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

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What Is Assistive Technology?An Introduction to
theExciting World of AT

• Presented by Scott A. Dougherty
• IDEA Training Consultation Coordinator,
  Assistive Technology

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Definitions

• 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)

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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

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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 Childrens Team Work)

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Types of Service Through AIU

• 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

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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

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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)

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How Do Students Benefit?

• 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

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Disabilities and AT

• 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
• Parkinsons Disease
• Huntingtons Disease
• Cystic Fibrosis

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The AT Process at AIU

• LEA Request
• AT Consultation
• Report
• Trial (possible)
• Implementation
• Follow-up

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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

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Collaborative Team Approach

• 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)

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Possible Team Members

• 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

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Effective AT Assessment

• 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

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How Is Assessment Conducted?

• 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

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Feature Match Abilities, Needs and Expectations

• Daily needs
• AT history
• Individual family input
• Cognition
• Language
• Sensory issues
• Motor issues
• Life transitions

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Equipment Trials

• 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

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Acquisition of Trial Equipment

• 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

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Ongoing Implementation

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

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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

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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

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Ongoing Re-evaluation

• Current steps future goals for implementation
• Measurement of students performance
• Degree of technology use
• Effect of AT on empowerment or advocacy
• Improvements in AT

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Including AT in the IEP

• Students 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

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Types of Assistive Technology
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No-Tech

• Highlighter tapes pens
• Specialized paper
• Raised line
• Contrasting line
• Pencil grips
• Picture cards
• Line guides

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Low-Tech

• Portable keyboards
• Spell checkers
• Talking calculators
• Stand-alone switches
• Digitized communication devices

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High-Tech

• Computer software
• AAC devices
• Power wheelchairs
• CCTV displays

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Areas of Need
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Communication
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Computer Access
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Mathematics
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Organization
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Reading
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Seating and Positioning
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Sensory Needs
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Writing
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Contact Information

• Kendra Bittner
• IDEA Training and Consultation Coordinator,
  Assistive Technology
• Allegheny Intermediate Unit 3
• 475 East Waterfront Drive
• Homestead, PA 15120-1144
• kendra.bittner_at_aiu3.net
• 412-394-5872 ? 412-394-5992 (Fax)

Scott A. Dougherty IDEA Training and Consultation
Coordinator, Assistive Technology Allegheny
Intermediate Unit 3 475 East Waterfront
Drive Homestead, PA 15120-1144 scott.dougherty_at_aiu
3.net 412-394-1375 ? 412-394-5992 (Fax)
AIU Assistive Technology Home Page http//www.aiu3
.net/Level3.aspx?id1220