meet students’ diverse learning characteristics and styles and allow them to be incorporated into the learning process (Martin, nd, Including ALL Students, para. 3). “ Assistive technology, universal design, and universal design for learning shift the focus and consider the goals for learning, the learning materials, the instructional methods, and the learning assessments” (Martin, nd, Including All Students, para. 3).

Technology Uses in the Classroom In order to improve student learning the approaches should include:  technology used as a tool to enhance productivity, engagement and performance;  technology used for research, organization, collaboration, and expression;  technology used to improve access, participation, and progress;  technology used for discovery and to act upon accessible content to expose patterns and meaning; and  technology used to transform flexible content to preferred media ( Martin, nd, Including ALL Students, para. 3).

INCLUSION (

Technology and Inclusion Inclusion is the provision of services to students with disabilities, including those with severe impairments, in age-appropriate general education classes, with the necessary support services and supplementary aids to assure academic, behavioral, and social success (Cavanaugh, nd, Assistive Technology, the Law, and Inclusion, para. 1). An Individualized Education Program (IEP) must be completed for a student with disabilities, to meet the student’s unique needs and determine what assistive technology is necessary for the student to be successful. Questions that the IEP team need to consider are: a)Will assistive technology enable the student to meet goals set for the education program that cannot be met because of his/her disability? b) Does the student need assistive technology to be involved in the general curriculum, including participation in state and district wide assessments? c) Does the student need assistive technology for augmentative communication? d)Does the student need to use the device at home or in the community to achieve the goals of the IEP? (Cavanaugh, nd, Individualized Education Plan, para. 1-2)

ASSISTIVE TECHNOLOGY For students with disabilities, AT can… Increase student independence Increase participation in classroom activities Advance academic standing for students with special needs Provides students with special needs with the ability to have equal access in the school environment ( Cavanaugh, nd, Assistive Technology and Classroom Application, para. 1 ) (dmb601krabye.blogspot.com)

The Impact of Assistive Technology on My Teaching

Assistive Technology In the Classroom Low-Tech: Communication- eye gaze board Studying- print or picture schedule Reading- book adapted for page turning (page flutters) Math- abacus/math line Mid-Tech: Communication- simple voice output device Studying- recorded material (lessons, books) Reading- talking electronic devices for single words (reading pen) Math- talking calculator or large-key calculator High-Tech: Communication- Device with speech output for typing Studying- iPad or PDA devices Reading- iPad or tablet Math- math software

References Assistive Technology (image). Retrieved April 20, 2014 from, dnb601krabye.blogspot.com Bausch, M.E., Mittler, J.E., Hasselbring, T.S., & Cross, D.P. (2005). The Assistive Technology Act of 2004: What Does It Say and What Does It Mean? Physical Disabilities: Education and Related Services, 23(2), Retrieved April 18, 2014 from, ERIC Database. Cavanaugh, T.W. PhD (nd). Assistive Technology and Inclusion. Retrieved April 18, 2014 from, Congressional Research Service (nd). H.R th Congress: Assistive Technology Act of Retrieved April 20, 2014 from, Hicks, M.A. (image). Originally published by Mark A. Hicks (1998). Clip Art licensed from the Clip Art Gallery on DiscoverySchool.com. Retrieved April 18, 2014 from, Martin, S.S. (nd). Special Education, Technology, and Teacher Education. Retrieved April 19, 2014 from, National Dissemination Center for Children with Disabilities (2009, 2013). Assistive Technology Act. Retrieved April 19, 2014 from, Public Law Assistive Technology Act of th Congress. Retrieved April 16, 2014 from, Relton, J. (2005, January). Policy Issues: The Assistive Technology Act of AFB AccessWorld Magazine, 6(1). Retrieved April 17, 2014 from,