Assistive Technology Act Brittany Barrington November 10, 2014 EDU 620 Dr. Tamara Carter

The Assistive Technology Act of 1998… The Assistive Technology Act was originally signed into congress in 1988, but it wasn’t until the 1998 (P.L ) amendment that there was a strong focus on addressing the assistive technology needs of individuals with disabilities in order to provide an equal and appropriate education. The Act authorized funding for high- tech (typically requires training), mid-tech (typically requires batteries but is fairly simple to operate), and low-tech devices (no batteries needed) that are “used to increase, maintain, or improve the functional capabilities of children with disabilities” (Connecticut State Department of Education & The Connecticut Birth to Three System, 1999, p. 3). An assistive technology service is defined as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device” (Connecticut State Department of Education & The Connecticut Birth to Three System, 1999, p. 3).

The Assistive Technology Act was first passed by Congress and signed by the President as the Technology-Related Assistance Act of It’s often called the Tech Act for short and has been reauthorized in 1994, 1998, and The most current version of the Act is authorized through 2010 (National Dissemination Center for Children with Disabilities, 2009).

Assistive Technology Act of 2004… One of the major changes brought about by the Assistive Technology Act of 2004 was a change in purpose. Previous Acts focused on helping states build "systems for improving access to assistive technology devices for individuals with disabilities." [3] With the 2004 edition, the Act now required States to provide direct aid to individuals with disabilities to ensure they have access to the technology they need. As a result, the majority of State efforts are required to be conducted in the following areas: assistive technology reutilization programs, assistive technology demonstration programs, alternative financing programs and device loan programs (Assistive Technology Acts, 2014). [3] The Assistive Technology Act of 2004 defines an assistive technology device in the following way: …any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. (29 U.S.C. Sec 2202(2)) (National Dissemination Center for Children with Disabilities, 2009).

Examples of AT services–taken from the law itself–include: An evaluation of the AT needs of an individual, including a functional evaluation of how AT would help the individual Purchasing, leasing, or otherwise providing an AT device Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, replacing, or donating an AT device Coordinating and using therapies, such as occupational therapy or physical therapy, with AT devices under an educational plan or rehabilitative plan Training or technical assistance for an individual with a disability, or his or her family members, guardians, advocates, or authorized representatives Training or technical assistance for educational or rehabilitation professionals, manufacturers of AT devices, employers, providers of training and employment services, and others who help individuals with disabilities A service that expands access to technology, including and Internet, to persons with disabilities. Source: (National Dissemination Center for Children with Disabilities, 2009).

How Georgia Represents the Act… The Georgia Project for Assistive Technology (GPAT), a unit of the Georgia Department of Education, supports local school systems in their efforts to provide assistive technology devices and services to students with disabilities. Funded since 1991, GPAT has focused on building local assistive technology resources by providing quality professional learning and technical support services (Georgia Department of Education, 2014). The mission of GPAT is to improve student achievement, productivity, independence and inclusion by enhancing educator knowledge of assistive technology and increasing student access to appropriate assistive technology devices and services (Georgia Department of Education, 2014).

By using a variety of learning tools, teachers should be hands-on and creative in their teaching style when it comes to learning disabilities and implementing AT. Students should be able to view any type of subject matter as a way to touch and feel, because subjects are not limited to a textbook.

Examples of using AT for impairments… Not all forms of AT will be a part of a learning or mental impairment, some physical ones will also cause a challenge for students in the classroom. With visual, auditory and mobility options, students can be able to take independent control of their learning.

Transform teaching and learning can be accomplished by focusing first on instruction and then technology as the support mechanism. Students are growing up in a technology rich society and our school system needs to represent the society they are growing up in. Students speak a language that schools need to speak. That is especially important if technology aids in their special needs and learning disabilities.

The impact of ATA on the field of education is important because the new technology that will assist those with special needs and learning disabilities will also be provided a set of foundation skills that students will need in the 21st century work place without special needs or disabilities. This new form of technology will be able to show everyone has a chance at becoming a CEO, owning their own business or a regular, every day worker.

For those teachers who do not have specialized training or everyday usage of AT items it can be daunting. Special needs teachers are more prevalent within classrooms now based on higher students being diagnosed with learning disabilities. Teachers can also let students be the teachers. Teachers will not always be an expert on each device and app, and in some cases, so let the students lead discussions using their AT. This will help not only the teacher become accustomed to the uses, but other students as well who would not necessarily use or need a AT device.

Uses In the Classroom… In the classroom, on any given day, students may learn from a Smart Board, create an interactive image on Google Nexus tablets, or make an iMovie project using iPads to re-enact stories read in the classrooms to gain another perspective for those students who are visionary learners.

Using colors such as red, yellow and green are not only visually stimulating, but they are colors often used in real world applications for stop, slow down and go. This tactic can be used for those students who may be socially hesitant to ask questions out loud or just feel comfortable on a one-on- one setting.

Students with disabilities often require accommodations, modifications, and assistive technology solutions in order to participate in and benefit from the general education curriculum and their Individualized Educational Programs (IEPs). As a result, general education teachers must work collaboratively with special education teachers, related service providers, and parents to identify and implement support strategies that are appropriate for students based on their unique needs. Appropriate support strategies are identified and documented during the development and review of students’ IEPs and Section 504 Accommodation Plans. All educators on the student’s team must work together to implement and monitor the support strategies and to determine their effectiveness in order to make changes if appropriate (Georgia Department of Education, 2014).

Georgia Standards for Implementing and Integration Downloads of implementing and integration documents

Changes to the way I teach or learn from the various stages of technology will only be a consistent learning opportunity. Based on the Act that states, “high- tech (typically requires training), mid-tech (typically requires batteries but is fairly simple to operate), and low-tech devices (no batteries needed) that are “used to increase, maintain, or improve the functional capabilities of children with disabilities” (Connecticut State Department of Education & The Connecticut Birth to Three System, 1999, p. 3).

I will be able to integrate the knowledge I have for present smart devices into learning tools for the impaired and learning disabled. Students will be able to use new forms of technology to gain a better insight to learning subjects and topics another way or from a different view point. Students have already grown up in a technologically advanced society and I feel that the students expect some form of higher technology in the classrooms.

The Assistive Technology Act is also a grant from the government which should be used to help fund lower income school districts that do not have the ability to purchase AT for those students in need. Most of the time students that are physically disabled already have the necessary tools or materials to get them through their lives which include school. Schools should use more types of AT to encourage a broader range of learning for all of the students.

Fostering assistive technology to provide full inclusion of students with disabilities in education, employment, daily activities, and in their communities can be don’t by using the universal design principle. Within the Assistive Technology Act, the following can be found within the Subtitle B—Other National Activities, p (10) The use of universal design principles reduces the need for many specific kinds of assistive technology devices and assistive technology services by building in accommodations for individuals with disabilities before rather than after production. The use of universal design principles also increases the likelihood that products (including services) will be compatible with existing assistive technologies (Section508.gov).

References Assistive Technology Acts. (2014, October 24). In Wikipedia, The Free Encyclopedia. Retrieved 15:59, November 10, 2014, from Connecticut State Department of Education & The Connecticut Birth to Three System. (1999). Guidelines for assistive technology. Retrieved from for assistive technology Georgia Department of Education. (2014). Definition of Assistive Technology. Retrieved November 7, 2014, from Definition.aspx National Dissemination Center for Children with Disabilities. (2009). Assistive Technology Act. Retrieved from Technology Act Section508.gov. (n.d.). Assistive technology act of Subtitle B--Other National Activities, 112. Retrieved from