Assistive Technology. Presented by: Advocates for Justice and Education District of Columbia Parent Training and Information Center

Transcription

1 Assistive Technology Presented by: Advocates for Justice and Education District of Columbia Parent Training and Information Center Updated on July 2013

2 2 Training Agenda I. What is Assistive Technology? II. III. IV. Functions of Assistive Technology Types of Assistive Technology and Devices Assistive Technology and the Individualized Education Program (IEP) V. Steps to Obtaining Assistive Technology

3 3 What is Assistive Technology? Assistive Technology Act Intended to promote people s awareness of, and access to, assistive technology devices and services. The Act seeks to provide assistive technology 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.

4 4 Assistive Technology Devices 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.

5 5 Assistive Technology Devices Specialty Paper Pencil grip Talking calculators Speech recognition software Adapted Textbook Reading systems Low-Tech Assistive Technology Mid-High Tech Assistive Technology

6 6 Assistive Technology Services Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. Examples include: Evaluating the needs of a child with a disability, including a functional evaluation of the child in the child s customary environment Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for children with disabilities

7 7 Functions of Assistive Technology Communicate Vision Daily Living Learn Write Focus Mobility Read

8 8 Children with disabilities should have the opportunity to develop daily living skills such as brushing teeth, dressing or eating. These skills may require the support of assistive technology devices. Adaptive / Daily Living Adapted utensils Adapted plates and cups Non-skid surfaces Specially designed toilet seats and shower stalls

9 9 Augmentative communication devices are available to support children with language disorders. Picture boards Voice output communication devices Communication software Computers Communication

10 10 Children with learning difficulties may also benefit from the use of assistive technology in the classroom. Learning software in specific subject areas (reading, math, writing and more) Electronic readers Learning

11 11 Assistive technology devices can be made available to students with deafness or hearing loss in order for them to access the information being taught in the classroom. Hearing Amplifiers (FM System) Hearing Aids Captions on TV Typing telephones

12 12 Assistive technology devices may provide children with disabilities greater independence of mobility and travel. Wheelchairs Scooters Walkers Ramps Automatic door openers Mobility

13 13 Visual aids are assistive technology devices to support students with Blindness or Vision Loss. Large-print books Books on tape Magnifiers Talking computer software Braillers Vision

14 14 Assistive Technology and the IEP Revisions of the IDEA in 1997 and in 2004 requires that school districts must consider assistive technology for all students in special education and receiving special education services. The Individualized Education Program (IEP) or the Individualized Family Service Plan (IFSP) team must consider whether there is a device that will increase, maintain, or improve functional capabilities of the child and assist in achieving the IEP or IFSP educational goals. If yes, the school district must complete the necessary procedures to assess if and how the child will benefit from the device.

15 STEP 1: Make a Referral 15

16 16 Steps to Obtaining Assistive Technology REFERRAL A referral should be made to the Individualized Education Program (IEP) team or the team for your child s 504 Plan. A doctor s prescription or assessment supporting why your child needs a specific technology can be provided to the Special Education Coordinator or 504 Plan coordinator.

17 STEP 2: Team Meeting 17

18 18 Steps to Obtaining Assistive Technology TEAM MEETING The appropriate team must meet to discuss the referral after it is received. The discussion should not be limited merely to what skills the child has. Team discussions should include: Needs and strengths of the student Current strategies and interventions that are being provided What type of technology child could benefit from How student will benefit from a specific technology What assessments should be conducted Where assessments should be conducted

19 STEP 3: Obtain Appropriate Assessments 19

20 20 Steps to Obtaining Assistive Technology ASSESSMENTS To determine the assistive technology needs of a child, an assessment should be conducted by an appropriate trained professional. This assessment should take place in a child s customary environments home, school and community. The occurrence of the assessment in the appropriate environment is important because this is where the individual will use the technology. Classroom, Gym, Playground, Cafeteria

21 21 Steps to Obtaining Assistive Technology ASSESSMENTS cont d Assessments should address the child s strengths as well as his/her weaknesses. During the assessment of a student, the provider will likely try different types of technology and assess the child in using these different supports. Changes in your child s life may require a re-assessment of his or her assistive technology needs.

22 22 Step 4: Team Determination

23 23 Steps to Obtaining Assistive Technology TEAM DETERMINATION Team meets to review the assessment reports and recommendations. Assessment reports generally contains: Summary of the child s strengths and areas of concerns Recommendation of a specific technology or service Reasons for recommendation (functions that child will be able to do with the technology) Who makes the recommended technology and the approximate cost

24 24 Step 5: Obtaining Technology and Ongoing Monitoring

25 25 Steps to Obtaining Assistive Technology OBTAINING TECHNOLOGY and ONGOING MONITORING The Special Education Coordinator or 504 Plan coordinator at your child s school will facilitate the process for obtaining the recommended technology. This device should be identified in the student s IEP or 504 Plan.

26 26 Steps to Obtaining Assistive Technology The appropriate related service provider of the assistive technology will ensure that the student is trained in knowing how to use the device. For example, an audiologist will ensure that a child is trained in using audiological technology devices appropriately; a physical therapist will ensure that the student is trained in using mobility devices.

27 27 Questions to Consider I. What does your child need to do but is unable to do because of his/her disability? II. III. IV. What are your child s customary environments? What are your child s biggest educational challenges? What assistive technology tools are available to help your child overcome these challenges? V. What criteria will be used to later determine if the AT has been successful in helping your child in his/her educational program? VI. What are you child s preferences in areas such as color and style?

28 28 For more information, contact: Advocates for Justice and Education, Inc. Location: 25 E St., NW, 4 th Floor, Washington, DC Hours: M F, 9am to 5pm Phone: (202) Visit our website at The contents of this presentation were developed under a grant from the US Department of Education. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal.