AT Awareness Unlocking Human Potential Through Technology Adapted from OCPS Assistive Technology Team

Things that help people to interact with the world around them. Assistive Technology Assistive Technology

For people with normal abilities, technology makes doing things easier. For people with disabilities, technology makes doing things possible. Mary Pat Radabauer

Most children like action, smart children like novelty, severely disabled children like control. Lynne Sweeney

Assessment School teams try low-mid tech options. For higher tech needs, parent signs consent for AT evaluation –ATEAM and school team together. If student needs AT to achieve IEP goals device, trials are initiated (assessment) Following trials the IEP team determines best match for student. Equipment is purchased with IDEA funds, Medicaid, Insurance

Technical Assistance Assistance is available over the phone: Via Onsite (at your school) Onsite (ATEAM office - ESE)

Classroom Consultation Available for teachers/therapists who want suggestions regarding implementation of assistive technology in the classroom environment

Students We Serve Pre-K Thru Secondary (age 22) Majority of student are in the Moderate to Severe Majority are students with Augmentative Communication Needs Students with Mild Disabilities are Underserved

IDEA Replaced EHA (P.L ) 1990 amendments include: Assistive technology (AT) Transition services Reauthorization, 1997 FAPE Consider AT needs in IEP Include regular education teachers

It’s the law! Team process Functional evaluation in the individual’s customary environment Referral, on-going assessment, trial use of technology

What is Assistive Technology “...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 functional capabilities of individuals with disabilities.” [20 U.S.C. Chapter 33, Section 1401 (250)]

AT Services “...any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.”

Why Consider AT The mildly handicapped students are often “overlooked” Technology solutions are still “unexplored territories” Students can succeed with appropriate strategies, modifications, adaptations, and assistive technology

Things to Consider Before Looking at AT Student Environment Tasks Tools

Student What does Student need to do? What are the Student’s special needs and current abilities

Environment Instructional and physical arrangements? Special concerns? Materials and equipment available Supports available daily to student and people working with studend Attitudes and expectations of people? Will it affect student’s performance?

Tasks Activities occurring in student’ natural environment What is everyone else doing Critical elements of activities How can activities be modified to accommodate student’s special needs?

Tools What No Tech, Low Tech, High Tech options should be considered for inclusion in AT system for student with these needs and abilities doing these tasks in these environments? What strategies might be used to increase student performance How might student try out proposed system of tools in customary environments in which they will be used?

The AT Continuum Focus on problem areas defined by: the task the need associated with that task different environments in which that task is done Decide on a full continuum of low to high tech tools.

The AT Continuum TasksNeedsEnvironments Low Tech Mid Tech High Tech Decision Variables Tools to Try First, determine which areas are still problematic for the student. Second, determine what need is associated with the problem area. Without this step, you can’t find the best tool. Finally, look at each environment in which the tool might be used. Remember that different environments might require different tools.

The AT Toolbox Approach

Assistive Technology Categories Computer Access Environ. Controls AAC Assistive Listening Visual Aids Mobility Recreation Leisure Play Positioning Self Care Computer- based Instruction

Self Care *eating *bathing *dressing *toileting *grooming *cooking *cleaning

Assistive Listening *hearing aids *TT (text telephone) *visual-alerting system

Visual Aids *magnifiers *Braille *screen readers *large print

Environmental Controls *appliances *electronic aids *security systems *remote controls

Alternate & Augmentative Communication (AAC) *symbols *speech output devices *print output devices *manual communication boards open the package pour the mix in bowl add eggs if needed pour milk in bowlmix with the mixer pour on the griddle flip them over I want syrup I want butter

Communication S O D A POP Symbols Output Device features Access Population

System Features (AAC) picture/icon based alphanumeric voice output written output size, weight, memory, portability direct selection alternate access: visual and auditory scanning

System Features (switches) feedback durability access  size  placement

Computer Access *modified keyboards *switches *light pointers *voice recognition *Braille *text enlargement

Computer-based Instruction *written expression *spelling *basic reasoning *organizational software

Recreation, Leisure, &Play *wheelchair basketball *battery-operated toys *large print playing cards and other games *books on tape

Mobility *manual and power wheelchairs *walkers *crutches *motorized scooters *utility vehicles

Positioning *side lyers *chair inserts *bolsters, sand bags *head-rests

Accommodations & Adaptations *change in routine *calculator *reachers *alternate keyboard

Educational *computers *page turners *book holders *software *adapted instructional materials

Worksite & Office *ramps *wider doorways *bathroom adaptations

Home *sink adaptations *lever door handles *stove with front controls

Medical Devices & Supplies *respirators *suctioning machines *glucose monitors

Exploration Time to explore equipment and devices Q/A