What Is Assistive Technology? An Introduction to the Exciting World of AT

1. What Is Assistive Technology?An Introduction to theExciting World of AT Presented by Scott A. Dougherty IDEA Training & Consultation Coordinator, Assistive Technology

2. AT SERVICES “Any services that directly assist in the selection, acquisition, or use of an assistive technology device.” AT DEVICE “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 the functional capabilities of individuals with disabilities.” (PL 100-407, Section 3, 1988) Definitions

3. Assistive Technology Legislation • IDEIA 2004 (34 CFR Parts 300 and 301 ) • Early Intervention Act (PL-99-336) • Technology-Related Assistance for Individuals with Disabilities Act of 1988 (PL-100-407) • Americans with Disabilities Act (PL-101-336) • Entitlement Legislation: • Rehabilitation Act of 1973 (PL-93-112, as amended) • Rehabilitation Act Amendments

4. Assistive Technology Assessment is a flexible, collaborative decision-making process in which teams of families, professionals, and friends repeatedly revise their decisions and reach consensus about the ever-changing abilities, needs, and expectations of the person with a disability. (Adapted from S. Bagnato – Children’s Team Work)

5. Direct consultation Student assessments Follow-up service Case review with IEP/IFSP staff Information sharing AT set-up Implementation guidance & support AT training Individual Team Large-group Mixed groupings Types of Service Through AIU

6. When Should AT Be Considered? • During the IEP/IFSP process • When a disability impacts the performance or potential of a person in any of several areas: • Play • Accessing environments • Communication • Writing • Accessing print and auditory information • When progress is flat or negative in direction • Upon team request • As early as possible • If someone is asking this question in the first place

7. AT in the Written Plan With the reauthorization of IDEA, Assistive Technology MUST be considered in the IEP of learners with special needs • AT is a not a goal in and of itself • AT is a tool that can be used to assist an individual to access and achieve functional goals and objectives • Emphasis should be placed on the needs of the individual and the features that are required, not on specific names of equipment (J. Marquette, PennTech)

8. Physical access Mobility Computer use Activities for Daily Living (ADL) Low vision alternatives Hearing and listening Handwriting & keyboarding Switch controls Communication assistance Voice output devices Speech to text/sign Visual support tools Cognitive support Spelling assistance Writing tools Mathematics notation How Do Students Benefit?

9. Congenital Causes Cerebral Palsy Mental retardation Acquired Causes Closed Head Injury Spinal Cord Injury Temporary Causes Shock or trauma Surgery Sensory Causes Deafness Blindness Deafblindness Neurological Causes Autism Spectrum Disorders Amyotrophic Lateral Sclerosis Muscular Dystrophy Multiple Sclerosis Parkinson’s Disease Huntington’s Disease Cystic Fibrosis Disabilities and AT

10. LEA Request AT Consultation Report Trial (possible) Implementation Follow-up The AT Process at AIU

11. Multidisciplinary Evaluation SETT Framework • Identify student needs • Determine environmental demands and resources • Define the tasks that the student must perform • Recommend tools, technology, or techniques that will address needs

12. In the collaborative team approach, it is assumed that no one person or profession has an adequate knowledge base or sufficient expertise to execute all functions associated with providing services. (S.W. Blackstone, 1992) Collaborative Team Approach

13. Student Parent/Primary Caregiver Family Friends Parent Advocate Regular Education Teacher Special Education Teacher Paraprofessional Administrator(s) Occupational Therapist Physical Therapist Speech-Language Clinician AT Consultant Teacher of Blind/Visually Impaired Teacher of Deaf/Hard of Hearing Psychologist Social Worker/Case Manager Wrap Around Services Rep Rehabilitation Engineer Vocational Counselor Nursing Personnel Possible Team Members

14. Uses a feature-match approach Incorporates on-going educational/life planning Targets natural environments Utilizes the competencies of multiple team member Demands meaningful follow-through Effective AT Assessment

15. Dynamic Multimodal Inventory Interview Observation Formal Testing Informal Testing Assessment should focus on features and strategies rather than on a specific device Matches abilities, needs, and expectations to AT features How Is Assessment Conducted?

16. Daily needs AT history Individual & family input Cognition Language Sensory issues Motor issues Life transitions Feature Match: Abilities, Needs and Expectations

17. Team Consensus – Equipment trials and timelines Emphasis on meaningful, motivating activities Activities should reflect key environments Use should be consistent Careful collection and review of data, outcomes, & recommendations Closure through team decision-making Equipment Trials

18. District or IU inventory PaTTAN Short Term Loan Device lending libraries PIAT CIL Organizations Schools Low-tech and no-tech solutions Manufacturer lease or rental Purchase with a trial period agreement Purchase of less expensive items Acquisition of Trial Equipment

19. Ongoing Implementation • In-house equipment • Low-tech and no-tech solutions • District purchase • Family purchase • Insurance/Medical Access

20. Implementation Barriers • Assistive Technology as a goal • Device breakdown • Juggling too many issues • Juggling too many environments or tasks • Unrealistic expectations • Lack of team coordination • Short-term planning vs. Long-term objectives • Environmental factors • Standard equipment maintenance

21. Implementation & Training • Develop training plan • Select target activities • Consider no, low, high tech • Develop back-up system • Physical management of equipment • Research and implement effective practices • Review training information • Participate in on-going trainings • Prepare for life transitions

22. Ongoing Re-evaluation • Current steps & future goals for implementation • Measurement of student’s performance • Degree of technology use • Effect of AT on empowerment or advocacy • Improvements in AT

23. Including AT in the IEP • Student’s AT needs should be documented in the Evaluation Report (ER) • Current program modifications/specially designed instruction should be documented in the Individualized Education Plan (IEP) • Outcomes of the AT assessment should be discussed by the IEP Team and included when the IEP is reconvened

24. Types of Assistive Technology

25. No-Tech • Highlighter tapes & pens • Specialized paper • Raised line • Contrasting line • Pencil grips • Picture cards • Line guides

26. Low-Tech • Portable keyboards • Spell checkers • Talking calculators • Stand-alone switches • Digitized communication devices

27. High-Tech • Computer software • AAC devices • Power wheelchairs • CCTV displays

28. Areas of Need

29. Communication

30. Computer Access

31. Mathematics

32. Organization

33. Reading

34. Seating and Positioning

35. Sensory Needs

36. Writing

37. Kendra Bittner IDEA Training and Consultation Coordinator, Assistive Technology Allegheny Intermediate Unit #3 475 East Waterfront Drive Homestead, PA 15120-1144 kendra.bittner@aiu3.net 412-394-5872 ● 412-394-5992 (Fax) Contact Information Scott A. Dougherty IDEA Training and Consultation Coordinator, Assistive Technology Allegheny Intermediate Unit #3 475 East Waterfront Drive Homestead, PA 15120-1144 scott.dougherty@aiu3.net 412-394-1375 ● 412-394-5992 (Fax) AIU Assistive Technology Home Page http://www.aiu3.net/Level3.aspx?id=1220