Impacts of the Tech Act Kayla Simons EDU 620: Meeting Individual Students Needs with Technology Professor David Quinn March 23, 2015

Overview Referred to as the Tech Act Originally passed into law in 1988 Was reauthorized in 1994, 1998 and 2004.

Purpose The Tech Act is intended to promote people’s awareness of, and access to, assistive technology (AT) devices and services. The Act seeks to provide AT to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing field with other members of their communities. The Act covers people with disabilities of all ages, all disabilities, in all environments (early intervention, K-12, post-secondary, vocational rehabilitation, community living, aging services, etc.). (National, 2009).

Assistive Technology Devices and Services "The term 'assistive technology device' means 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" (Congress of the US, 2004 SEC.3. Definitions). "The term 'assistive technology service' means any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device"(Congress of the US, 2004 SEC.3. Definitions).

The Assistive Technology Act of 2004 Law used to expire each year unless its authorization was renewed Advocates no longer have to lobby congress to continue the provisions of the law to get funding for programs Bipartisan bill Types of services provided through each state becoming more consistent (Relton, 2005)

Impact on Education More awareness of AT devices and services to children, families, teachers, and administration More availability of AT devices for trial periods "States are also obligated to provide device demonstrations and comprehensive information about AT devices to individuals with disabilities"(Bausch, 2005 p.65). Allows for students to get the services needed once they are out of school

Low-Tech, Med-Tech, and High Tech Devices Low-Tech are devices or equipment that do not require much training, may be less expensive and do not have complex or mechanical features. Med-Tech may have some complex features, may be electronic or battery operated, may require some training to learn how to use and are more expensive than the low- tech device. High-Tech are the most complex devices or equipment, that have digital or electronic components, may be computerized, will likely require training and effort to learn how to use and cost the most. (Tools, n.d)

Low-Tech Examples handheld magnifiers large print text using paper and pen to communicate canes and walkers reachers/grabbers specialized pen or pencil grips

Low-Tech Examples

Mid-Tech Examples talking spell checkers manual wheelchairs electronic organizers Closed Caption Televisions (CCTV's) amplifiers books on CD environmental control units (ECU) alternate mouse or keyboard for the computer

Mid-Tech Examples

High-Tech Examples power wheelchairs and scooters digital hearing aids computers with specialized software such as voice recognition or magnification software electronic aids to daily living digital hands-free headsets voice activated telephones communication devices with voices bluetooth integration digi-drive technology (operating a vehicle with a joystick)

High-Tech Examples

Benefits for Students have greater control over their own lives; participate in and contribute more fully to activities in their home, school, work environments, and in their communities; interact to a greater extent with non-disabled individuals; otherwise benefit from opportunities that are taken for granted by individuals who do not have disabilities (Sagstetter, 2002)

Benefits for Students Increased self-motivation Increased independence Integrated and required participation Accountability Expanded learning and life experiences New opportunities for interactions and communication (Sagstetter, 2002)

My position Every student deserves the same quality education Barriers need to be crossed for students with disabilities to give them the same opportunities AT provides learning opportunities for all students not just students with disabilities All students learn differently Teachers need to assess each student Make sure every students needs are being meet

My position Parents need to be informed of services and devices available to their child Use trial and error to see what works best for each student Always ask students opinion Administration needs to provide proper training for teachers to use AT devices

Changes to my learning Need to be aware of the different types of devices Need to be able to not only use but train others how to use devices Technology is advancing and I need to stay informed on all new technology

Changes to my Teaching Use more AT devices to help all my services Offer students choices Ask students opinions Keep in contact with parents Keep trying until I find something that helps the student learn

Universal Design for Learning In the Higher Education Opportunity Act, Congress defined UDL as: a scientifically valid framework for guiding educational practice that—(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. (HEOA, 2008)

Universal Design for Learning Technology plays a supportive role Technology helps reduce barriers UDL is implemented easier with technology support

References 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), National Dissemination Center for Children with Disabilities. (2009). Assistive Technology Act. Retrieved from Technology Act Congress of the U.S., W. W. (2004). Improving Access to Assistive Technology for Individuals with Disabilities Act of House of Representatives, One Hundred Eighth Congress, Second Session (June 1, 2004). Report US House of Representatives. Relton, J. (2005, January). Policy issues: The Assistive Technology Act of Sagstetter, M. (2002) Conference Proceedings. Retrieved March 23, 2015, from Tools for Life. (n.d.). Retrieved March 23, 2015, from